Principles of mentoring new teachers.

Most people remember the first day that they walked into their own classroom. For some, it was a frightening experience. For others, it was one of life’s most rewarding experiences. But to get into the classroom and receive this memory, there had to be some training somewhere. Obviously, everyone doesn’t receive training. There are some that were cast into the lion’s den without any advice, or training, at all. Regardless of the path you took to get where you are – there will be a point where you will have to provide that advice to the incoming “freshman” of teachers.

Taking this advice to the next level is where mentoring starts. Teacher mentoring is an important method of passing information and skills to another person. It is different than the proverbial On The Job Training (OTJB) because typically mentoring is done on a one-to-one basis. Don’t think of McDonalds. Think more like a private ballet dancer spending hours and hours in a quiet dark dance studio for hours on end. It is in all actuality like taking someone under your wing.

Mentoring should be taken seriously. Like in the Spiderman movie: “With great power comes great responsibility.” What you teach the new teacher will most likely be the cast for their mold. Meaning that what you teach them will stay with them for a long time and cannot easily be broken. You are seen as all-powerful, all-mighty, and all-knowing as the mentor. If done correctly, mentoring can make the transition from academic theory to practical application seamless.

Often this type of transition can be daunting. To remove this barrier is exactly where the mentoring program has its applications. For this issue, we will look at the issues surrounding the organization level:

One of the first steps needed is to clearly define your program. Set your objectives and define your methods of reaching them. For example, one area of focus could be the teacher to parent interaction. Teaching this skill is important because of the significance that some cultures attach to social interaction. Keeping your teachers locked-up in the “teacher’s room” could actually be hurting your bottom line (profit). The mind-set behind this is usually premised on the fact that the administration lacks the skill to teach this interaction, or the teachers have ascertained they dread this interaction. The objective here would be to create a mentoring program to remove this social barrier and to teach the positive aspects of this interaction.

It is important not only to define objectives but also the appropriate path to achieve them. Think of it like driving to an unknown part of the country. First you have to you’re your origination point – then your destination point. Between these points is where you have to map your path. Find out where the petrol stations are, where the highways go, and points of interests. Map the path to you objectives with the same conviction.

A. Identify needs of mentees that considers typical growth patterns
B. Establish standards for teaching and student learning based on district philosophy
C. Seek input from veteran staff
D. Involve local teachers association representatives
E. Gather information from other mentor programs
F. Create partnership with higher education institutions
G. Develop list of desired results

Continue to define and map your objectives and then move on to the next step: Defining the roles and responsibilities.

A. Mentors:
1. Determine selection process
2. Establish system for mentor-mentee match
3. Establish relationship with mentee based on trust
4. Expectations for mentor-mentee interactions

B. Mentees:
1. Provide a mentor for each beginning teacher
2. Determine guidelines for participation
3. Expectations for mentor-mentee interactions

C. Administrators:
1. Maintain role in evaluation process separate from mentor support
2. Coordinate observation/evaluation schedule with mentor observation
3. Expectations for principal-mentor and principal-mentee interactions

D. Program Coordinator:
1. Establish system for overall program development and evaluation
2. Initiate mentor support groups (mentoring the mentor)
3. Maintain ongoing communication with mentor program stakeholders

Qualify and select your teachers, or staff, to be the mentors within your program. There is no set doctrine of what exactly the qualifiers should be, but your mentors should reflect the qualities you would like all your teachers to possess. These qualities should come first, followed by your organizational objectives. Getting these two in reverse order often can lead to resentment by your mentors because they realize they are just be used to push the corporate agenda rather than actually helping to shape an individual. It cannot be stressed enough to be careful in this area. Every company is in business to make money, understood. However, leave corporate issues to corporate professionals like your Human Resources (HR) personnel.

Here are some general qualities a mentor should posses: compassion, understanding, inherent intelligence, leadership, maturity, social ability, and willingness. The last point is important because you can never force a person to be a mentor. If you do, you will have unpredictable consequences. If you are under the impression that these qualities can only come from some wise old man with gray hair and rimmed glasses you are wrong. These qualities can be found in a 20 year old just as well as a 60 year old.

Some of the above qualities can be taught to your mentor. You may have a person that has many of the qualities but lacks a few. That’s O.K. It should not eliminate them from being a potential mentor. Please note that some of these can be taught - others cannot.

A. Mentors
1. Beginning mentor training for new mentors
2. Advanced mentor training for experienced mentors
3. Ongoing staff development activities, e.g., monthly mentor meetings
4. Provide mentor resources
5. Establish mentoring topics as focus for mentor-mentee interactions
6. Provide system for individual support from mentor coordinator

B. Mentees
1. Mentee orientation to the company (before school year)
2. Mentee support groups (company initiatives, new teacher topics)
3. Ongoing staff development activities, e.g., monthly mentee meetings
4. Provide mentee resources

It is important to remember that while the development of the program is important – there should be equal importance on the logistical and evaluative aspects. A mentoring program cannot grow without these fundamental ingredients. Many times they are overlooked, so we are emphasizing their importance here. The logistical aspects:

A. Provision of time for mentoring activities, e.g., weekly contact, observations, etc.
B. Provision of release time opportunities, e.g., formal observations, goal setting, action planning, etc.
C. Provision of incentives and recognition for mentor and mentee participation, e.g., stipend, release time, certificates, etc.
D. Establish clearly defined communication lines between mentor, mentee and director.

And the evaluation:

A. Feedback from program participants, e.g., focus groups, surveys, interviews, journals, questionnaires, documented informal conversations, etc.
B. Results of goal/objective achievement
C. Establish system of program refinement
D. Dissemination of data to program stakeholders

Establishing a teacher mentoring program can quickly transform your organization. Make a concise and practical effort at the commencement of the program and an organization can quickly see differences. Neglect the process and teachers will establish their own assimilation of objectives and assign their own determined weight to them. Obviously, the teacher could weigh your objectives far differently than the organization. So, go find your Spiderman suit and get to work.