Many South African teachers have low levels of subject knowledge and poor teaching practices but are faced with the additional challenges of implementing a new curriculum and new methodologies for teaching and assessment. These factors combine to expose a teaching population that is generally ineffective, particularly in the case of mathematics and science teachers at under-resourced township schools. The Teacher Mentorship Programme (TMP) is a mentoring programme for mathematics and science teachers focussed on remediating problem areas and revitalising teachers' classroom practices. Mentors support individual teachers at their workplace and the programme includes all teachers in each of these departments at the schools. This research inquiry is a case study of four TMP teachers. The effect of mentoring as an in-service training strategy is ascertained by considering the changes in their professional, personal and social development. The inquiry reveals firstly the effect of mentoring on the teachers and their practice and secondly what aspects of mentoring are responsible for bringing about such changes. Using the teachers' and mentors' voices as informants and based on good practice as recommended by literature, a theory for a mentoring model is proposed as an effective and sustainable model for professional teacher development for mathematics and science teachers in developing contexts. The research findings of this study and the new mentoring model design may serve to enrich the knowledge base on INSET in the area of teachers who are situated in unsupportive schools in developing contexts.

This practical workbook assists school-based mentors of mathematics teachers to develop their mentoring skills, offering mentors the essential guidance needed in order to effectively support trainee or newly qualified secondary mathematics teachers, as well as in their overall career development. Offering tried and tested strategies based on research and evidence, Mentoring Mathematics Teachers in the Secondary School covers the knowledge, skills and understanding every mentor needs and offers practical tools such as lesson plans and feedback sheets, observation sheets, case studies, sample dialogues and other learning activities and exercises. Together with analytical tools for self-evaluation, this book is a vital source of support and inspiration for all those involved in developing the next generation of outstanding mathematics teachers, whether in teacher training or as newly qualified or early-career teachers. Key topics explored include: Roles and responsibilities of mentors within mathematics education, and understanding yourself as a mentor The mentor–mentee relationship, and helping develop a beginning teacher’s identity Supporting specific aspects of beginning mathematics teachers’ knowledge, skills and understanding, including developing reflective practice, lesson planning and mathematical misconceptions Strategies for observation and analysis of lessons, marking, assessment and the use of data Mentoring for long-term career and teacher development Filled with the key tools needed for the mentor’s individual development, Mentoring Mathematics Teachers in the Secondary School offers an accessible and practical guide to mentoring trainee teachers and early-career teachers with ready-to-use strategies that support, inspire and elevate both mentors and teachers alike. This book also includes an online eResource offering downloadable resources and web-based training material.

Mentorship is a catalyst capable of unleashing one's potential for discovery, curiosity, and participation in STEMM and subsequently improving the training environment in which that STEMM potential is fostered. Mentoring relationships provide developmental spaces in which students' STEMM skills are honed and pathways into STEMM fields can be discovered. Because mentorship can be so influential in shaping the future STEMM workforce, its occurrence should not be left to chance or idiosyncratic implementation. There is a gap between what we know about effective mentoring and how it is practiced in higher education. The Science of Effective Mentorship in STEMM studies mentoring programs and practices at the undergraduate and graduate levels. It explores the importance of mentorship, the science of mentoring relationships, mentorship of underrepresented students in STEMM, mentorship structures and behaviors, and institutional cultures that support mentorship. This report and its complementary interactive guide present insights on effective programs and practices that can be adopted and adapted by institutions, departments, and individual faculty members.

The arena in which the preparation of student-teachers for the teaching of mathematics takes place is shifting its foundations and moving its boundaries. The whole basis of teacher education at secondary level is in flux with a move towards teacher-education programmes which are largely school based. Increasingly, there is seen to be an important role for the school teacher who acts as mentor to the student teacher in some relationship with a tutor from the initial training i nstitution.; Teachers who are being encouraged to take on the mentoring role need preparation for its demands and teacher education courses need increasingly to make provision for the education and support of mentors. The purpose of this book is to discuss the mentoring process, to provide ideas and to highlight issues. It provides both practical help and guidance, and a philosophical consideration of the development of mathematics teachers and teaching.

This practical guide helps mentors of new science teachers in both developing their own mentoring skills and providing the essential guidance their trainees need as they navigate the rollercoaster of the first years in the classroom. Offering tried-and-tested strategies based on the best research, it covers the knowledge, skills and understanding every mentor needs and offers practical tools such as lesson plans and feedback guides, observation sheets and examples of dialogue with trainees. Together with analytical tools for self-evaluation, this book is a vital source of support and inspiration for all those involved in developing the next generation of outstanding science teachers. Key topics explained include: • Roles and responsibilities of mentors • Developing a mentor—mentee relationship • Guiding beginning science teachers through the lesson planning, teaching and self-evaluation processes • Observations and pre- and post-lesson discussions and regular mentoring meetings • Supporting beginning teachers to enhance scientific knowledge and effective pedagogical practices • Building confidence among beginning teachers to cope with pupils’ contingent questions and assess scientific knowledge and skills • Supporting beginning teachers’ planning and teaching to enhance scientific literacy and inquiry among pupils • Developing autonomous science teachers with an attitude to promote the learning of science for all the learners Filled with tried-and-tested strategies based on the latest research, Mentoring Science Teachers in the Secondary School is a vital guide for mentors of science teachers, both trainee and newly qualified, with ready-to-use strategies that support and inspire both mentors and beginning teachers alike.

New teachers are leaving the profession at an alarming rate, with mathematics and science teachers particularly at risk. Over the years, support programs, called teacher mentoring programs, were established to decrease the attrition of these new teachers. P.S. 6 High School adopted a teacher mentoring program in conjunction with the local teachers union to decrease the attrition of new teachers in the building. The unique element of this program is the role of the Teacher Mentoring Coordinator, who teaches a reduced load and spends the remaining time working with new and non-tenured teachers on classroom management, the development of pedagogical content knowledge and all other classroom and instructional issues. Six new teachers, experience ranging from six months to five years, were studied over a school year. Classroom observations and interviews were the primary data sources, though archival data was obtained from prior experiences in the Teacher Mentoring Program. The data was analyzed over four primary themes: the Teacher Mentoring Program and its elements, teacher mentoring and pedagogical content knowledge, teacher learning and the impact the Teacher Mentoring Program has on the school community.