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Formal Mentoring, including the following components: matching mentors and new teachers by location, grade, and subject; regular contact and formative observations by the mentor; feedback from the mentor based on strengths, concerns, and a formulated plan for improvement; and compensation for the mentor. |
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- There are specific criteria for mentor selection: 1)
successful teaching experience, 2) be able to be
reflective and analytical about one’s own teaching, 3) be
knowledgeable about instructional theory and local
curriculum (Odell, 1992), 4) be experienced in
effectively teaching adult learners (Odell, 1992), 5) be
committed to ongoing personal professional growth
(Odell, 1992), 6) be skilled in interpersonal
communication (Arends & Regazio-DiGilio, 2000), 7)
be capable of empathetic projection based upon the
needs of beginning teachers (Gordon, 1991), and 8) be committed to the
function and processes of mentoring (Head, Rieman, & Thies-Sprinthall, 1992).
- Mentor training should center on: 1) new teachers’
characteristics, 2) the rationale for supporting new
teachers, 3) skills to identify needs and concerns of
novices, 4) building a trusting relationship (Huling-
Austin, 1992), 5) training in observation skills, 6)
working with adults (Arends & Regazio-DiGilio, 2000),
and 7) how to collect and analyze different types of
evidence that learning is taking place and teaching is
effective (Dianda, et al. in Stansbury & Zimmerman,
2000).
- Mentors should be well matched to the mentee
according to location, grade level, and subject (Galvez-
Hjornevik, 1986).
- Mentors should have regular, face-to-face contact
with the mentee, and conduct formative observations
(Arends & Regazio-DiGilio, 2000).
- During meetings, they should discuss strengths,
areas of concern, and formulate a plan to strengthen the novice’s instruction and environment (Dagenais,
1996).
- Mentors should be compensated (Dagenais,
1996).
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Orientation
