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The Greater Essex County District School Board (GECDSB) aims to support the initiatives of early childhood educators (ECE) in the Kindergarten Program by providing ECEs with the proper support and guidance to facilitate professional efficacy and student success. We applied the mentoring component of the New Teacher Induction Program on first-year ECEs in Kindergarten and investigated the program’s impact from the perspective of the mentees and mentors. ECEs were paired and mentored by experienced ECEs working for the board. The study’s outcome indicated the following common themes among the participants: role as a mentor, professional development, reciprocal learning and developing relationships. The challenges of the study were proximity and time. Mentees also felt the program did not change their relationship with their teaching partner. Overall, mentors and mentees expressed an appreciation for the opportunity to engage in professional development and optimism to continue the mentorship program. This paper was previously published in The International Journal of Holistic Early Learning and Development in 2015.

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

  • 章节

  • 发表日期：

    2025年

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  • Sara Shahbazi,
  • Geri Salinitri,
  • Angela Miloyevich,
  • Alyssa Palazzolo

摘要

The Greater Essex County District School Board (GECDSB) aims to support the initiatives of early childhood educators (ECE) in the Kindergarten Program by providing ECEs with the proper support and guidance to facilitate professional efficacy and student success. We applied the mentoring component of the New Teacher Induction Program on first-year ECEs in Kindergarten and investigated the program’s impact from the perspective of the mentees and mentors. ECEs were paired and mentored by experienced ECEs working for the board. The study’s outcome indicated the following common themes among the participants: role as a mentor, professional development, reciprocal learning and developing relationships. The challenges of the study were proximity and time. Mentees also felt the program did not change their relationship with their teaching partner. Overall, mentors and mentees expressed an appreciation for the opportunity to engage in professional development and optimism to continue the mentorship program. This paper was previously published in The International Journal of Holistic Early Learning and Development in 2015.