Clement, Enz, & Pawlas Notes The Apprentice Teacher
Clement, M. C., Enz, B. J., & Pawlas, G. E. (2000). The apprentice teacher. In B.E. Steffy, M. P. Wolfe, S. H. Pasch, & B. J. Enz, (Eds.), Life cycle of the career Teacher pp. 44-59. California: Kappa Delta Pi and Corwin Press, Inc.
Viewing the Apprentice Phase Through Case Study
Defining the Apprentice Phase
· "The shift from novice to apprentice is perhaps the most complex intellectual and emotional transition on the continuum of teacher development (p. 48)."
· Factors contributing to the transition:
o Personal and Professional Needs
o Reality Shock
§ "With a teaching 'safety net' beneath them, the novice works to develop teaching strategies and management techniques. Therefore, most novices graduate with a well-deserved sense of accomplishment but an exaggerated sense of confidence and competence (p. 49)."
o Teaching Conditions
Threads of Continuity
· Apprentices experience a pattern through their induction:
o From exhilaration to survival
o From disillusionment to rejuvenation
· Principles of Effective Induction Programs
§ "Instead, good induction programs are developmental and guided by the needs of the inductee (p. 52)." (CONNECTION TO SYP!!!)
· Components of Effective Induction Programs
o Effective orientations
o Effective content workshops and support seminars
· Criteria for Successful Mentoring Programs
o (ALL OF THESE CHARACTERISTICS COULD BE APPLIED TO SUPERVISION):
o Mentors should be matched appropriately with either grade level and/or subject matter.
o Mentors need time to work with mentees. They also need to be in close proximity.
o Mentors must have interpersonal skills including exceptional communication skills.
§ "Sometimes a mentor has to step back, let the new teacher make unsuccessful attempts at a strategy and wait for the apprentice to approach with a question or concern (p. 56)."
o Mentors must have patience and common sense.
o Mentors must be good observers and coaches.
o Mentors need ongoing support and professional development, too.
o The program must have flexibility to deal with any conflicts that arise.
Recommendations for Research and Practice