ERIC Number: ED332996
Record Type: RIE
Publication Date: 1991
Reference Count: 0
Developing an Effective Teacher Mentor Program. Fastback 319.
Heller, Mel P.; Sindelar, Nancy W.
School districts considering a mentoring program need to consider four things: (1) the reasons for a teacher mentor program; (2) how to start such a program; (3) administrative support needed for a successful program; and (4) pitfalls to avoid. The reasons for having a mentor program are that it benefits the new teacher, the mentor, and the school. The new teacher's opportunities to exchange views with an experienced teacher is a distinct benefit to him/her. The mentor benefits also, however, because of the opportunity to share views, experiences, and strategies. The improved teaching that usually results is an asset to the school. Starting a program involves six stages: establishing a rationale, setting criteria for the selection of mentors, defining roles, inviting the mentors, training the mentors, and evaluating the program. To be successful, the program must have administrative support from the board of education, the superintendent, the central office staff, the teacher union, and the principal. As with any new program, anticipating problems can help to avoid them. Some pitfalls are: overdependence on the part of the protege, ego problems on the part of the mentor, and the evaluation dilemna arising from the mentor's dual role of confidant and evaluator. Mentorship programs promote professionalism by providing continuous staff development during the first year of teaching. (AMH)
Publication Type: Guides - General
Education Level: N/A
Authoring Institution: Phi Delta Kappa Educational Foundation, Bloomington, IN.