The Impact of Applying the Principles of the New Teacher Induction Program (NTIP) on Mentoring New Early Childhood Educators

Abstract

The Greater Essex County District School Board (GECDSB) aims to support the initiatives of Early Childhood Educators (ECEs) in Ontario's Full-Day Kindergarten program by providing ECEs with support and guidance to facilitate professional efficacy and student success. We applied the mentoring component of the New Teacher Induction Program to first year ECEs in FDK and investigated the program's impact from the perspective of mentees and mentors.  New ECEs were mentored by experienced ECEs working for the board.  Study outcomes indicated the following themes among the participants: role as a mentor, professional development, reciprocal learning, and developing relationships. Challenges of the study were lack of proximity and time.  Mentees also felt that the program did not change the existing relationship with their teaching partner.  Overall, participants expressed an appreciation for the opportunity to engage in professional development and an interest in continuing the mentorship program.