The chart provided below presents a "working model" of the phases
and transitions which the mentoring process seems to take. This chart has
been constructed and refined from the feed back and experiences of dozens
of new teacher mentors since 1988. It is offered here as a guide for new
mentors.
The phases shown on the chart usually require about two school years
to occur. During those two years the mentor and protege meet on a regular
basis, usually daily during the week just before and the week school starts,
3-4 times a week until the end of September, 1-2 times a week during the
rest of the year, and about 4-6 times a month during the second year.
It is interesting to note that the personal style of the mentor &
protege may impact how the mentoring process and relationship evolve.
In some cases the mentor & protege may be very social and outgoing and
so may quickly build their personal relationship early and more gradually
develop their professional dialogue. In other cases the demands of the tasks
of teaching and mentoring may be the initial priority of more task-oriented
mentors & proteges. In the later case the mentoring pair may first build
a professional relationship and then, through their professional
work, continue to deepen and strengthen their mutual trust and personal
relationship. Experience has shown that as long as the mentor and protege
are aware of the transitions they must make and of the overall mentoring
process, either approach seems to be effective.
A tougher challenge occurs when the mentor and protege are not of a similar
style and one person wants to emphasize building their relationship
while the other is more task-focused. In this situation the best solution
is NOT to match for styles as this seems to reduce the mentor & proteges
learning from each other. Mentors must adapt their style to be appropriate
to the needs of the protege. Usually that means that the mentor is more
directive early in the year when there is lots to learn and much of it is
"one right answer" kinds of information. Later in year, as the
relationship grows and the protege develops skills and some professional
maturity, the mentor can become more a "explainer" and later a
"supporter and encourager" and less a directive leader.
In addition to working with the assigned mentor, the protege also is led
to connect (by the mentor) with other teachers who are effective
models of continuous professional growth, of effective teaching, and of
collaborative and collegial staff relationships. In this way mentoring
becomes a "team effort" that promotes interdependence and
collaboration, not isolated teaching and trial & error professional
growth. This mentoring process facilitates professional growth of new teachers
and mentors alike and promotes the more collaborative school culture we
seek.
PROCESS STAGES
MENTORING ACTIVITIES
THE PURPOSE
INTRODUCTION
Introductions, sharing of backgrounds, interests & personal information.
CREATE A CONNECTION
FOUNDATION
Explain mentor-protege roles, relationship & the mentoring process. Explain expectations.
CLARITY OF PURPOSE
ORIENTATION
Orientation to the school, grade, department, staff, district & community.
Orientation to new job responsibilities, curriculum & expectations
REDUCE THE STRESS & INCREASE THE TEAM FEELING
COLLABORATION
Work together to prepare classroom for start of school.
Mutual sharing of ideas, discovering how room layout, management plan, and good instructional environment support each other & promote learning.
GOOD START, BUILD TEAM, MENTOR SEEN AS A CARING HELPER
PROBLEM SOLVING
Joint analysis of issues and problems
Development of options, strategies & plans to implement & evaluate results
DEVELOPMENT OF THINKING & KNOWLEDGE
PERSONAL FRAMEWORK
Building a strong mentor-protege relationship
Reinforce protege self-esteem & confidence
Explore each others dreams for teaching, views & strengths as teachers & as persons
MENTOR IS SEEN AS TRUSTWORTHY & AN OPENNESS IS CREATED
PROFESSIONAL FRAMEWORK
Discovering the "big picture" such as:
1. planning activities as a sequence
2. assessing learning and adjusting instruction
3. worrying less about following lesson plans & more about accomplishing a lesson's purpose
MENTOR SEEN AS A MODEL & PROTEGE IS INCREASING SKILL, INSIGHT
PROFESSIONAL DEVELOPMENT
Building a 2-way coaching relationship where mutual feedback and support for learning is the norm.
PROMOTE MENTOR & PROTEGE GROWTH
TRANSITION
Building a peer relationship, promoting the protege's ability to work independently, but maintaining support for each other's growth.
Promoting learning & support links with other staff, creating a broader team concept
