Mentoring - September to January

Mentor-Protege Relationship

The mentor-protégé relationship will change and evolve over time as beginning teachers develop new skills and confidence in their profession. Typically, there are stages of the mentoring relationship that the partnership will progress through over time. These stages are multidimensional and can be repeated throughout the mentoring process, depending on new activities and the challenges which are presented.

pyramid shape depicting stages of mentoring

First Stage:

Mentor assists the protégé in accomplishing specific tasks related to their new position:

provides the modeling of skills
sharing of strategies
observational feedback

An action plan is developed which states clear objectives and strategies to be used including:

what type of observations will take place
what type of feedback is desired
what type of support will be provided

Second Stage:

The beginning teacher is more self-directed in the development of skills but also needs more consistent and frequent feedback. Directing the beginning teacher to self-reflective practices will assist her in evaluating her own progress. Reflective practice can consist of:

journals
formal and informal conferences
observations of each other
reflective questioning strategies

Along with other methods which promote a deeper awareness of the teaching process. Educators who utilize reflective practice:

can make adjustments to the curriculum versus following a prescribed path
identify new ways to structure activities and routines
develop or incorporate new strategies for student achievement
recognize methods which are effective.

Third Stage:

The new teacher is no longer reliant on the mentor and can provide possible solutions to problems encountered. The mentor can provide a "sounding board" to discuss the beginning teacher's concerns and offer emotional support. During this time, the mentor relationship will begin to redefine into a peer support and collegial relationship. Evaluation of the progress of the action plan should occur along with evaluation of the mentor program.

During February and Beyond

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Mentor-Protege Relationship The mentor-protégé relationship will change and evolve over time as beginning teachers develop new skills and confidence in their profession. Typically, there are stages of the mentoring relationship that the partnership will progress through over time. These stages are multidimensional and can be repeated throughout the mentoring process, depending on new activities and the challenges which are presented.
	First Stage: Mentor assists the protégé in accomplishing specific tasks related to their new position: provides the modeling of skills sharing of strategies observational feedback An action plan is developed which states clear objectives and strategies to be used including: what type of observations will take place what type of feedback is desired what type of support will be provided
Second Stage: The beginning teacher is more self-directed in the development of skills but also needs more consistent and frequent feedback. Directing the beginning teacher to self-reflective practices will assist her in evaluating her own progress. Reflective practice can consist of: journals formal and informal conferences observations of each other reflective questioning strategies Along with other methods which promote a deeper awareness of the teaching process. Educators who utilize reflective practice: can make adjustments to the curriculum versus following a prescribed path identify new ways to structure activities and routines develop or incorporate new strategies for student achievement recognize methods which are effective.
	Third Stage: The new teacher is no longer reliant on the mentor and can provide possible solutions to problems encountered. The mentor can provide a "sounding board" to discuss the beginning teacher's concerns and offer emotional support. During this time, the mentor relationship will begin to redefine into a peer support and collegial relationship. Evaluation of the progress of the action plan should occur along with evaluation of the mentor program.
During February and Beyond BACK