LPA 706 Role of the Mentor Teacher

Extension Assignment (Group)

Wheelock College
LPA 706 Role of the Mentor Teacher
Extension Assignment (Group)
Gee Hui Yan, Janice (22), 15AWE022X
Jill See Pei Ting (27), 15AWE027U
Pun Jie Zhen Denise (43), 15AWE044U
Tan Shuying Diane (55), 15AWE054B

LPA 706 Role of the Mentor Teacher

Extension Assignment (Group)

Problem statement/Purpose of project

According to Chia (2013), the Early Childhood sector in Singapore has an annual attrition
rate of 15 to 20 per cent and this implies that there is a high teacher turnover rate. Craig (2013)
stated that teachers leave the sector due to reasons such as low salary and the lack of professional
autonomy in their workplace. In addition, it was also stated in the article that working conditions
and the professional climate in a preschool centre centre play a big role in the high attrition rate
as well. To reduce the attrition rate in the Early Childhood sector and retain existing teachers, it
was suggested by Craig (2013) that leaders of centre would have to provide mentoring, support
and resources to not only existing teachers, but also teachers who are new to the field.
According to Gudwin & Salazar-Wallace (2010), Ellen Moirs developmental stages of
teachers denotes the different stages that novice teachers would go through when they first enter
the teaching sector. The first stage is named the Survival stage. Most novice teachers who are
going through the Survival stage typically feel overwhelmed by the workload and the rapid
pace of a school day.They feel an immense sense of struggle and often wonder if they can even
survive through the day. According to Katz (1972), novice teachers who are going through their
first year in the Early Childhood sector requires not only guidance on the technicalities of
teaching, he/she would also require encouragement, reassurance, support, understanding and
comfort from a mentor.
Hence, this mentoring programme aims to empower novice teachers and provide them
with the support they would require to go through the Survival stage. This 12 month mentoring
programme will provide the novice teacher with a full year of professional support to help them
transition from being a student of teaching to a teacher of children. During the mentoring
programme, the novice teacher would be able to develop the skills and knowledge required of

LPA 706 Role of the Mentor Teacher

Extension Assignment (Group)

them to be able to achieve success in their own teaching as they become more experienced
teachers. This mentoring programme would include an induction programme that will last for the
first 2 weeks that the novice teacher is in the centre and an ongoing mentoring relationship with
the centres own trained mentor teacher that would last for the next 12 months. There are 3 main
phases in this mentoring programme Goals
In designing this mentoring programme, the goals set are general goals that may be edited
to suit the needs of every individual novice teacher to meet their own learning needs through a
needs assessment.
Setting professional development goals are an integral part in a mentoring program. They
provide a clear sense of what skills are needed to be achieved within a set period, in order to
develop their teaching competencies. As part of the mentoring programs ongoing evaluation and
assessment, the goals set are divided into long term and short term goals (refer to appendix A and
B).
The provided set of short term goals act as a general guideline in providing a base
structure for the novice teachers. These short term goals are in-line the subgoals of the long term
goals that all novice teachers should meet. The novice teachers should achieve their set short
term goals anywhere from 2 weeks to 2 months from the introduction of the induction
programme.
In addition, the long term goals listed are intentionally generic as this allows the novice
teachers to refine the descriptions to suit their own learning needs. As long as the teachers remain
on track, the long term goals should be achieved and met by the end of their first year of
employment. The mentor will hold a discussion with the novice teacher on the progress of

LPA 706 Role of the Mentor Teacher

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his/her long term goals twice; once at the end of the first semester and then on the second (refer
to Appendix C and D). This would ensure that the novice teacher is on track, and check in with
him/her on whether any intervention or help is needed to support them.
Phase 1 - Induction
The purpose of the induction is to provide the novice teacher with general knowledge of
the centre and organisation. The aim of the induction is to provide the novice teacher with all the
knowledge necessary to achieve all the short-term goals. As teaching has been characterized as a
profession with a high level of attrition and a high turnover rate amongst newcomers (Smith &
Ingersoll, 2004), our induction also aims to prevent the loss of novice teachers during their first
year of beginning their career as preschool educators. The theory behind induction surmises as
teaching is complex, theoretical knowledge gained from learning about teaching is almost never
sufficient to provide all the skills and knowledge required of a teacher to be successful in his/her
own teaching. Most of these knowledge and skills can only be attained and acquired with handson teaching experience. This notion holds that preschool centres would have to provide novice
teachers with a conducive environment where they would be able to not only survive but also
achieve success in their careers as teachers (Ingersoll, 2012).
According to Ingersoll & Strong (2011), there are three positive outcomes of providing
novice teachers with support and assistance: teacher commitment and retention, teacher
classroom instructional practices, and student achievement. Research studies show that novice
teachers who went through an induction when they first started out as teachers revealed higher
job satisfaction, commitment and retention.
Our induction is intended for teachers who have completed their diploma or degree
programme in Early Childhood Education and is starting out as a novice teacher in the centre.

