Unique places, universal professional challenges; learning from Western Quebec mentoring, coaching and induction practice

Focus: This roundtable will provide initial insights from a study visit to the Western Quebec School Board. The WQSB is comprised of urban and rural schools and has a unique composition of student population in terms of language and culture. There has been a problem with teacher attrition, which is being addressed by the implementation of WQSB’s Teacher Induction Program (TIP). Research approach: TIP aims to retain effective teachers new to the district; to provide leadership and professional growth opportunities for veteran staff; and to improve teaching and learning. During the study visit the aims of TIP will be explored through engagement with participants and providers, during which narratives will be collected. Significance: TIP has three pillars: Professional Learning; the Mentoring and Coaching Fellowship and Evaluation. Our discussion will relate initial findings from Western Quebec with approaches to universal challenges of teacher retention and quality in the UK and beyond. Hobson, A & Maxwell, B (2017) Supporting and inhibiting the well‐being of early career secondary school teachers: Extending self‐determination theory, BERJ, Vol 43, No. 1, p168-191 Kennedy, A. (2014), “Understanding continuing professional development: the need for theory to impact on policy and practice”, Professional Development in Education, Vol. 40 No. 5, pp. 688-697 Korthagen, F. (2017), “Inconvenient truths about teacher learning: towards professional development 3.0”, Teachers and Teaching, Vol, 23 No. 4, pp.387-405

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