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Zetler, Alan; Spuhler, LeeThe Single Best Thing: Mentoring Beginning Teachers. AManual for Program Designers and Participants.Montana State Board of Education, Helena.1997-07-0090p.; Prepared for the Montana Certification Standards andPractices Advisory Council.Montana Certification Standards and Practices AdvisoryCouncil, 2500 Broadway, Helena, MT 59620; phone:406-444-6576.Guides Non-Classroom (055)MF01/PC04 Plus Postage.*Beginning Teacher Induction; *Beginning Teachers;Elementary Secondary Education; Helping Relationship;Interpersonal Relationship; *Mentors; *ProgramAdministration; Program Development; *Teacher Role; TeachingExperience*Protege Mentor Relationship

This self-help manual provides information to districts andschools wishing to investigate or implement a beginning teacher mentoringsupport program. The manual describes one model of mentoring, the BeginningTeacher Support Program, that was researched in Montana schools from1992-1995. Chapter 1 introduces the purpose and organization of the manual.Chapter 2 discusses essential components of mentoring, such asstaff/community involvement, board approval, administrative support, andprogram evaluation. Chapter 3 highlights administrator issues, includingstaff/community involvement, school board validation, program administration,new teacher involvement, ongoing responsibilities, and program evaluation.Chapter 4 explains the mentor's role, discussing how mentors are selected,length of their involvement, incentives to participate, communication skills,mentor qualities, reflective questioning, and mentor-mentee interaction.Chapter 5 discusses the beginning teacher mentee, noting the benefits ofcontext knowledge, other mentoring benefits, and the formalized mentor-menteerelationship. The seven appendixes offer: (1) references; (2) a list ofavailable handbooks, guides, and reports; (3) sample administrative letters;(4) questions to facilitate reflective thinking; (5) a checklist for startingthe school year; (6) a list of participants in the Montana Beginning TeacherSupport Program; and (7) address list for the program Steering Committee.(SM)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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THE SINGLE BEST THING

Mentoring Beginning TeachersA Manual for Program Designers and Participants

U.S. DEPARTMENT OF EDUCATIONOhice at Educational Research and Improvement

AL RESOURCES INFORMADONCENTER (ERIC)

is document has been reproduced asreceived from the person or organizationoriginating it.

3 Minor changes have been made toimprove reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

Dr. Alan Zetler, Principal Authorand

Dr. Lee Spiffier, Associate Author

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL

HAS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

for theMontana Certification Standards and Practices Advisory Council

State Board of Public Education

BEST COPY AVAILABLE

"Mentoring is the single best thing wecan do for a beginning teacher."

Jim McCrossinHigh School PrincipalWhitehall, Montana

,......m............

July 1997

3

FOREWARD

The Single Best Thing was developed as a self-help manual for districts andschools wishing to investigate or implement a beginning teacher mentoring supportprogram. The manual describes one model of mentoring that was researched inthirty-five Montana schools from the period 1992-95 under the title "BeginningTeacher Support Program."

The Montana Certification Standards and Practices Advisory Council (CSPAC) ofthe State Board of Public Education has ownership of the research data and themanual. Publication and distribution of The Single Best Thing is a function ofCSPAC. (See address below.)

The manual authors: Dr. Alan Zetler and Dr. Lee Spuhler conducted the originalmentorship research and developed the manual under contract to CSPAC. Bothauthors are Emeriti Professors and Deans at Western Montana College of TheUniversity of Montana located in Dillon, Montana.

The authors wish to give credit to past and present members of the Board of PublicEducation, Certification Standards and Practices Advisory Council, and Montana'sprofessional education associations for their assistance and support in completingthis project.

Assistance and consultation about mentoring: Under continuing obligation toCSPAC for the period 1997-99, the manual authors are available for consultation.During the two-year period, the authors are available to make a total of fourpresentations without stipend to school districts and/or professional organizations.CSPAC will consider the stipend-free requests and the authors may contract foradditional presentations. In addition, the authors will be available for telephoneconsultation for the two-year period, again at no cost to the callers. The contacts forthe manual copies and consultation services are as follows:

Montana Certification Standards and Practices Advisory Council2500 BroadwayHelena, MT 59620Phone: (406) 444-6576

Dr. Alan G. Zetler *P.O. Box 1002Dillon, MT 59725Phone: (406) 683-4751

Dr. Lee Spuhler *3725 Laknar LaneDillon, MT 59725Phone: (406) 683-4622

* Contact also through: Accreditation and Rural Education OfficeWestern Montana College of The University of Montana710 S. Atlantic, Dillon, MT 59725-3598Phone: (406) 683-7121Email: [email protected]

Desktop Published by Sally MundayWester?: Montana College of The University of Montana

4

This document was printed with state dollars from the CertificationStandards and Practices Advisory Council's research fund. Anyreproduction or citation must credit the Certification Standards andPractices Advisory Council and the Board of Public Education. Resaleof this publication is strictly prohibited.

ll 5

The Single Best Thing

Table of Conten6

Foreward

Chapter One: Introduction 1

From Where Did the Manual Originate? 1

The Basic Definitions 2What Is the Purpose of the Manual? 3What the Manual Doesn't Do 4How Is the Manual Organized? 4The Guiding Premises 5What About the Future? .Mentoring'and Induction Programs 6