LPA 706 Role of the Mentor Teacher

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For the novice teachers, this induction programme will act as a bridge between theoretical
knowledge and practical application. This induction can be also used for teachers who have had
experience working in other preschool centres but are new to the centre. For these teachers, this
induction will serve as an orientation to help them understand the centre culture and curriculumrelated matters. This induction will be held for a duration of 2 weeks before transiting to phase 2
of the mentoring programme.
The induction would be initiated by the principal and supported by the centres mentor
teacher. A checklist would be used to guide the induction process so that all important and
necessary centre-related information is related to the novice teacher during the induction process.
The induction includes:

An introduction to all the centre staff

Teachers, senior teachers, administrative staff, cook, cleaners, etc.
An introduction to the centres vision, mission and core values
An overview of the short-term goals for novice teachers and an overview of how

these goals would be assessed at the end of the induction programme

An introduction to the curriculum of the level that the novice teacher would be
taking

An introduction to the Kindergarten Curriculum Framework (KCF) and how the

teachers in the centre use it to plan activities and lessons

An introduction to the mentoring programme, the mentor teacher and

communication methods between the novice teacher and the mentor teacher. E.g. mobile number,
email, allocated meeting timings, etc.

An introduction to any extra-curricula activities as determined by the centre

An introduction to the SOP (Standard Operating Procedures) of common issues

that teachers in the centre may face. For example, what to do when a child falls down, fire drill,
etc.

An introduction to the resource cupboard and where the novice teacher may be

able to obtain possible necessary resources for her lesson preparation

LPA 706 Role of the Mentor Teacher

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An introduction to the timetable of the classes in the centre and the transition time

(between each lesson, shower time, assembly, etc)

Observations to be done by the novice teacher in the different level classrooms

During these observations, the novice teacher would have to jot down points of
reflection in a reflective journal

These points of reflection would guide the content of meetings between the
mentor teacher and the novice teacher
Phase 2 - Mentoring programme (ongoing)
Mentoring in teaching refers to the process of an experienced teacher guiding a novice
teacher by providing practical and supportive feedback or suggestions for the novice teacher to
learn and grow on the job (Bellm, Whitebook & Hnatiuk, 1997). This mentoring programme
aims to provide some guide and support for both the novice teacher and the mentor teacher to
participate in this mentoring programme successfully.
According to Chong, Low and Goh (2011), a novice teachers prior experiences and
expectations of teaching play a role in their mindset/thinking about themselves as a teacher.
Through the daily experiences during practicum, novice teachers are exposed to different
situations which requires them to make decisions. Fuller and Bown (1975) as cited by Chong,
Low and Goh (2011) mentioned that novice teachers tend to face a series of concerns - from their
perceptions of how teaching students are like, to the reality they face in the actual classrooms,
the limitations in the teaching facility, and hoping to place focus on their students alongside the
distraction by the demands of teaching. Hence, the attachment of mentor teachers would then aid
the novice teachers to better cope with the challenges they face.
As a mentor, it is important to understand the needs of the novice teacher. According to
Roselva Ungar, a mentor teacher in Los Angeles, as cited by National Foundation for the
Improvement of Education (1999), the needs of a novice teacher can be categorised into three

LPA 706 Role of the Mentor Teacher

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stages - identifying the daily routines and common practices of the school, applying their
theoretical knowledge into their own teaching practice and classroom management strategies and
lastly, developing professionally through the understanding of teaching practices. The mentor
teacher guides the novice teacher through these stages by sharing their experiences and working
together with the novice teacher, identifying the stage at which the novice is in so as to determine
what kind of assistance is needed and when to provide it (NFIE, 1999). Through the sharing of
practices and experiences, the mentor teacher also enhances his/her own teaching practices.
Apart from aiding the novice and mentor teacher in their teaching practices, the
implementation of a successful mentoring programme will also benefit children. Wong (2004)
mentioned that childrens school achievements increased as a result of improved teacher
performance. Similarly, Hanushek, Kain and Rivkin (2001) as cited by Wong (2004) supported
the importance of how effective teachers improve student achievements in school as teacher
effectiveness influences the students academic achievement. According to the NFIE (1999), a
successful mentoring programme emcompasses the best approaches to teaching with strategies
that worked well for students over time. Hence, the implementation of a good mentoring
programme ensures that teachers improve in their teaching practices, which will in turn benefit
childrens learning (NFIE, 1999).
After the induction period, the mentor teacher will continue to work together with the
novice teacher on a 1 to 1 basis for a duration of 12 months. During the 12 months, there will be
4 key checkpoints to keep track of the progress and development of the mentoring relationship.
These 4 key checkpoints will take place once every 3 months, at the end of each school term to
gauge the progress and quality of the overall mentoring relationship.

