This digest describes teacher mentoring and its different applications. A list of 10 characteristics and activities inherent in any mentor-protege relationship is provided. A discussion is presented on the ways that mentoring, an essentally informal process, has been formalized in business firms and school systems. In considering the benefits that mentoring brings to the education system, the major benefits to both the mentor and protege are briefly discussed, and the direct and indirect benefits to the school district are pointed out. While these benefits are tangible and observable in successful mentoring programs, it is noted that there are some potential obstacles to the mentoring process, such as the injudicious matching of mentors and proteges. Descriptions are offered of two exemplary mentoring programs--the California Mentor Teacher Program, and the proposed Model School System of Louisville, Kentucky. A brief bibliography is included. (JD)