This document describes the principal's role in supervising a teacher mentoring program. It provides tips for guiding mentors and describes the characteristics of a good mentor. For example, mentors working with a novice should focus on three areas--the classroom, emotional support, and practical applications. Three styles of mentoring include acting as a responder, colleague, or initiator. Guidelines for pairing mentors with proteges are offered, which focus on recognizing these important characteristics of a good mentoring relationship: (1) similar values about achievement; (2) complementary skills and knowledge; (3) the mentor's experience level; (4) the mentor's willingness to share information; and (5) the willingness of both parties to listen and ask questions. In conclusion, mentoring involves many skills--knowing when and how to work with a new colleague, who should mentor, and how much mentoring is enough. The key, for the principal, is to act as a team builder and to maximize the mentor's effectiveness. (LMI)