LPA 706 Role of the Mentor Teacher

Extension Assignment (Group)

The mentor teacher and novice teacher will have a meeting to discuss the questions and
issues stated on the Mentoring Evaluation Form (refer to Appendix F). The form will be
completed collaboratively by the mentor teacher and novice teacher. This form aims to facilitate
the discussion between the mentor teacher and novice teacher on understanding the strengths,
weaknesses and areas of improvement in the mentoring relationship. It would inform possible
positive changes and improvements to be made to the processes and other aspects of the
mentoring relationship.
The following is a list of the mentor teachers key responsibilities in executing the
mentoring programme with the novice teacher:
Key responsibilities of the

How to guide the novice

Guiding questions that can

mentor teacher

teacher

be discussed

Guide the novice teacher to

Explain the

What are your

do observation and

rationale of doing

procedures for

assessment of children

observations and

assessment/observation?
What are the

assessments of children
Explain how to

strategies that one can use

conduct observation and

to be objective in

assessments by giving

assessment/observation?

examples on what to look

out for
-

Provide the

novice teacher with

examples of how the
observation or assessments
are done in the school
Follow up with the novice

Have a chat

Lets reflect on

teacher after he/she has

with the novice teacher and

what happened during the

attended a course (KCF/

talk about what he/she has

course

LPA 706 Role of the Mentor Teacher

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SPARK workshops)

understood from the course

Share
knowledge on KCF and
curriculum
Offer ways to
appropriately and properly

Are we

following the guidelines

from the course? If not,
how can we work together
to change our practice?

develop the necessary

paperwork for SPARK and
KCF
Set dates for mentor/novice
teacher meetings

Provide novice

teacher with an update

weekly and find out from

Reflect, share insights on a

the novice teacher if there

weekly basis and celebrate

is anything that the mentor

successes

teacher can help him/her

with
-

Talk about the

strengths and challenges

What is going

well in your classroom?

What did not
go well in your classroom?
What could
have been done
differently?
What can I do
to help you make this
better?

faced during the week and

discuss how challenges can
be improved
Help to
highlight
changes/improvements/instr
uctional procedures that
were successful and
beneficial
Discuss the
reason for the success
Embrace and
celebrate the successes
Analyze
teaching and learning

LPA 706 Role of the Mentor Teacher

Extension Assignment (Group)

strategies
-

Troubleshoot

and resolve issues brought

up together
Conduct a teaching

Observe the

How can I help

observation to observe if the

novice teacher while she

you to better prepare for

novice teacher may be facing

carries out her lesson

Provide

your observation?
What would

corrective feedback to the

you like this observation

novice teacher about how

to focus on? (E.g.

he/she can improve

Point out the

classroom management,

any challenges in the

classroom

lesson delivery, etc.)

strengths that novice

teacher exhibit
Create
opportunities for novice
teacher to suggest how to
deal with the challenges
that he/she might be facing
Be a role model

Allow the

What have you

novice teacher to observe

learnt from what you

lessons that the mentor

observed?
Is there any

teacher conducts in his/her

own class
Demonstrate
classroom management
strategies and lesson
delivery
-

strategies that you would

like to follow?
Is there any
practices that you feel can
be improved?

Model

appropriate behavior as a
mentor teacher in situations
Model effective

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LPA 706 Role of the Mentor Teacher

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practices. E.g. classroom

management strategies
Model
appropriate communication
techniques/strategies with
parents
Listen to the novice teacher

Listen and pay

Be truthful in

full attention to the novice

your comments so we can

teachers concerns and

learn together.

needs
-

Do not listen

with any hidden agendas

The mentor
teacher does not always
have to provide solutions or
advice, it depends on the
situation
Attend professional

The mentor

Let me share

development courses on

teacher could pick up

with you what I have

mentoring teachers

some strategies or

learnt from the course I

questioning techniques

attended

from these professional

developmental courses to
help with the mentoring
relationship between
him/her and the novice
teacher
Be open-minded and
respectful

The mentor

Lets share

teacher should recognize

about what we have

that the novice teacher

learnt from each other

Good practices

may have some strengths

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LPA 706 Role of the Mentor Teacher

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and expertise that the

mentor teacher can learn

that can be followed

Bad practices
that can be improved

too
-

Be sensitive to

the novice teachers

feelings
-

Practice

objective communication
with tact
Be
understanding towards the
novice teachers
frustrations
Be a lifeline, friend and guide
to the novice teacher

Support the

Remember

novice teacher in times of

how far you have come

frustration or helplessness
Provide a

and what you have

shoulder on which the

novice teacher can lean on
Frequently
check in with the novice
teacher
-

achieved!
Share
experiences of effective
ways of coping with
challenges

Provide the

novice teacher with words

of encouragement and
acknowledgement

However, during the mentoring process, there are some possible challenges and
constraints that the mentor teacher and centre may face.

