What is a Mentoring

Program?
Goals For a Mentor Program
To improve teaching performance
To increase the retention of new
teachers
Promote the personal and professional
well-being of new teachers
Transmit the culture of the educational
system to beginning teachers
Purpose of Mentoring
A mentoring program should provide
opportunities for new and experienced
teachers to grow professionally and
improve their teaching.

Itis more than just assigning an

experienced teacher with a novice
teacher.
Why Have a Mentor Program?
30% of new teachers quit during the first two
years
50% leave teaching during the first four years
It costs a district time and money to recruit,
hire and train new teachers
OCTE recognizes the problem and
implemented the SC HSTE Mentoring
Program by providing honorariums for the
mentors
Needs of a New Teacher
Benefits of having a mentor can be to provide
insight on:
Motivating students
Providing for individual differences of
students
Assessing student work
Relating to parents
Organizing class work
Obtaining materials and supplies
Assistance with discipline
Needs of a New Teacher
Benefits of having a mentor can be to
provide:
Ideas about instruction
Personal and emotional support
Advice on resources and materials
Information about school district policies
and procedures
Ideas for additional techniques on
classroom management
 MENTORING MEANS
SUCCESS
This suggests that new teachers with a
mentor can focus on instructional needs
rather than concentrating on classroom
management.
 What Are Mentors?
Mentors are guides. They lead us
along the journey of our lives. We trust
them because they have been there
before. They embody our hopes, cast
light on the way ahead, interpret arcane
signs, warn us of lurking dangers, and
point out unexpected delights along the
way Laurent A Daloz
 Definition of a Mentor
An experienced, successful and
knowledgeable professional who willingly
accepts the responsibility of facilitating
professional growth and support of a
colleague through a mutually beneficial
relationship.
An experienced teacher whose willingness to
assist and support new teachers is readily
apparent in their attitudes, beliefs and
philosophies of teaching
 A Mentor is a Teacher of
Teachers
A friend with a
positive attitude and
a sense of humor
Being sensitive,
discreet, wise,
knowledgeable and
caring
Willing to help and
eager to meet the
needs of new
teacher
 Why Be a Mentor?
Personal satisfaction
Opportunities to grow professionally and
improve your teaching
Use as one of your goals in the GBE
(goals-based evaluation process) of
ADEPT
 Benefits of Being a Mentor
Encourages mentors to focus on and
improve their own classroom teaching
skills
Makes mentors aware of the need for
teachers to communicate with each
other
Helps mentors better understand the
principal and central offices supervisors
role
What Makes a Good Mentor?
Coaching requires skills that differ from
teaching skills.
Training helps new mentors take on
their new role confidently.
Mentors need opportunities to
communicate with other mentors.
Mentors need opportunities to develop
and refine their skills through practice.
 Criteria for Selecting Mentors
Willingness to provide feedback and share
instructional practices with new teachers
Effective interpersonal skills and a willingness to
work collaboratively
Knowledge of formative assessments
An understanding of new teacher development
Commitment to their own professional growth
Demonstrated use of best practices in their own
teaching
Effectiveness as a professional role model
 Criteria for Selecting Mentors
Demonstrated expertise in teaching the standards
Required amount of teaching experience
Demonstrated reflection on educational practice
Interest in assimilating new teachers into the
profession
Geographical proximity, similar school setting and
class schedule, and course offerings
 Qualities of a Mentor
ATTITUDE
Trustworthy
Sensitive and genuine
Tolerant and understanding
Flexible
Positive and caring
Credible
Nurturing and supportive
Accepting and empathetic
Knowledgeable and competent
 Qualities of a Mentor
SKILLS
Problem solving
Assessing and responding to the needs of
the new teacher
Effective communication
Active listening
Time management
Ability to reflect
Conflict resolution
Data collection
 Qualities of a Mentor
KNOWLEDGE
Role of a mentor
Needs and concerns of new teachers
State and national standards and their use
in the classroom
Effective teaching practices
Coaching and modeling
Reflective practice
Interpersonal development
Individualized learning theory
 Goals of a Mentor

The main purpose of a mentor is to

provide the educational leadership and
collaboration necessary to implement
professional growth on the part of the
new teacher you work with.
 Goals of a Mentor
Help new teachers make a smooth
transition into the teaching profession
Provide psychological support so the new
teacher develops a commitment to
teaching
Provide on-going coaching and support
Help the new teacher improve their
classroom teaching
 Goals of a Mentor
Helpmake the new teachers first year
experience provide a broad variety of
professional experiences

Helpthe new teacher understand the

components of a model HSTE program
and how they relate to HSTE curriculum
and instruction
 Phases of a Mentor/New
Teacher Relationship
Establishment of the Relationship
Getting to Work
Evaluation and Follow Up
Establishing the Relationship
Establishing the Relationship
New teachers need:
To know that the relationship is about them
Believe their mentor is a trusted confident
and that your role is not evaluative
Understand how you will discuss and
manage problems or new crisis and
learning opportunities
Know that their problems are not limited to
them but are universal among new
teachers
Establishing the Relationship
To
produce a win-win situation mentors
must:
Be non-judgmental and supportive in
conversations with their new teacher
Ask the new teacher about their needs,
concerns and expectations for your
relationship and communication process
Understand that it is not easy for a new
teacher to trust them and it takes time to
earn their trust
Establishing the Relationship
To
produce a win-win situation mentors
must:
The new teachers self esteem may be
threatened and is concerned about how
you view them
Beginning teachers may feel inept or think
their problems are too overwhelming or
stupid to share
Getting to Work
 Getting to Work
During this time new teachers need:
To feel the relationship is consistently
supportive
Identify problems and establish strategies
to address the problem
 Getting to Work
Mentors can help the new teacher by:
Maintaining and enhancing the relationship
Assisting the new teacher in defining and
understanding the problems
Aid the new teacher in finding solutions to
problems and teaching skills needed to
manage difficult situations
Identify goals and objectives to reach and
decide on a method to assess
achievement of the goals
Evaluation and Follow Up
 Evaluation and Follow Up
During this time new teachers need:
To know that their efforts and
achievements have been observed and
recognized
Opportunities to express their thoughts and
feelings toward their relationship with their
mentor
Assess the effectiveness of strategies
employed to remedy problems and difficult
situations
 Evaluation and Follow Up
Mentors also need:
To ask for feedback regarding their
effectiveness in facilitating their new
teachers ability to problem solve
Share their perceived benefits as a mentor

Know that their efforts have been observed

and recognized
To redefine the relationship as the
beginning teacher enters their second year