Patterns of Engagement and Professional Growth in an Online Mentoring and Induction Program for Beginning Science and Math Teachers
The learning community that results from the association of early career and experienced teachers, teacher leaders and faculty is critical for the professional growth of all. Each group of participants displays a characteristic engagement pattern in terms of discussion group size, the degree of structure, as well as openness or privacy, and the topics of discussion. The online discussion organization of the e-MSS program accommodates the patterns of engagement of each particular group, successfully attracting the participation of novice, expert, and teacher leaders, and engaging the faculty increasingly in the culture and issues of the K12 science or math classroom. Indeed, program flexibility in terms of social organization, type of discussions, and topics is an important facilitator of professional growth. Improvement of the quality of online dialogue, and the potential of the dialogue to promote teacher learning, requires an intentional curriculum based on modeling of desired teaching/learning approaches (adapted for an online format), and metacognition. Also, progressive desirable changes in teacher and faculty patterns of engagement online occurs over extended periods, often lasting several years, and through continuous interaction. These findings may be used in the design and evaluation of other mentoring and induction programs for science and math teachers whether these programs occur face to face or online.
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