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The document argues that mentoring improves teaching capability, supports professional development, strengthens school climate, and helps novice educators build confidence through a non-evaluative support process before formal assessment.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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are beneficial in northern or rural Canadian communities. Educators teaching in these areas often have higher demands placed upon them and encounter different challenges including higher workloads, a lack of personal and professional resources, and difficulties adjusting to life in isolated communities. Mentoring programs provide the opportunity to improve teaching ability, provide professional development, enhance school climate, and promote teacher retention.  \nAre teacher mentoring programs a necessity in northern communities? Teachers face different and arguably bigger challenges living in these communities. Teachers in the north have higher workloads than their southern counterparts and often have a difficult time adjusting to life in the northern. They face isolation and a lack of both personal and professional resources. Mentoring programs can help. They have a positive effect on school climate, and therefore impact student learning and engagement, and develop a level of confidence among educators. Mentoring programs foster consistency in the transfer of knowledge, develop confident leaders, and promote teacher retention. In helping teachers adjust to life in northern communities, a mentoring program is crucial. Mentoring programs are a means of utilizing a “non-threatening, non-evaluative” (McCann et al. , 2009, p. 92) method for working with new teachers, prior to actually evaluating them, thus giving them the chance to overcome some of the problems they may face simply because they are inexperienced or encounter difficulty in adjusting to northern living. Evaluators would then be able to evaluate with school initiatives in mind, rather than focusing on the “growing pains” that a new teacher experiences.  \nNorthern Teachers Have Bigger Workloads  \nIt is important for school divisions to have mentorship programs in northern areas. A study by Northwest Territories Teachers’Association (NTTA, 2013) determined that teachers in northern, remote communities have bigger workloads than teachers in urban areas. A factor that contributes to the large workload of teachers in the north is the necessity of the teachers to plan for “highly diverse classes spanning two or three grades, and multiple ability levels falling outside of grade level curriculum” (NTTA, 2013, p. 7) . With mentoring programs, educators shift from working in isolation to becoming more team and process oriented, which is a benefit to students. The pressure that a beginner teacher feels can be greatly alleviated by working and team teaching with a mentor (Stanulis & Floden, 2009, p. 119) . Being mentored provides teachers with the chance to “learn valuable skills and build instructional strategies and capabilities necessary to strengthen teaching ability and to grow in competence” (Clarke, 2012, p. 199) . Teachers who are involved in a mentoring program can lessen the time needed to learn and master new teaching practices, thus taking some of the strain off their workloads.  \nAnother factor that contributes to the high teacher workload in remote areas is that teachers are often the “only source of organized recreational activities for children and youth”(NTTA, 2013, p. 7), making the demands on them to coach sports and run arts programs a hardship. In these communities, it is imperative for teachers to pull together in order to provide services and support each other. Providing teacher mentoring is a way to ensure that this is happening. Lastly, the teachers in northern areas have “an added responsibility to know and understand not only the historical significance of education for Aboriginal communities but also to know and understand contemporary social, political and economic realities”(Burleigh, & Burm, 2012, p. 23) . Considering the fact that these teachers are in the process of learning, often  \nin “far from ideal circumstances in comparison to schools in the ","cbCaifYpmviwzidR","https://ap.wps.com/l/cbCaifYpmviwzidR","pdf",213056,"English","# Abstract\n# Are Teacher Mentoring Programs a Necessity in Northern Communities?\n# Northern Teachers Have Bigger Workloads\n## Diverse classes and planning demands\n## Organized recreational duties\n## Cultural and historical responsibilities\n# Difficulties Living in the North\n## Social and geographical isolation\n## Severe winter and psychological effects\n## Travel barriers and visibility expectations","[{\"question\":\"Why are mentoring programs considered beneficial in northern communities?\",\"answer\":\"They help educators cope with higher workloads, isolation, and limited personal and professional resources, while improving teaching ability, professional growth, and school climate.\"},{\"question\":\"What workload factors make teaching harder in remote northern areas?\",\"answer\":\"Teachers manage highly diverse classes across multiple grades and ability levels, and they may also need to provide structured recreational activities for children and youth.\"},{\"question\":\"What difficulties do teachers face when living and working in the north?\",\"answer\":\"They experience social isolation intensified by geography and winter conditions, endure travel-related barriers that increase feelings of isolation, and navigate elevated expectations and visibility within the community.\"}]","The Necessity of Mentoring Programs in the North - Key Arguments and Evidence | PDF",1792082187]