DHURATA OSMËN BARDH
Authors country of origin: Albania
Institutional affiliation: University of Vlora “Ismail Qemali”
In exploring how to achieve this goal, educators are turning their attention and resources increasingly to the priority of professional development. Teacher mentoring programs are now perceived as an effective staff development approach for beginning teachers. By establishing teacher mentoring programs, the district serves two important purposes: novice teachers are given a strong start at the beginning of their careers and experienced classroom
teachers serving as mentors receive recognition and incentives (Little and Nelson, 1990).
Researchers believe that mentoring can be a valuable process in educational reform for beginning teachers as well as veteran teachers (Ganser, 1996). Supporting beginning teachers at the outset contributes to the retention of new teachers in the school system. Formalizing the mentor role for experienced teachers creates another niche in the career ladder for teachers and contributes to the professionalism of education. Source: Koti Stan.
Effective organizations place a premium on talent when selecting, developing, and advancing their workforce. States and school districts tend to approach teachers from a one-size-fits-all perspective that inhibits efficient and productive workforce management. Organizing the teacher workforce for efficiency and productivity can best be done with careful management of individual talent and careers. Child development is a field of study concerned with the growth and well-being of children and young adults. The present practice of professional and career development too frequently fails to different developmental paths for individual teachers. Not only is there a tendency to neglect to identify highly effective teachers for the purpose of retaining, advancing, and
placing them in assignments that maximize the impact that they have on student learning, there is also a similar tendency to neglect the identification of under-performers.
Keywords: HEIs, Ministry of Education and Sport of Albania, Quality Assurance Agency, education, empirical studies, the leader in school, learning politics
Volume 1.No.2(2018): December
ISSN 2661-2666 (Online) International Scientific Journal Monte (ISJM)
ISSN 2661-264X (Print)
Full Text: PDF
This is an open-access article under the CC BY-NC-ND license (creativecommons.org/licenses/by-nc-nd/4.0/)