Possible challenges and/or constraints

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LPA 706 Role of the Mentor Teacher

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Albeit the centre having its own trained mentor teacher who has already gone through
formal mentoring training, there may be a lack in the continuation of training for the mentor
teacher during the mentoring process. According to Rhodes & Beneicke (2002), there is a lack of
training to guide the work of the mentor teacher in the mentoring process of a novice teacher.
According to Rowley (1999), a good mentor is a role model of a continuous learner. Through
continuous learning, the mentor teacher would be able to develop, experiment and model new
practices to the novice teacher. The mentor teacher would also be able to display her own
openness to the continuation of professional development despite already being trained. In
displaying her own willingness and openness to pursue professional growth, the mentor teacher
models her commitment to constantly strive for continuous improvement to the novice teacher.
Hence, it was stated that good mentors should be provided with opportunities to engage
in high-quality ongoing mentor training so that they would be able to continue improving in their
work as a mentor teacher.
Another challenge that mentor teachers may face would be the lack of administration
time which may limit the mentoring programmes progress. According to Rhodes & Beneicke
(2002), due to heavy teacher workload, mentor teachers may face severe time constraints which
may interfere with their roles of being both a mentor and a teacher who is engaged in full-time
class contact. It was suggested that the management may create sufficient time to allow the
mentor teacher to assume both her roles, both as a mentor and a teacher of children. Rowley
(1999) also recognized time constraint to be a challenge for mentor teachers and suggested that
mentor teachers be provided with additional professional development days or extra support so
that they would be able to attend professional development courses and mentor training. Hence,
this suggests that if the mentor teacher has a form class of her own, the school would have to

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provide additional time for her to participate in the mentoring programme. In addition, time and
additional arrangements would have to be made for the mentor teacher to conduct observations
in the novice teachers classroom. Time would also have to be made for the weekly meetings and
discussions between the mentor teacher and novice teacher, professional development courses or
mentor training for the mentor teacher, and for curriculum planning for her classes.
The last challenge that the centre may face would be that there may not be enough funds
to support the mentoring programme. The centre may not have enough budget for relief teachers
to take over classes when the mentor teacher and novice teacher are participating in activities
concerning the mentoring programme. The centre may also not have enough budget for extensive
resources required of a mentoring programme (E.g. additional printer cartridges).

Phase 3 - Evaluation and Assessment (ongoing)

In this phase, the novice teacher will be evaluated and assessed regularly to ensure that
the teacher is comfortable in the new environment and that the teacher is provided with sufficient
support. Through these evaluations and assessments, the mentor teacher will be able to identify
any problems or challenges that the novice teacher might be facing and step in to guide and
support him/her. As mentioned by Darling-Hammond (2010), performance assessment is a tool
that has much influence in evaluating teachers readiness and competence. It provides the support
needed to make the change in teachers practices and has also been found to have a correlation
with teacher effectiveness in the long run. These evaluations and assessments can be done
formally or informally and may include teaching observations. Mentoring evaluations and
assessments will not in any way affect the novice teachers or the mentor teachers formal
appraisal, organisational systems of assessment or performance review.

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LPA 706 Role of the Mentor Teacher

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After these evaluations or assessments are done, the mentor teacher will have a
session with the novice teacher to discuss about what the mentor teacher have just observed.
During these sessions, the novice teacher may reflect on what she thought she has done well and
what she thinks can be improved on. Reflection enables teachers to make meaningful and
effective decisions on how to plan for children and respond to them. Additionally, it helps them
stay excited about their work (Carter, Cividanes, Curtis, & Lebo, n.d.). The novice teacher may
also bring up some concerns or questions that she may have during these sessions and seek help
from the mentor teacher. On top of that, the mentor teacher may provide feedback or corrective
suggestions to the novice teacher. This session will not only serve as a benefit to the novice
teacher but also to the mentor teacher as they will be able to learn from each other. This phase
will be an ongoing process and may be done repeatedly throughout the term to provide
continuous support to the novice teacher whenever needed.

