The mentor training agenda below has been refined through the experiences of the author who has led numerous mentor trainings since 1988. Initially this experience was in a K-12 school district but since 1991 the author has served as a consultant and trainer for many school districts across the USA and has conducted a one day version of this training at the last two annual MLRN Spring Symposia.

Since the mentoring process and relationship evolve, usually over about two school years, the mentor and protege will need on-going support and training. That means, of course, that the initial three day mentor training presented in this agenda is not sufficient to address all the mentoring needs of the pair, nor is it enough to sustain their continuous professional growth.

Separate mentor and protege support groups need to be held about each quarter to allow the mentors and the proteges to learn from their peers. Also, joint mentor & protege training may be needed as the pair begin coaching and when the curriculum has been covered the first time. In the latter case, mentors often need help in shifting their focus from helping the new teacher learn the curriculum to supporting protege professional growth, particularly in the use of strategies for improving individual student and whole group learning, assessment, and other school improvement related issues.

If readers have questions about mentor training, this specific agenda, or want help in adapting this agenda to your situation, Barry is willing to help. Barry also offers mentor & protege training materials for sale which follow the agenda provided here. For answers to questions or a price list for materials call Barry Sweeny evenings at (630) 668-2605.

- AGENDA -

THREE DAY MENTOR TEACHER TRAINING
Barry Sweeny, 1995

• Did you have a mentor? What were your needs as a beginning teacher? Were they met?
• The research on beginning teacher needs, Transition from novice to expert educator
• Mentoring that supports the current transitions & reforms in education

THE CONTEXT FOR MENTORING

• The Three Mentoring Program purposes
• Two models for peer assistance: "Best practice" or collaboration & growth?
• The three parts of an effective mentoring program: job, M-P relationship, process
• The impact of mentoring on school structures, culture, and on student learning

THE JOBS OF THE MENTOR, PROTEGE, PRINCIPAL & DISTRICT ADMINISTRATORS

• The roles, tasks, and expectations
• Mentor self-assessment #1
• Priorities, checklists and suggestions, building a plan for your work

DAY TWO
THE MENTOR-PROTEGE RELATIONSHIP

• How we work & communicate makes all the difference in the process & the results
• A developmental relationship which requires mentors to adapt their mentoring
• Critical attributes of the mentoring relationship
• Chatacteristics of a successful mentoring pair
• Mentor self-assessment #2

THE MENTORING PROCESS: HOW TO FACILITATE PROFESSIONAL DEVELOPMENT

• How mentors promote the development of proteges
• Natural leadership tendencies & mentoring style, mentor self-assessment #3
• Potential growth areas for an improving mentor
• Change issues, diagnosing readiness & facilitating learning
• Mentor growth plans, consolidating self-assessment conclusions, setting goals
• The mentoring process: A working model

• A demonstration, some practice & some analysis
• Definitions & a comparison of coaching with evaluation
• A model coaching process
• Pre & post conferences, guidelines for communication & feedback, questioning skills
• Designing and using observation tools
• Helpful hints: building trust, communicating, promoting growth
• It's your turn now. A demonstration lesson and "group coaching".

THE CLOSING CEREMONY

This material may be printed and distributed as long as you retain the following credits:

Provided by Barry Sweeny, Resources for Staff & Organization Development

26 W 413 Grand Ave. Wheaton, IL 60187, 630-668-2605, e-mail bsweeny@kane.k12.il.us