Even though we know that novice teacher is inexperienced as mentor teacher, the expectation
from ministry, district office, school administrator, colleague and public is very cosmic in
lifelong learner
effective communicator
(Source: http://www.ncate.hre.wvu.edu/r/download/120933)
Yet, those expectations might be hazardous to both novice teacher and the school
administrator as education system reform every day and then. In spite of this, Fatiha Senom
et al (2013) has admit that novice teachers in Malaysia do not receive adequate support, as
there is no specific new teacher induction programmes to prepare them for the transition.
As education system reforms and transforms, teachers be it novice or mentor will face
difficulty to adopt and adapt to the new system. However, those challenges can be working
out if a structured programme is designed and implemented to the novice to adapt to the new
element. Many have suggested that there should be a structured program for the novice
teacher so that it could aid their transition from student teacher to teaching students. High-
achieving country supports for teaching take the form of mentoring for all beginners,
providing extensive opportunities for on-going professional learning and allowing teacher
involvement in curriculum and assessment development and decision making (Wei, R. C.,
A mentor can be regarded as someone who is trusted by the mentee to get feedback,
encouragement, support and guidance. Guidance is very important for a new teacher to
ensure the teaching process sailing smoothly. Feiman namser (2001) indoctrinate that mentor:
cultivate skills and habits that enable novices to learn in and from their
practice
The Forum for Education and Democracy (2011) list down that program like Californias
Beginning Teacher Support and Assessment (BTSA) Program and Connecticuts Beginning
Educator Support and Training (BEST) Program has proven to be successful in retaining the
new teacher and improved teaching quality. Education ministry, state and school should
Permulaan. The ministry has provided a module for this program which is compulsory for
every public school to adhere. However, this module is left far behind if compared to
(ATA). Maybe, the Malaysian module could provide a conceptual model on how this program
For example, ATA suggested that beginning teacher is given a class schedule, work
environment, extracurricular load and other working condition that will allow a novice a
more. There is sometimes no time for discussion allocated and mentee left being unattended.
Generally, induction programs in high achieving nations include: (1) release time for
new teachers and mentor teachers to participate in coaching and other induction
Unlike the other countries induction programme where the programme lasted for two years,
the duration for Program Orientasi dan Mentoring Guru Permulaan is only for three months.
This is a huge gap as usually teachers are categorized as novice for a period of two years.
While for the mentor, the handbook is not given hence the lack information of what is the
program is all about. However, there is still room of improvement for this programme to
really benefit the student, novice teacher, mentor teacher and school.
First, the government should crafted this program in a very detailed and provide manual for
designed as this can serve as guidelines what is intended from such mentorship programme.
Linda Darling Hammond, a prominent education scholar wrote her foreword speech in
Singapores Teacher Education for the 21st Century (TE 21) report as
Second, extend the program period for at least 1 year. Third, as suggested by Linda
negotiate, discuss, discover and perform action research to improve teaching efficacies of the
novice. This program should be integrated at the district level and a group of competent or
expert teacher gather and debate the issues facing by novice teacher. This programme is a
continuation from mentoring program where the entire mentor teacher in the district discusses
the problem faced by novice teacher in their school and brainstorming the solution. This TLC
also will be a place for all novice teachers gather and discuss their problems. It is because
sometimes it is good to have support and emotional guidance from people with the same
level. This is a place that creates space for addressing problems of practice, uniting
support by allowing relapse time for the TLC member to attend any conference, forum when
is required. Penalty will be given should the administrator failed to adhere this.
Appendix A
Building
Trust
Professional
Provincial expectations
Policies and
procedures
Roles, rights and
Focused responsibilities
Conferencing
and Coaching
Focused Conferencing
Observation Self-Analysis
Growth
Plan
Fatiha Senom, Abd Razak Zakaria, Shanina Sharatol Ahmad Shah.2013.Novice Teachers
Challenges and Survival: Where do Malaysian ESL Teachers Stand? American Journal of
Wei, R. C., Darling-Hammond, L., Andree, A., Richardson, N., Orphanos, S. (2009).
Professional learning in the learning profession: A status report on teacher development in the
http://www.pemandu.gov.my/gtp/Improving_Students_Outcomes-@-
GTP_2@0_Improving_Students_Outcomes.aspx
http://www.ncate.hre.wvu.edu/r/download/120933
http://eprints.um.edu.my/9491/1/novice_teacher.pdf