Proposed Modes of Assessment

Lipscomb (2010) noted: The process of setting objectives and measuring progress
towards the mentee overall development goals will be the dominant interaction for most of the
mentoring relationship (p.1005). As such, in the subsequent paragraphs, we will be explaining
and describing our modes of measuring and tools for measuring both the novice teachers
progress and the mentoring relationship.
A.

Introduction Sheet (Refer to appendix E)

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LPA 706 Role of the Mentor Teacher

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Prior to the first meeting, the novice teacher will be given an introduction sheet to fill up.
They will then be bringing the completed form to the meeting, which will be a starting point for
the introductory meeting between the mentor and the novice teacher. The purpose of this form
acts as a clear and definitive structure in articulating the goals, needs and steps taken or will be
taken by the novice teacher. It also acts as a point of reference for both parties, especially the
mentor, on assessing what were done and what else can be done to support or develop the novice
teachers goals. In a nutshell, this introduction sheet supports this relationship, by enabling the
mentor to be likely more able to provide relevant guidance and advice to the novice teacher.
In this form, support-related questions are also included to guide the mentoring process.
The concept of mentoring is still a rather new concept in Singapore and barely have just begun to
gain traction. As such, it is likely that the people involved may be uncertain on how to start. This
form provides a platform for the beginning of the mentoring process by encapturing the two key
principles in a mentoring relationship: Development and Support. The inclusion of discussion
points and content in this form during the first meeting will help both parties in gaining a clearer
sense of how to go about in their respective roles in this mentoring relationship. The form can
also be referred by either the mentor and novice teacher in the later part of the 12 month
mentoring programme as a form of definitive evidence for the novice teachers progress in the
mentoring relationship.
B. Reflective journal for tracking progress and evaluation (refer to appendix J)
Part of providing relevant guidance and assessment is keeping a record to track the
mentees progress and activities (Lipscomb, 2010). A progress journal template has been created
for tracking overall mentoring progress and assessment. The subsequent proposed journal format
will be an effective tool in this proposed mentoring program, given that it is an ongoing process.

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Both the mentors and novice teachers can access the journal easily during the 4 key checkpoints
during the mentoring programme.
With the mentor teachers guidance, the novice teacher will reflect upon what she
has learnt thus far and how she learnt them. In addition, she would reflect on how the learning
experiences and discussions have helped her in her professional growth. She would be able to
write down her thoughts, feelings and set goals for further improvement. The reflection process
would provide the novice with opportunities to celebrate her own successes and achievements.
This form will allow the novice teacher to refer back and be reminded of how far she has come
and everything she has achieved. In addition, the mentor can take a look at the goals the novice
teacher has planned to achieve and track the novice teachers progress on the next meeting.
C. Evaluation of Short Term Goals (refer to appendix C)
Depending on the period set to achieve the short term goals, the novice teacher will be
required to fill up the respective sections of the evaluation form before the next scheduled
meeting with their mentor. Once completed, this form will become the basis for discussion
during the meeting between the mentor teacher and novice teacher. After which the mentor may
again bring up and write down any suggestions or improvements that she would like the novice
teacher to take note of.
D. Evaluation of Long Term Goals (refer to appendix D)
The evaluation of long term goals (refer to appendix D) is done twice per year, each at the
end of the semester. In this section, the novice teachers will reflect upon their overall progress
achievements so far and draw informed conclusions about their progress towards goal
fulfillment. This will allow the novice teachers to also think critically about how their short term
goals had supported them while reflecting on their overall progress towards the long term goals.

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E. Mentoring Evaluation Form (refer to appendix F)

Outside of evaluating progress on goals, there is also a need for an evaluation to be done
on the mentoring relationship. It is an effective instrument that creates grounds for mutual
understanding of the relationships strengths and weaknesses (Lipscomb, 2010). This evaluation
would be done during each of the 4 key checkpoints, which will take place once every 3 months.
This form aims to keep track of the progress and development of the mentoring relationship, and
to gauge the progress and quality of the overall mentoring relationship. These forms would
inform positive changes and improvements to be made to the mentoring process. It would also
inform improvements to be made to the mentoring relationship by helping the mentor teacher
and novice teacher work on overcoming the weaknesses and continue to build on the strengths of
their relationship.

