Human resource management is an art that employers must command because every worker is undergoing professional training on the job. The indifference in which the teacher functions, the absence of an accountability structure, the poor opportunities of in-service courses, the absence of reflective analysis of his pedagogical practice fortify him in his conviction that he works alone and that the presence of a mentor disturbs him.

Schools unfortunately are little concerned with their teachers as growing professionals who need shaping and moulding. When I hear of the conflict between newly recruited doctors and specialists, I find that the ministry of Health has natural mentoring advantages for novices, unheard of in Education. It is unfortunate that Heads of Departments (HOD) have cut their roles to the allowance they receive and have neglected their role of guides for young teachers fresh from university or even with the totally insufficient appendage called the Educator?s Licence.

Here?s a tentative development plan for the teacher.

> Step 1: The Rector or HOD gives the new recruit an orientation programme in the school. What is the school?s specificity? What is the role of the institution and what is expected of the teacher in his department and his school;

> Step 2: The Rector explains the teacher?s responsibilities ? lesson plans, scheme of work in a determined format, medium of instruction in class, administrative duties regarding attendance or absence of pupils, homework to be set at intervals indicated by the HOD.

> Step 3: The teacher provides a strategic plan of his term?s work after collaborating with his colleagues.

> Step 4: The time-table is conceived in such a way that a senior teacher can accompany the new recruit at least two periods per day. These observation sessions are commented upon by the senior teacher and conclusions drawn for improved practice. This session takes place in the office of the Rector or Deputy Rector.

> Step 5: The teacher is given a select bibliography for personal reading and for future sessions of reflective discussions on current practices.

> Step 6: The Rector visits the class of the new recruit after two weeks and judges him on the following criteria

(a) Suitability of planning ; (b) Suitability of expository pieces of teaching ; (c) Quality of interaction for better learning; (d) Coverage of class ? is the teacher addressing only a few? Can he cater for mixed abilities? (e) Teacher?s questioning techniques; (f) Diversification of teaching strategies according to theme; (g) Amount of hands-on practice to encourage the pupil to become a responsible learner; (h) Teacher?s assessment techniques; (i) Teacher?s own evaluation of his lesson.

> Step 7: The teacher is made to participate in activities outside teaching. Does he have other skills - public speaking? Photography or astronomy as hobby? These can be shared. I learnt chess from my English teacher ? a member of the reputed chess club in the sixties.

> Step 8: To develop ownership in the school, the young recruit must be given responsibilities related to the whole school. To make him responsible, he should be asked to make a 30 minute power-point presentation for the staff on issues of common educational interest. Teachers must meet under the guidance of a Rector.

> Step 9: The Rector organizes enrichment programmes by appropriate resource persons from MIE, MES, University or outside on skills needed as a teacher like testing, counseling, class management skills.

> Step 10: The new recruit must be exposed to role models. Remaining isolated gives one a feeling of self-sufficiency that is lethal for one?s professional growth.

Daniel Koenig once invited me to a Maths demonstration class by Mr. D?unienville and the quality of his teaching struck me as untraditional and revolutionary. Young professionals should benchmark their practice and learn that knowing Physics is not all. Being able to teach the most recalcitrant of pupils demands more than mere knowledge. This is not always learnt in books. The aim of this article is to provoke reflection among potential employers of graduates so that you do not have a generation of teachers who will stage a strike for early departure on one day out of five.

mahadeo [email protected]