1. NQT-COME: Estonian point of view Eve Eisenschmidt Tallinn University, Estonia eve@hk.tlu.ee Gävle, 26th October 2009

2. Induction year in Estonia In Estonia preparations for the induction year, the support programme for novice teachers, started in 2002. On the national level the programme is implemented since 2004 for all first year teachers.

3. Reasons to implement induction year  Studying to become a teacher is not popular among young people.  During the first five working years many teachers leave school, trying to find jobs in other fields.  The views and beliefs about becoming a teacher have changed. Teachers’ professional development is a continuous process, including initial education, induction year(s) and in-service training.

4. Teacher’s professional develoment III step Continuing education: Self- reflection and analyze Main steps of professional development and main challenges lecturer tutor mentor colleagues School leader society II step Induction year: Socialization and cooperation Initial education: Linking theory and practice I step

5. Theoretical background Sotsiaalne dimensioon Organization as context for workplace learning and professional development Developing teaching competences Socialization in organization/ in profession Developing professional identity Professional knowledge and skills dimension Personal dimension Social dimension Professional development of teacher

6. Implementation model of the induction year School setting as an environment for professional development, support of mentors University centres:  support programme for novice teachers  mentor training  monitoring and analysing the implementation of the induction year Professional development of novice teachers Supporting the adjustment of novice teachers to school as an organization Developing basic competences Providing support in solving problems Aims of induction

7. Different parties in induction year Head of school – is responsible for the induction year at school Mentor – supervisor of a novice teacher, advisor Novice teacher – graduate of teacher training, who works as a first-year full-time teacher University lecturers – - organise support seminars 4 times a year to support novice teachers’ professional development and self-analysis; - provide mentor training. Ministry of education, administrative part

8. How do we understand the aims and outcomes of the project?  Supporting professional learning of NQTs: mentoring as main means (different forms- one-to- one, group mentoring, peer mentoring), reflection on one’s own practice to create and construct the pedagogical knowledge  Collaboration between TEs, adult education institutions, municipalities and schools, developing the pedagogical expertise of teachers as a life long continuum: importance to initiate dialogue in broader context, include school leaders, teachers’ union

9. ……  International collaboration within research and development work on mentoring: mentor training, trainers’ training, improving the content of mentor training (programme, methods), action research to have evidence on efficiency of mentor training, mentoring, sharing best practice- video- audio materials

10. Expectations of outcomes  Research based knowledge of support systems for NQTs: different forms of mentoring are improved- peer mentoring?  Innovative approaches to supporting NQTs professional learning: different tools to support reflection process are in use (diaries, blogs, eportolios)  Increasing international contacts: collaboration of NQTs (NQTs unions, student teachers unions), mentors

11. How we could contribute?  5 years experience as input: mentor training programme, group mentoring and one-to-one mentoring, eportfolio as a tool to support reflection, NQTs discussion club  2 university centres: in Tallinn University and in Tartu University- research interest, competence  Nation- wide network of mentors and NQTs