Induction and Mentorship Programs for Beginning Teachers: The Pan-Canadian Context

• In Event: Exploration and Survey of Teacher Induction Programs and Accountability

Abstract

Attrition and low numbers of beginning teachers remaining in the teaching profession is a problematic phenomenon in many countries. The question that begs attention of policymakers is: “What can school systems do to help retain teachers?” This paper addresses this question by examining the role of mentorship in formal teacher induction programs offered in a number of provinces and territories in Canada. Upon the initial review of the literature on beginning teachers’ experiences, teacher attrition, teacher induction and mentorship, using document analysis, I describe policy frameworks across Canada aimed at supporting the growth, professional development, and retention of new teachers.

Author

• Benjamin Kutsyuruba, Queen's University