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 Teachers with Critical Tasks 22 Mentoring vs Evaluating 24Table of Contentsii1 N

Community stages. 3. Both the mentor and the protégé gain from the mentoring experience. 4. Mentorship activities, structures and programs can vary widely, from mentor–protégé pairs to teams of mentors. 5. Good teachers do not necessarily make good mentors. A different set of skills is needed to work effectively with adult learners. 6.

  Handbook, Community, Adults