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ERIC Number: ED333094
Record Type: RIE
Publication Date: 1991-Apr
Pages: 27
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Preparing School Administrators for the Culturally and Linguistically Diverse. A Formal Mentor Training Program in Progress.
Papalewis, Rosemary; And Others
Mentoring is the focal point of this innovative program, established in 1987, for the preparation of school principals. The program emphasizes learning through field experience and close collaboration between participating universities and local school administrative systems. Experienced administrators are chosen to serve as mentors for candidates in the administrative preservice training program. Mentors receive special training to prepare minority group candidates. Mentors are selected on the basis of recommendations of district superintendents and are matched with proteges regardless of sex or race. Mentors and proteges are administered the Alleman Mentoring Scales Questionnaire, the Mentoring Styles Indicator for Educational Administrators, and the Protege Needs Survey as pre- and post-training assessment. Mentors and proteges are familiarized with the techniques of mentoring and the overall goals of the mentoring program during a training workshop. The development of both mentors and proteges is tracked throughout the program using structured interviews and journals. The following results are reported: (1) mentor behaviors identified by proteges; (2) descriptions of mentoring relationships by proteges; (3) descriptions of proteges by mentors; and (4) descriptions of struggling with mentors and developing informal mentoring relationships by proteges. Protege interview questions and examples of protege feelings, insights, and problems are included. A list of 37 references is appended. (FMW)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Danforth Foundation, St. Louis, MO.
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April, 1991).