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Suggested measure

Even though we know that novice teacher is inexperienced as mentor teacher, the expectation

from ministry, district office, school administrator, colleague and public is very cosmic in

nature to the novice. Novice teacher is expected to be:

lifelong learner

effective communicator

able to recognize that teaching is a professional, moral and ethical enterprise

able to understand moral issues and ethical practices in educational environment

able to develop ethical framework which facilitate effective teaching

effectively integrate content and pedagogy

(Source: http://www.ncate.hre.wvu.edu/r/download/120933)

Yet, those expectations might be hazardous to both novice teacher and the school

administrator as education system reform every day and then. In spite of this, Fatiha Senom

et al (2013) has admit that novice teachers in Malaysia do not receive adequate support, as

there is no specific new teacher induction programmes to prepare them for the transition.

As education system reforms and transforms, teachers be it novice or mentor will face

difficulty to adopt and adapt to the new system. However, those challenges can be working

out if a structured programme is designed and implemented to the novice to adapt to the new

element. Many have suggested that there should be a structured program for the novice

teacher so that it could aid their transition from student teacher to teaching students. High-

achieving country supports for teaching take the form of mentoring for all beginners,

providing extensive opportunities for on-going professional learning and allowing teacher

involvement in curriculum and assessment development and decision making (Wei, R. C.,

Darling-Hammond, L., Andree, A., Richardson, N., Orphanos,S. (2009).


a) Educative mentoring for all novice teachers

A mentor can be regarded as someone who is trusted by the mentee to get feedback,

encouragement, support and guidance. Guidance is very important for a new teacher to

ensure the teaching process sailing smoothly. Feiman namser (2001) indoctrinate that mentor:

attend to beginning teachers present concerns, questions

interact with novices in ways that foster an inquiring stance

cultivate skills and habits that enable novices to learn in and from their

practice

create opportunities and conditions that support meaningful teacher learning in

the service of student learning.

The Forum for Education and Democracy (2011) list down that program like Californias

Beginning Teacher Support and Assessment (BTSA) Program and Connecticuts Beginning

Educator Support and Training (BEST) Program has proven to be successful in retaining the

new teacher and improved teaching quality. Education ministry, state and school should

collaborate together to ensure that this educative mentoring programme is implemented

effectively to ensure teaching quality.

In Malaysia, there is a programme called Program Orientasi dan Mentoring Guru

Permulaan. The ministry has provided a module for this program which is compulsory for

every public school to adhere. However, this module is left far behind if compared to

Handbook of Mentoring Beginning Teacher published by The Alberta Teachers Association

(ATA). Maybe, the Malaysian module could provide a conceptual model on how this program

going to look like. Refer Appendix A.

For example, ATA suggested that beginning teacher is given a class schedule, work

environment, extracurricular load and other working condition that will allow a novice a

reasonable chance to succeed. Yet, in Malaysia, the situation is asymmetrically. A novice


teacher will be given the same teaching hour like the mentor teacher and sometimes could be

more. There is sometimes no time for discussion allocated and mentee left being unattended.

Linda Darling Hammond et al (2010), discovered that:

Generally, induction programs in high achieving nations include: (1) release time for

new teachers and mentor teachers to participate in coaching and other induction

activities, and (2) training for mentor teachers p2

Unlike the other countries induction programme where the programme lasted for two years,

the duration for Program Orientasi dan Mentoring Guru Permulaan is only for three months.

This is a huge gap as usually teachers are categorized as novice for a period of two years.

While for the mentor, the handbook is not given hence the lack information of what is the

program is all about. However, there is still room of improvement for this programme to

really benefit the student, novice teacher, mentor teacher and school.

First, the government should crafted this program in a very detailed and provide manual for

every school administrator. A well-structured programme, model and manual should be

designed as this can serve as guidelines what is intended from such mentorship programme.

Linda Darling Hammond, a prominent education scholar wrote her foreword speech in

Singapores Teacher Education for the 21st Century (TE 21) report as

Great Ideas without a viable plan for implementation cannot be sustained.

Second, extend the program period for at least 1 year. Third, as suggested by Linda

Hammond et al (2010) is to organize school to provide time for teacher collaboration.


b) Teaching Learning Communities

National Council of Teachers of English (NCTE) acknowledged the importance of teaching

learning communities. Teaching learning communities (TLC) is a group of teachers who

negotiate, discuss, discover and perform action research to improve teaching efficacies of the

novice. This program should be integrated at the district level and a group of competent or

expert teacher gather and debate the issues facing by novice teacher. This programme is a

continuation from mentoring program where the entire mentor teacher in the district discusses

the problem faced by novice teacher in their school and brainstorming the solution. This TLC

also will be a place for all novice teachers gather and discuss their problems. It is because

sometimes it is good to have support and emotional guidance from people with the same

level. This is a place that creates space for addressing problems of practice, uniting

pedagogical and disciplinary knowledge and fostering transformative teaching to enhance

student learning (NCTE, 2010). School administrator is required to provide institutional

support by allowing relapse time for the TLC member to attend any conference, forum when

is required. Penalty will be given should the administrator failed to adhere this.
Appendix A

Building
Trust

New School Policies


Growth and Procedures
Plan

Professional
Provincial expectations
Policies and

procedures

Roles, rights and

Focused responsibilities
Conferencing

and Coaching

Personal and Emotional


Moral support
Befriendment
Well-being
Encouragement

Focused Conferencing
Observation Self-Analysis

Growth
Plan

Based on Anderson 1998, p 41,


Enz 1992, p 74

Source : The Alberta Teachers Association Mentoring Beginning Teacher Handbook


Reference

Fatiha Senom, Abd Razak Zakaria, Shanina Sharatol Ahmad Shah.2013.Novice Teachers

Challenges and Survival: Where do Malaysian ESL Teachers Stand? American Journal of

Educational Research 1(4) pp 119-125

Wei, R. C., Darling-Hammond, L., Andree, A., Richardson, N., Orphanos, S. (2009).

Professional learning in the learning profession: A status report on teacher development in the

United States and abroad.

http://www.pemandu.gov.my/gtp/Improving_Students_Outcomes-@-

GTP_2@0_Improving_Students_Outcomes.aspx

http://www.ncate.hre.wvu.edu/r/download/120933

http://eprints.um.edu.my/9491/1/novice_teacher.pdf

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