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In our school, the support process for Early Career Teachers (ECTs) is designed to ensure they transition smoothly into their roles and develop into effective educators. This process involves several structured and informal elements, all aimed at fostering their growth, well-being, and professional development.

Support Process for ECTs in Our School

1. Orientation Program

Initial Training: ECTs participate in an extensive orientation program at the beginning of the school year. This includes training on school policies, classroom management techniques, and the use of educational technology.

School Tour and Introductions: They are given a tour of the school and introduced to key staff members, including their assigned mentors and department heads.

2. Mentorship Program

Assigned Mentors: Each ECT is paired with an experienced mentor who provides guidance, support, and practical advice. Mentors meet regularly with their mentees to discuss challenges and progress.

Observation and Feedback: Mentors observe ECTs' classes periodically and provide constructive feedback to help them refine their teaching practices.

3. Professional Development

Workshops and Training: ECTs have access to a variety of professional development workshops focused on different aspects of teaching, such as differentiated instruction, assessment strategies, and integrating technology in the classroom.

Continuing Education: The school encourages ECTs to pursue further education and certifications, offering financial support for relevant courses and seminars.

4. Collaborative Learning Communities

Professional Learning Communities (PLCs): ECTs participate in PLCs where they collaborate with other teachers to share resources, strategies, and experiences. These communities foster a sense of belonging and continuous learning.

Peer Observations: ECTs are encouraged to observe the classes of their peers to gain insights into different teaching methods and classroom management strategies.

5. Regular Check-Ins and Evaluations

Progress Meetings: Regular check-in meetings with department heads and school administrators help ECTs track their progress and address any concerns.

Formal Evaluations: Periodic evaluations are conducted to assess ECTs' performance, with a focus on providing constructive feedback and setting goals for improvement.

6. Emotional and Mental Well-being

Counseling Services: The school offers counseling services to support the emotional and mental well-being of ECTs. This helps them manage stress and maintain a healthy work-life balance.

Well-being Workshops: Workshops on stress management, mindfulness, and work-life balance are provided to help ECTs develop resilience and self-care strategies.

Personal Experiences and Good Examples

1. Mentorship Success Story

Example: One of our ECTs, Ms. Rodriguez, was paired with a mentor who had over 15 years of teaching experience. Through regular observations and feedback sessions, Ms. Rodriguez significantly improved her classroom management skills and developed innovative lesson plans. Her mentor’s support helped her build confidence and feel more integrated into the school community.

2. Collaborative Learning Impact

Example: In a PLC focused on integrating technology, ECTs shared their experiences with different digital tools and apps. One ECT introduced a gamified learning platform that was later adopted by several other teachers, leading to increased student engagement and participation school-wide.

3. Professional Development Growth

Example: Mr. Chen, another ECT, attended a workshop on differentiated instruction that profoundly impacted his teaching approach. By implementing strategies learned in the workshop, he was able to better address the diverse learning needs of his students, leading to improved student performance and satisfaction.

4. Well-being Support

Example: Recognizing the signs of burnout in one of our ECTs, the school counselor provided one-on-one sessions and recommended participation in mindfulness workshops. This intervention helped the teacher regain a sense of balance and continue teaching effectively without feeling overwhelmed.

In summary, the support process for ECTs in our school is comprehensive and multifaceted, addressing both professional development and personal well-being. The combination of mentorship, professional development opportunities, collaborative communities, regular evaluations, and well-being support creates a nurturing environment that helps ECTs thrive. These efforts not only benefit the teachers but also enhance the overall educational experience for our students.

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In Moldova, there was no program to support beginning teaching staff. But this year Moldova is starting a reform. In this sense, the National Institute of Education and Leadership was created, which will create regulations for effective mentoring.

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Victoria, public Secondary school in Spain

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Victoria, public Secondary school in Spain

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The first year as a teacher as a civil servant in Spanish schools, ECTs are mentored by another teacher from the same department. The mentor will observe some lessons of the new teacher and will make an evaluation during the six months that takes the training period. The inspector of education will also visit the ECTs in their classes once in these six months to make an evaluation. These ECTs have to make also some compulsory trainning courses in their first year as teachers.

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ECTs in my school are accompanied by an expert colleague who teaches the same subject. The colleague helps the ECT and gives him directions and tips about the way the school works

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because we have a kindergarten, they can only be done by the teacher, and children can only learn by playing

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Last academic year, all new staff had a mentor. This mentor was responsible for ensuring the new staff member understood our platform, was informed of expectations related to events, grading, etc. This year we had the head teacher meet new staff weekly. Next year, we will assign a mentor and have meetings every other week. This is in addition to whole-staff meetings that occur each week. During those meetings we discuss a variety of topics, sometimes including staff training.

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In Romania the teachers are not an program for beginig in teaching career, but after 2 years they take an exam "definition in education", after 2 classroom inspections! 

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In Romania the teachers are not an program for beginig in teaching career, but after 2 years they take an exam "definition in education", after 2 classroom inspections! 

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In Italy the first service year is a period where the teacher have to organize educational activities and attend laboratories. To design an effective training plan, the teacher need to identify the training objectives that he will achieve. A mentorship programs go a long way in providing this meaning and upward mobility. I think that schools that ignore the opportunity to built a successful mentoring program fail to create work spaces with high retention rates, strong corporate cultures and knowledge sharing between organizational leaders and less experienced employees.

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I never heard about such a program.

I guess, in France, you should make the job yourself without asking help. In fact, you can ask help, but nobody will come to see if you need... Sometimes, someone out of the school can give advises, they are educational consultant but nothing is organize in the school with your colleagues.

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NO, iall the old techers tryto help the new

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My school has an official program for ECTs but it is designed just for the first year of work. A minimum for being able to pass the national professional test. It is designed by the school pedagogue. There are many version of it and the proclaimed "template" does not exist. I suppose it is not that flexible and it contains a lot of information on official documents, literature... It does not say anything about the well-being of ECTs.

I am not satisfied are with it and it needs to be actualized and changed.