Handbooks and materials have been developed to assist in the training of mentors. Suggested resources include (please refer to the Recruitment and Retention Resource List for complete information on how to order these items):

Toolkit for Mentoring: Effective Beginnings for Novice Teachers (1983)
North Carolina State Department of Public Instruction, (49 pages).

The Toolkit for Mentoring provides a basic guideline for an administrator's use in developing a district or individual building mentor program. The information was developed specifically for North Carolina's Excellent Schools Act. Components of the toolkit include:

1. Selection of mentors (nomination forms, application, criteria)
2. Mentoring process (contracts, contact logs, self-evaluation)
3. Evaluation (criteria)
4. Resources

Mentoring North Carolina Novice Teachers (1998)
North Carolina Center for the Advancement of Teaching (287 pages).

This extensive 24 hour training program provides an introductory training designed to develop the knowledge, skills, and attitudes necessary for successful mentor teachers. The comprehensive training handbook was developed by a state-wide committee of experts and provides trainer delivered content, practice for participants, and participant sharing. Trainer modules are well developed; providing a script for the trainer, numerous activities for each module, handouts, and follow-up activities. Modules include:

1. Concerns of the novice teacher
2. Role of the mentor
3. Communication
4. Reflection cycle
5. Coaching cycle

Mentor Handbook (1987)
Evergreen School District, Vancouver, Washington (91 pages).

The Mentor Teacher Handbook was developed to support the induction of beginning teachers and mentor teachers. It provides general knowledge and would be a useful resource for mentor teachers in understanding their new roles and guiding the development of the mentor relationship on a month-by-month basis. Contents include:

1. Mentor roles
2. Pitfalls and payoffs of mentoring
3. Putting it all together (month by month mentoring activities)
4. Action plans

A Leader's Guide to Mentor Training (1990)
Los Angeles Unified School District (323 pages).

This guide has developed specific trainer-directed materials to provide a thirty hour mentor training. Numerous guided activities are provided in this extensive training for mentor teachers. Training encompasses:

1. Orientation to the mentor role
2. Assisting new teachers
3. Classroom organization and management for new teachers
4. Classroom consultation, observation and coaching
5. Mentor as staff developer: presentations and inservice training
6. Cooperation between the administrator and mentor

The Single Best Thing: Mentoring Beginning Teachers(1997)
Montana State Board of Education (90 pages).

This self-help manual provides information to districts and schools wishing to implement a beginning teacher support program. Chapters include:

1. Essential components of mentoring (staff/community involvement, board approval, administrative support, program evaluation)
2. Administrator issues (program administration, new teacher involvement, ongoing responsibilities)
3. Mentor role (selection, length of involvement, incentives, communication skills)
4. Beginning teacher (mentor relationship)