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ERIC Number: ED307672
Record Type: Non-Journal
Publication Date: 1989-Mar
Pages: 18
Abstractor: N/A
Reference Count: N/A
Mentoring and Peer Coaching: An Action Model.
Emrick, William S.
The Missouri Excellence in Education Act (1985) requires the establishment of professional development programs for beginning teachers. By offering collegial support and practical assistance, these programs should help beginning teachers polish their skills, improve their chances for success, and encourage them to stay in the profession. As teacher shortages become a serious threat to education, mentoring programs offer a logical, relatively inexpensive approach to helping avoid this loss of potential. This paper describes the Ferguson-Florissant School District's four-phase plan to develop a successful program. In the first phase, the district's Human Resources Office, responsible for developing and implementing the program, sent all teachers an announcement brochure based on information gleaned from a literature review and discussions with new teachers. The brochure profiled the successful mentor, emphasized a strong trust and caring component, and listed expectations for program participants. A month following the brochure's distribution, 75 teachers had submitted applications accompanied by principal recommendations. As new teachers were hired, human resources staff worked with principals to assign mentors. Phase II involved preparation of the mentor handbook. In phase III, summer training sessions using role playing and brainstorming techniques were provided for mentor teachers. Phase IV involved three one-on-one followup sessions with the Human Resources Director. The program's success has spurred efforts to sponsor a peer analyis/coaching program for all interested district teachers. Included are three references. (MLH)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Missouri