F. Periodic Class Observation: Observation Sheet for Novice Teachers and Mentors
(refer to appendix G)
Assessment on the novice teachers progress towards overall goals, also involves lesson
observations. Unlike the typical graded observations done by supervisors in most local schools,
mentor observations emphasize on providing support and constructive guidance for the novice
teacher. These observations are independent and separate from performance appraisals. Any
information documented are available only to the novice teacher and the mentor. The novice
teacher will have to fill in an observation sheet including his/her lesson description before
handing it to the mentor teacher. Post-lesson, the novice teacher will reflect briefly on their

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LPA 706 Role of the Mentor Teacher

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experience and fill in the section for the novice teacher. During a scheduled meeting, the mentor
will share their observations and open up a discourse about the lesson experience using the
documentation on the observation sheet as a point of reference.
G. Scheduled Meetings: Mentoring Meeting Minutes sheet (Refer to appendix H)
Having routine scheduled meetings in between a decided set period between the mentor
and the novice teacher plays a crucial role in making this mentoring program a success, and ties
in effectively as an ongoing evaluation of this mentoring relationship. Scheduled meetings create
the habit of having open communication between the two parties. In these meetings, the novice
teacher and mentor may choose to discuss about any topics or concerns in relation to the novice
teachers needs. The meeting will be documented in the Mentoring Meeting Minutes sheet (refer
to appendix H) that will be provided to the mentor teacher and novice teacher. Either one of them
may volunteer to take down the minutes for each session.

Proposed Budget
As planning for a mentorship program within the school, expenses will bound to be
incurred. Thus, a proposed budget (refer to appendix I) is being taken into consideration for the
program. Some expenses includes courses and workshops that both the mentor and mentee
teachers will have to attend. These workshops may help the novice teacher gain more knowledge
and insights on the educational policies and classroom management strategies. The teachers may
also have to print additional materials. Should there be discussions and meetings that occur over
a prolonged period of time, some light refreshments will be provided to both the mentor and

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LPA 706 Role of the Mentor Teacher

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novice teachers. Lastly, relief teachers might be needed to relief the classes of either the mentor
or novice teachers classes when they participate in any meetings.

In conclusion, this essay has explored the processes and necessary modes of assessments
necessary in a mentoring relationship. Firstly, the induction programme plays an important role
in allowing the novice teacher to work together with a mentor teacher to gain general knowledge
of the centre and organisation, understanding the centres culture and curriculum related matters.
Next, the mentoring programme aims to empower novice teachers and provide them with the
support they would require to go through the first year of being a teacher of children. It also aims
to provide the novice teacher with a full year of professional support to help them transition from
being a student of teaching to a teacher of children. Thirdly, all of aforementioned modes of
assessments, together with the meetings and discussions, aim to establish a strong mentoring
relationship between the mentor teacher and novice teacher. At the end of the mentoring
programme, the novice teacher would be able to develop the skills and knowledge required of
them to be able to achieve success in their own teaching as they become more experienced
teachers themselves.
Craig (2013) suggested that to reduce the attrition rate in the Early Childhood sector and
retain existing teachers, novice teachers should be provided with mentoring, support and
resources. This mentoring programme aims to reduce the attrition rate in the Early Childhood
sector by providing novice teachers with an ongoing and continuous mentoring process that will
help to empower them with the necessary skills to excel as teachers of children.
Mentoring is an ongoing and continuous process. Thus, through constant feedback and
guidance in this mentoring relationship, both the mentor teacher and novice teacher will benefit

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LPA 706 Role of the Mentor Teacher

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from the programme and progress on in their professional development. The goal of reducing the
attrition rate in the Early Childhood sector may not be an easy one to achieve, but providing
novice teachers with high-quality mentoring is the first step to resolving it.

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References
Bellm, D., Whitebrook, M. & Hnatiuk, P. (1997). The early childhood mentoring curriculum: A
handbook for mentors. Gryphon House, 1997. ISBN 9781889956008

Carter, M., Cividanes, W., Curtis, D., & Lebo, D. (n.d.). Becoming a reflective teacher. Retrieved
from https://www.naeyc.org/files/tyc/file/TYC_V3N4_Reflectiveteacherexpanded.pdf

Chia, A. (2013, November 21). A master plan to develop early childhood educators. Today.
Retrieved from http://www.todayonline.com/singapore/master-plan-develop-earlychildhood-educators

Chong, S., Low, E. L. & Goh, K. C. (2011). Developing student teachers professional identities
- An exploratory study. Retrieved from: http://files.eric.ed.gov/fulltext/EJ1066392.pdf

Craig, T. (2013, November 8). Pre-school teachers: Leaving before theyve even started. Today.
Retrieved from http://www.todayonline.com/singapore/pre-school-teachers-leavingtheyve-even-started

Darling-Hammond, L. (2010). Evaluating Teacher Effectiveness - How teacher improve

performance assessments can measure and improve teaching. Retrieved from
http://files.eric.ed.gov/fulltext/ED535859.pdf

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Gudwin, D. M. & Salazar-Wallace, M. D. (2010). Mentoring and Coaching: A Lifeline for

Teachers in a Multicultural Setting. California, USA: Corwin, A SAGE Company. ISBN
9781412979580

Ingersoll, R. (2012). Beginning teacher induction: What the data tell us. Retrieved from
http://repository.upenn.edu/cgi/viewcontent.cgi?article=1239&context=gse_pubs

Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentoring programs for
beginning teachers a critical review of the research. Review of educational research,
81(2), 201-233. Retrieved from http://repository.upenn.edu/cgi/viewcontent.cgi?
article=1127&context=gse_pubs

Lipscomb, R., & An, S. (2010). Mentoring 101: Building a mentoring relationship. Journal of
the American Dietetic Association, 110(7), 1002-1008.

