ERIC Number: ED455230
Record Type: Non-Journal
Publication Date: 1999
Reference Count: N/A
Creating a Teacher Mentoring Program, Fall 1999, No. 1.
National Foundation for the Improvement of Education, Washington, DC.
This report presents guidelines for developing teacher mentoring programs. Section one examines the usefulness of mentoring for beginning teachers, looking at teacher recruitment, improvement of skills and knowledge, and guidelines for effective programs. Section two discusses the climate, context, and structure for effective mentoring, highlighting second generation mentoring, time spent on mentoring, confidentiality in mentoring, and teacher placement. Key issues include state or local mentoring policies, partners in the mentoring program, program governance, and teacher selection. Section three discusses selecting, training, and supporting mentors, examining: criteria for selecting mentors, matching mentors and proteges, providing incentives to mentor, and offering mentor training and support. Section four looks at content and evaluation, focusing on what proteges need from mentors and measuring the effectiveness of mentoring. Key issues include determining how the district and its partners will individualize the mentoring experience during the course of the protege's involvement, whether the program will provide remedial assistance to veteran teachers experiencing difficulties, and whether the program will include peer review. (SM)
Descriptors: Beginning Teacher Induction, Beginning Teachers, Elementary Secondary Education, Faculty Development, Mentors, Program Development, Program Evaluation, Teacher Competencies, Teacher Improvement, Teacher Placement, Teaching Skills
National Foundation for the Improvement of Education, 1201 Sixteenth Street, N.W., Washington, DC 20036-3207. Tel: 202-822-7840; Web site: http://www.nfie.org.
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Ford Foundation, New York, NY.; Carnegie Corp. of New York, NY.; National Education Association, Washington, DC.
Authoring Institution: National Foundation for the Improvement of Education, Washington, DC.