Mentoring Beginning Teachers: Program Handbook

Program Handbook MENTORINGB eginning TeachersiiForeword 1 Introduction 2 Purposes of a Mentoring Program 4 Relationship of Purposes of Mentorship and Stages of Beginning Teacher Development 5 Stages of Teacher Development 5 Basic Assumptions of a Successful Program 6 Dimensions of the Mentor Role 8 Colleagues in Reflection 8 Mentoring Context 9 Roles and Responsibilities 10 Role of the Mentor 10 Responsibilities of the Mentor 10 Role of the Prot g 11 Responsibilities of the Prot g 11 Role of the School Administrator 11 Responsibilities of the School Administrator 12 Roles and Responsibilities of School Districts and Locals 12 The Profits of Mentoring 13 Program Evaluation 15 Evaluation of the Mentorship Program Mentors 17 Evaluation of the Mentorship Program Prot g s 18 Mentors 19 Functions of Mentoring 20 Needs of Beginning Teachers 21 Helping Beginning Teachers with Critical Tasks 22 Mentoring vs Evaluating 24 Table of Contentsii1 Needs Assessment for Mentors 25 Communication and Support 27 The Mentor Traps 29 Phases of the Mentorship Relationship 30 Prot g 31 Starting Points 33 Needs Assessment for Prot g s 37 Lesson Plan Reflection Sheet 38 Reflection for Your Professional Portfolio 40 The Prot g Traps 42 Administrators 43 Responsibilities of Administrators 44 Developing a Mentor Pool 44 The Administrator Traps 45 Further Suggestions for

1. Mentoring is the central feature of a successful induction process. 2. Without mentoring, new staff focus on Orientation and take considerable time to move to the Professional Practice and Learning Community stages. 3. Both the mentor and the …

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