Katz, L. G. (1972). Developmental stages of preschool teachers. The Elementary School Journal,
73(1), 50-54. Retrieved from http://files.eric.ed.gov/fulltext/ED057922.pdf

National Foundation for the Improvement of Education. (1999). Creating a teacher mentoring
program. Retrieved from https://www.neafoundation.org/downloads/NEACreating_Teacher_Mentoring.pdf

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Rhodes, C., & Beneicke, S. (2002). Coaching, mentoring and peer-networking: Challenges for
the management of teacher professional development in schools. Journal of in-service
education, 28(2), 297-310. Retrieved from
http://www.tandfonline.com/doi/pdf/10.1080/13674580200200184

Rowley, J. B. (1999). The good mentor. Educational leadership, 56(8), 20-22. Retrieved from
https://www.det.nsw.edu.au/proflearn/docs/pdf/good_mentor.pdf

Smith, T. M., & Ingersoll, R. M. (2004). What are the effects of induction and mentoring on
beginning teacher turnover?. American educational research journal, 41(3), 681-714.

Wong, H. K. (2004). Induction programs that keep new teachers teaching and improving.
Retrieved from http://bul.sagepub.com.ezproxywhe.flo.org/content/88/638/41

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LPA 706 Role of the Mentor Teacher

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Appendix A

Proposed Short Term Goals (2 weeks - 2 months)

Proposed Short Term Goals (The short-term goals require the novice teacher to:)
1. Be able to recognize where to get necessary resources for her material/lesson prep (This
would not be an issue if a proper induction programme is conducted.)
2. Be familiar with the SOP (Standard Operating Procedures) of common issues faced by
preschool teachers in the centre. They should be well communicated to the novice teacher. For
example:
What to do when a child falls down
What to do in a fire drill
Where the exits are in case of a fire drill or fire
What to do if a child were to be dismissed early from the centre due to family emergencies
Parent has to sign out
3. Be familiar with the timetable of the classes in the centre and transition time between each
lesson/shower time/assembly
4. Know what to do during dismissal and arrival time
For example, during arrival time, teachers would have to sanitize childrens hands, take their
temperatures, note it down in the Childrens Temperatures file for the day
During dismissal time, teachers would have to request for the parents to sign their child out
from the school in a file placed at the entrance of the centre
5. Know and be familiar with the school vision, mission, core values

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Appendix B

Proposed Long Term Goals (1> month)

1. Curriculum & Pedagogy
Apply school vision, mission and core values
Assessment of the novice teacher will be done through evaluations and observations. These
evaluations and observations will aim to keep up with the novice teacher and to see if she is
applying the school vision, mission and core values in her lesson plans, class activities and the
way she carries herself in the classroom
Know the Kindergarten Curriculum Framework (KCF) so that teacher will be able to adjust to
the curriculum well and know how to apply it in daily lessons
Send the novice teacher for the KCF workshop
2. Observations & Assessment of Childrens Development
Able to conduct accurate observations and assessment of childrens development
Able to write succinct and articulate reports on the childs development.
3. SPARK
Understand what is required of SPARK
This is so that the novice teacher will be able to consistently be prepared for SPARK and work
under the criterion stated under the SPARK framework
Send the novice teacher for SPARK workshop
4. Active Reflection
Practice active reflection through journaling
Some of which includes pre and post lesson evaluation
By engaging in active reflection, the novice teacher will be able to show that not only does she
know the KCF, but is also applying it to her own teaching
The novice teacher will also be able to participate in continuous professional development

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Appendix C
Evaluation of Short Term Goals
EVALUATION AND OVERALL PROGRESS
Did I meet my Short Term Goal 1?

Did I meet Short Term Goal 2?

What were the things I observed or noticed

that had me arrive at this conclusion?

What were the things I observed or noticed

that had me arrive at this conclusion?

What were the things that I felt went well?

What were the things that I felt went well?

What were some things that I have taken

note of that can be done more effectively?

What were some things that I have taken

note of that can be done more effectively?

