Programs that provide educational, social and emotional support for novice teachers at Red School District High School Community Mentor Program Links between new teachers and members of the community is an important practice in Red Town. Teachers in rural and remote areas often feel more of a need for the support of parents and the community than their urban and suburban counterparts. With evidence that some communities are not welcoming of newcomers, it is a good support mechanism for community members to bridge the gap. Where communities have developed certain mistrust towards teachers and their transience, a community member acting as a mentor may be a necessary support mechanism. Ultimately the community mentor will have a positive influence on other community members, giving new teachers a better chance of transition and integration. Collegial Community Building Program In often adverse settings where teacher turnover is high, building resilience is highly beneficial to Red School District High School which draws upon the need for collegial community building. The process looks at constructing material and emotional support in geographically remote locations as a tool for facing challenges in often adverse conditions. In these areas, the teaching field is built largely of relatively inexperienced teachers which this program caters for. The opportunities forprofessional development for these teachers are not as readily available to that of their urban counterparts and they often rely on the professional expertise of their colleagues. Resilience in these conditions with limited resources can be developed through collegial relationships, which means teachers and staff working professionally together and supporting each other on an emotional and social level. The aim is for collegiality to enhance the quality of work life for teachers and lessen the chance of them becoming despondent. Social Integration Programs A string of social activities and gatherings are organised on the behalf of new and recent teachers by current school staff and often community members. This has been a useful program in the past in easing the transition for new and often inexperienced teachers and for building relationships.
Financial & training support for new teachers
The remote classification and therefore extra funding of the Red School led to enhancements in the professional opportunities for staff.
Community Mentor Program
Links between new teachers and members of the community is an important practice in Red Town. Teachers in rural and remote areas often feel more of a need for the support of parents and the community than their urban and suburban counterparts. With evidence that some communities are not welcoming of newcomers, it is a good support mechanism for community members to bridge the gap. Where communities have developed certain mistrust towards teachers and their transience, a community member acting as a mentor may be a necessary support mechanism. Ultimately the community mentor will have a positive influence on other community members, giving new teachers a better chance of transition and integration.
Collegial Community Building Program
In often adverse settings where teacher turnover is high, building resilience is highly beneficial to Red School District High School which draws upon the need for collegial community building. The process looks at constructing material and emotional support in geographically remote locations as a tool for facing challenges in often adverse conditions. In these areas, the teaching field is built largely of relatively inexperienced teachers which this program caters for. The opportunities forprofessional development for these teachers are not as readily available to that of their urban counterparts and they often rely on the professional expertise of their colleagues. Resilience in these conditions with limited resources can be developed through collegial relationships, which means teachers and staff working professionally together and supporting each other on an emotional and social level. The aim is for collegiality to enhance the quality of work life for teachers and lessen the chance of them becoming despondent.
Social Integration Programs
A string of social activities and gatherings are organised on the behalf of new and recent teachers by current school staff and often community members. This has been a useful program in the past in easing the transition for new and often inexperienced teachers and for building relationships.
Financial & training support for new teachers
The remote classification and therefore extra funding of the Red School led to enhancements in the professional opportunities for staff.