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Learn to Teach &Teach to Learn:
Recruitment, Retention, & Professional development
Frank Lixing TangNew York University
Duarte M. SilvaStanford University
Wanli WuUniversity of Massachusetts
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Mentoring in Schools:A Survey Study of
Twenty-one Chinese Language Teachers
Frank Lixing TangNew York University
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The importance of induction and
mentoring
• Induction is a stage in a continuum of teacher development.
• Induction involves school district, school, and external networks.
• Mentoring is a useful component of induction, but only one element of a comprehensive induction system.
National Commission on Teaching and America’s Future (NCTAF) 2005
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Various Types of Induction Experiences
• Basic induction: Mentor from teacher’s own or another field + support communication from an administrator
• Basic induction + collaboration: Mentor from teacher’s own field + support from administrator + common planning time or regularly scheduled collaboration time with other teachers
• Basic induction + collaboration + participation in an external teacher network + reduced number of preps (course load) and being assigned of a teacher’s aide
Source: Induction into Learning Communities—A report prepared by National Commission on Teaching and America’s Future, 2005.
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A study on mentoring of Chinese language
teachers
• Participants- 21 first & second year teachers teaching Chinese- 14 in public and 7 in private school- All are graduates or current
graduate students of NYU
• Data collection– Online questionnaire– Follow-up interview
• Preliminary findings
* The study is partially supported by a funding from Freeman Foundation
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Descriptive Data
• Out of the 21 respondents, 14 teach in public school and 7 teach in private school.
• Out of the 14 in public schools, 9 have a mentor and 5 do not.
• Out of the 7 in private schools, 5 have a mentor and only 2 do not.
• The average of teaching load for those in public schools is 5 classes in their first year of teaching.
• The average of teaching load for those in private schools is 4 classes.
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Conclusion
• 62% of Ch language teachers in public schools get a mentor vs. 71% in private schools.
• Teachers in public schools teach more classes than their counterparts in private schools.
• Teachers who have mentors find mentors helpful in many ways even though they are not that helpful in teaching Chinese.
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Conclusion
• Not all mentors receive compensation or release time.
• Schools and school districts do not offer much PD related to the teaching of Chinese.
• Universities and professional associations play an important role in PD, but they do not offer day-to-day mentoring.