Mentors suggestions:

Mentors suggestions:

My next steps are (Follow up)

My next steps are (Follow up)

Appendix D
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Evaluation of Long Term Goals

Evaluation of Long Term Goals
Long Term Goal 1:
SEMESTER 1S PROGRESS:

SEMESTER 2S PROGRESS:

How do I feel about my current progress?

Did achieving my short term goals support
in progressing to achieve my long term
goal?

How do I feel about my current progress?

Did achieving my short term goals support
in progressing to achieve my long term
goal?

How did the guidance and support

provided by my mentor aid me in my
progress?

How did the guidance and support

provided by my mentor aid me in my
progress?

Did I change my way of teaching? What

were the 3 most important things I have
learned so far?

Did I change my way of teaching? What

were the 3 most important things I have
learned so far?

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Appendix E
This form contains a list of open ended questions for the novice teacher to fill up prior to the first
meeting with the mentor.
MENTORING: INTRODUCTION SHEET
Initiation Date:
Term:
Week:
Mentors Name:
Mentees Name:
Please answer the following questions. All answers are valid. If you are unclear about the
questions, you can discuss it with your mentor to help you.
SECTION A: Goal Setting
1. What are the 3 areas you want to develop in your first year? (If you have more than 3, you can
still write them in.)
2. In relation to the areas you listed above, what are your specific goals in these areas you want to
achieve by the end of your working year?
3. What are your strengths do you think you have that can support you in achieving these goals?
4. What are your weaknesses you think you may have or potential challenges that you might
encounter, that may hinder or delay you in achieving these goals?
5. Other than professional development, do you have any other objectives or goals you wish to
achieve in this mentoring relationship?
SECTION B: Support
6. How can I best support for you to ensure that you have a smoother progress in achieving your
goals?
7. To ensure a better communication experience, what are your preferred modes of
communicating with me in this mentoring relationship?
8. Is there anything else that you would like me know or take note, so that I can better aid you?

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Appendix F

MENTORING EVALUATION FORM

Date of Initiation:
Term:

Week:

Date:

Mentors name:
Mentees name:
Please answer the following questions before meeting with your mentor to discuss the overall
mentoring progress.
1. You have set several goals to achieve in this mentoring relationship. What have you
accomplished up to this point so far?
2. How are you working/have you been working to accomplish these objectives?
3. What objectives or other points you feel that need to be addressed in future meetings?
4. How would you describe the mentoring relationship experience? What are its strengths and
weaknesses?
5. Have the support provided in this mentoring so far been adequate? What sort of outside
resources do you think you need to achieve your remaining goals?
6. Have you encountered any challenges within this mentoring experience?
7. If there was one thing that you can change about this relationship, what would you like to
change?
8. What have been, in your opinion, the most significant learning experience currently?

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Appendix G
Observation Sheet for Novice Teachers and Mentors
Observation Sheet
(Mentees: Please fill in the lesson details below, before giving the observation sheet to your
mentor on the day of observation.)
Term:
Date:
Class:
Brief Description of lesson (See attached lesson plan for details):
MENTORS SECTION
Things I observed:
Areas/Points that can be improved:
Suggestions:

MENTEES SECTION
1.

Post-lesson reflection:

2. How do I feel about the lesson?

3. What did I do well?
4. Challenges encountered and steps taken to mitigate:
5. Next Steps to take:

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Appendix H
Mentoring Meeting MInutes
Term:
Date:
Meeting no. :
Mentors name:
Mentees name:

What we addressed in this session:

What were the important takeaways:

What are to be implemented:

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Appendix I
No.

Items

Purpose

Courses/workshops

Provide professional development courses and

workshops for the novice teacher to attend. This would
not only help the novice teacher gain more knowledge
on the educational policies set by the Early Childhood
Development Agency (ECDA) and Singapores
Ministry of Education (MOE), it would offer her new
classroom management and lesson delivery ideas.
Some of the courses and workshops may include:
Kindergarten Curriculum Workshop (KCF), SPARK
workshop, Classroom Management Strategies
workshop, etc.

Paper goods and printing

cartridge

Photocopying and printing purposes

Assessment and evaluation sheets
Lesson resources and materials
Meeting minutes/points of discussion

Refreshments

To provide for discussions and meetings between the

mentor teacher and novice teacher which may occur
over a prolonged period of time

*halal
certified/vegetarian
4

Relief teacher

To relief the mentor teacher/novice teachers classes

when they are participating in the
meetings/discussions/observations

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Appendix J
Reflective journal for tracking progress and evaluation
Mentees name:
Class:
Date:
What have I learnt?

How did I learn it?

How did this learning

experience contribute
to my professional
development?

What does this

learning experience
mean to me?

What I want to achieve

tomorrow?

34