Mentoring Beginning Teachers: Program Handbook

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Program Handbook MENTORINGBeginning TeachersiiForeword 1Introduction 2Purposes of a Mentoring Program 4Relationship of Purposes of Mentorship and Stages of Beginning Teacher Development 5Stages of Teacher Development 5Basic Assumptions of a Successful Program 6Dimensions of the Mentor Role 8 Colleagues in Reflection 8 Mentoring Context 9Roles and Responsibilities 10 Role of the Mentor 10 Responsibilities of the Mentor 10 Role of the Prot g 11Responsibilities of the Prot g 11 Role of the School Administrator 11 Responsibilities of the School Administrator 12Roles and Responsibilities of School Districts and Locals 12The Profits of Mentoring 13 Program Evaluation 15Evaluation of the Mentorship Program Mentors 17Evaluation of the Mentorship Program Prot g s 18 Mentors 19 Functions of Mentoring 20Needs of Beginning Teachers 21Helping Beginning

Mentoring functions are carried out within the context of an ongoing, caring relationship between the mentor and the protégé (Anderson 1988). ude. Experienced teachers New educators often do not ask for the help they need. Beginning teachers need to observe new effective teaching models. Informal mentoring does not improve teaching over time.

  Effective, Mentoring