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Initial recruitment alone is insufficient; the first five years after initial teacher education are when teachers are most vulnerable to leaving. The document defines teacher mentorship, describes how mentorship supports new and new-to-role teachers, and outlines research themes including union engagement, program models across BC, and limitations mentorship cannot solve.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/empowering-teachers-through-mentorship-lessons-from-british-columbia-october-2024/583042/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/empowering-teachers-through-mentorship-lessons-from-british-columbia-october-2024/583042.png","ImageObject",300,407,{"name":92,"@type":93},"\tJames","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the document identify in British Columbia’s public education system?","Question",{"text":112,"@type":113},"It identifies a critical teacher shortage, making it difficult for schools to find enough qualified teachers to meet diverse learner needs.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the document define teacher mentorship?",{"text":117,"@type":113},"Teacher mentorship connects newly certified and ‘new-to-role’ teachers with experienced colleagues and peers to build knowledge, expertise, and collegial collaboration.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the document say mentorship can and cannot do?",{"text":121,"@type":113},"Mentorship can provide critical support for teachers taking up new assignments, but it also outlines what mentorship cannot solve within the broader staffing and working conditions context.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},583042,1792191414,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336474466412,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Empowering Teachers through Mentorship:  \nLessons from British Columbia  \nOctober 2024  \nEmpowering Teachers through Mentorship: Lessons from British Columbia  \nAnne Hales, Ph. D.  \nOctober 2024  \nAbout The Author  \nAnne Hales is a senior researcher in the BCTF Information, Research, and International Solidarity Division. After attending Nechako and Langley Prairie Elementary, Brookswood Secondary and Simon Fraser University, she worked as a BC K–12 teacher, district helping teacher, and teacher educator before completing her doctorate in Curriculum Studies at the University of British Columbia. Her dissertation focused on the historical and political forces that have shaped teacher mentorship in BC. Her current research explores union engagement with new and racialized teachers, food security in schools, and privatization of public education.  \nContributors  \nBCTF Research wishes to extend deepest thanks to the BCTF members and union representatives who served as project contacts, gathered local information, and provided the input necessary to create this portrait of union involvement in teacher mentorship in British Columbia’s public school system.  \nResearch assistants: Joni Razote, Madeeha Syed  \nGraphics: Marilou Strait  \nAcknowledgement Of Traditional Territory  \nBC Teachers’ Federation members and staff live, teach, and carry out union work on the traditional and unceded territories of the many First Nations Peoples of British Columbia. We specifically acknowledge the unceded joint territory of the xʷməθkʷə əm (Musqueam), səlilwətaɬ (Tsleil Waututh), and Sḵw wú7mesh (Squamish) Nations on whose land the BCTF building is located.  \nContents  \nIntroduction: What Teacher Mentorship Can Do........................................................................................ 1  \nPart 1: Teacher Mentorship in British Columbia.......................................................................................... 2  \nA brief history .................................................................................................................................................................... 2  \nThe New Teacher Mentorship Project (NTMP) .................................................................................................... 3  \nUnion policies and collective agreements related to mentorship..................................................................................................................................................................... 5  \nPart 2: Local Teacher Mentorship .................................................................................................................... 8  \n1) There is no “one size fits all” model for mentorship in BC ........................................................................ 9  \n2) Current programs largely prioritize early career teachers......................................................................... 10  \n3) Mentorship programs focus on meeting teachers’ individual needs .................................................... 11  \n4) Mentorship requires dedicated time ................................................................................................................... 12  \n5) Relying on volunteer mentors is unsustainable ............................................................................................. 13  \n6) The 2020 Mentorship Fund had varying impacts depending on local conditions.......................... 14  \nPart 3: Towards a Provincial Framework for Teacher Mentorship ....................................................... 16  \nConclusion: What Teacher Mentorship Can’t Do........................................................................................ 18  \nAppendix A: BCTF Allocation of $12M Mentorship Fund ............................................................................... 19  \nAppendix B: BCPSEA Mentorship Fund Bulletin....................................................................","cbCaihlS6NIHxiuC","https://ap.wps.com/l/cbCaihlS6NIHxiuC","pdf",826178,32,"English","# Introduction: What Teacher Mentorship Can Do\n# Part 1: Teacher Mentorship in British Columbia\n## A brief history\n## The New Teacher Mentorship Project (NTMP)\n## Union policies and collective agreements related to mentorship\n# Part 2: Local Teacher Mentorship\n## There is no “one size fits all” model for mentorship in BC\n## Current programs largely prioritize early career teachers\n## Mentorship programs focus on meeting teachers’ individual needs\n## Mentorship requires dedicated time\n## Relying on volunteer mentors is unsustainable\n## The 2020 Mentorship Fund had varying impacts depending on local conditions\n# Part 3: Towards a Provincial Framework for Teacher Mentorship\n# Conclusion: What Teacher Mentorship Can’t Do\n# Appendix A: BCTF Allocation of $12M Mentorship Fund\n# Appendix B: BCPSEA Mentorship Fund Bulletin\n# Appendix C: Research Methodology\n# Endnotes","[{\"question\":\"What problem does the document identify in British Columbia’s public education system?\",\"answer\":\"It identifies a critical teacher shortage, making it difficult for schools to find enough qualified teachers to meet diverse learner needs.\"},{\"question\":\"How does the document define teacher mentorship?\",\"answer\":\"Teacher mentorship connects newly certified and ‘new-to-role’ teachers with experienced colleagues and peers to build knowledge, expertise, and collegial collaboration.\"},{\"question\":\"What does the document say mentorship can and cannot do?\",\"answer\":\"Mentorship can provide critical support for teachers taking up new assignments, but it also outlines what mentorship cannot solve within the broader staffing and working conditions context.\"}]","Empowering Teachers through Mentorship - Lessons from British Columbia - October 2024 | PDF",1792045467,81]