Transcription of Mentoring Beginning Teachers: Program Handbook
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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
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.
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