ERIC Number: ED420647
Record Type: Non-Journal
Publication Date: 1997
Reference Count: N/A
The Role of Teacher Mentoring in Educational Reform. PREL Briefing Paper.
Teacher mentoring programs are perceived as an effective staff development approach for beginning teachers. By establishing mentoring programs, districts serve two purposes: novice teachers get a strong start in their careers, and experienced classroom teachers serving as mentors receive recognition and incentives. Supporting beginning teachers at the outset contributes to retention in the school system. The significance of mentoring for beginning teachers is gaining wider recognition throughout the Pacific region. The mentoring process extends far beyond supporting new teachers, and it is more demanding then classroom teaching. Even experienced teachers cannot always objectively assess the quality of new teachers' teaching performance. In education, mentoring is a complex, multidimensional process of guiding, teaching, influencing, and supporting new teachers. The terms mentoring, modeling, and coaching are often used interchangeably by educators, though there are actually significant differences in concept. Functions of the mentor teacher vary according to the needs of the new employee, the goals of the mentoring program, and the local educational context or situation. Staff development is crucial in creating successful mentoring relationships. As many teachers are leaving the profession, it is important to devise new support structures to induct and retain new teachers. Four tasks that schools and districts must undertake in starting mentoring programs include selecting and training mentors, matching mentors and proteges, setting goals and expectations, and establishing mentoring programs. (SM)
Descriptors: Beginning Teacher Induction, Beginning Teachers, Educational Change, Elementary Secondary Education, Faculty Development, Foreign Countries, Inservice Teacher Education, Mentors, Teacher Collaboration, Teacher Improvement
Pacific Resources for Education and Learning, 828 Fort Street Mall, Suite 500, Honolulu, HI 96813-4321.
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Pacific Resources for Education and Learning, Honolulu, HI.
Identifiers - Location: Hawaii