ERIC Number: ED381314
Record Type: RIE
Publication Date: 1995-Mar
Team Oriented Mentoring To Promote Professional Development and Staff Retention.
Beckstrom, Jefferey; And Others
This paper outlines a model of interprofessional assistance and mentoring used to orient new staff members in a special education program. The mentoring model calls for three basic dispositions: opening ourselves, leading incrementally, and expressing care and concern. All mentors attempt to manifest the three dispositions as they relate to the needs of the new teacher and as they engage in mentoring functions (teaching, sponsoring, encouraging, counseling, and befriending) and activities (demonstrations, observations and feedback, and support meetings). As the induction process begins, the new staff person starts a personal growth portfolio. Initially, the portfolio contains mechanical checklists of primary resource persons in each program area. As program information is acquired, it is recorded in the portfolio. Eventually, the portfolio contains a personal, long-term, professional growth plan worked out with supervisor and mentor. The induction process is organized into three phases. The first two, which last a total of 2-6 months, are designed to smooth entry into the system and to bring new staff into contact with as many veteran staff as is possible. In the third phase, the new teacher begins the task of acquiring and fine-tuning the many new skills required in the program, and selects one staff member who will act as mentor and coach. This paper contains a personal growth portfolio checklist for the three induction phases. (SV)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Reaching to the Future: Boldly Facing Challenges in Rural Communities. Conference Proceedings of the American Council on Rural Special Education (ACRES) (Las Vegas, Nevada, March 15-18, 1995); see RC 020 016.