Chapter Two: Essential Components 9Issues That Become Priorities for New Teachers 9Staff/Community Involvement 15District Rationale and Goals for Mentoring 16Scope of the Operation 18Selection of Responsible Person(s) to Administer the Program 21Board Approval 22Selection of Mentee Candidates 22Selection of Mentors 24Administrative Support 27Other Help for New Teachers 29Evaluation of Program 31Summary and Timeline for Implementation 33

Chapter Three: Administrators 37Staff and Community Involvement 37Program Administration and Identification of Mentors 38School Board Validation 38New Teacher Involvement 39Formalizing: Pre-school Meetings 39On-going Responsibilities 40Program Evaluation 40The Other 25% 41

Chapter Four: The Mentor - A Conversation About Roles 43A Message to Mentors 43Implementing Mentoring within a School 44Selecting a Mentor -- Why You Were Chosen 45The Length of Your Involvement 46Incentives for Mentor Involvement 47The Mentor's Interactive Role 50It All Starts with Communication 50Qualities of Good Mentors as Seen by Beginning Teachers 52Other Techniques to Help Interaction 54Reflective Questioning: An Opening to Good Communication 55The Content Of Mentor-Mentee Interaction 55The Concerns Model Briefly Explained 56

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The Single Best Thing 111

Chapter Five: The Beginning Teacher Mentee 59A Message for Mentees 59The Benefits of Context Knowledge 60Other Mentoring Benefits 63The Formalized Mentor-Mentee Relationship 65

AppendicesAppendix AAppendix B -Appendix CAppendix DAppendix EAppendix F -Appendix G. -

69- References 71Available Handbooks, Guides, and Reports 73

- Administrative Sample Letters 77- Reflective Questioning 83

Check List for Starting School Year 85Participants in Montana Beginning Teacher Support Program . . . 87Steering Committee for The Single Best Thing 89

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Chapter 1- Introduction

&cotes Once

INTRODUCTION

Chapter One is devoted to the concept of mentoring beginning teachers and howThe Single Best Thing can help schools organize and implement a program.

What is mentoring? Mentoring is a formal helping relationship by which anexperienced educator assists a beginning teacher achieve professional success. Afundamental tenet of teacher mentoring is the belief that the single best way ofdeveloping and retaining entry level teachers is to utilize the assistance of anestablished master teacher during the first year of the beginner's induction. Theresearch showed the overwhelmingly positive effect that mentoring can have ineasing the transition from college to teaching, in starting the development of acompetent professional, and in helping novices cope with the onslaught of newpressures.

From Where Did the Manual Originate?

In 1992 the Montana Certification Standards and Practices Advisory Council(CSPAC) of the State Board of Public Education embarked on a three yearresearch project called the "Beginning Teacher Support Program." The type ofsupport given to beginning teachers was to pair each of them 'one-on-one in aformalized relationship with a veteran teacher in the school district. The researchexamined two facets of mentoring. The first looked at the effect of mentoring on anew teacher's development as measured by performance and attitude during theinitial year of teaching. The second examined context conditions that exist in aschool/community and assessed the impact of those factors on the beginner.

The research study included newly contracted graduates from all eight Montanateacher preparation schools. A balance was achieved with variables such aselementary/secondary, American Indian/white, school size from AA (athleticclassification) through multigrade rural, and subject area assignments. Onehundred five teachers and administrators from thirty-five schools geographicallyrepresenting all regions of Montana participated in the three-year effort.

Following up on the study, CSPAC contracted the two researchers during 1996-97to develop a manual based on findings. Information in the manual can be found inthe original study reports which are available from CSPAC. If replicated, specificfindings and procedures have additional support from the professional literature(see Appendices A and B).

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The Basic Definitions

The professional literature applies numerous definitions and labels to mentoring.This manual uses several common mentoring terms and their synonymsthroughout which are defined as follows:

Mentor: An experienced teacher who formally agrees to lend assistance to abeginning teacher and enters into a helping relationship. Mentors arealso referred to as veterans, counselors, coaches, master teachers orpeer teachers, even though the strict definitions of each do differaccording to some writers.

Mentee: A teacher serving his/her first year in the profession under contract to adistrict and who is being assisted by a mentor. Mentees typically arefresh from pre-service preparation and have no experience. Somedistricts may choose to classify teachers new to the district or school asmentee possibilities. Other terms used are beginning teacher, newteacher, novice or protégé.

Administrator: The building principal or district level official who is responsible forsupervising the mentor and mentee, other staff, facility, and instructionalprogram in a particular school. A key function of the administrator isstaff evaluation. Larger school systems may also utilize anotheradministrator above the building level to coordinate a district mentoringprogram.

Induction: The total district effort aimed at new teachers which is designed to bringthem up to full professional status. This effort is often a combination ofshort and long range in-service goals plus an individual developmentplan for the new teacher. Mentoring is but one possible aspect ofinduction.

School culture: The unique environment created by the sum of a school's historyand experiences. Drawn from the field of cultural anthropology, theterm implies a school with its own special set of formal and informaloperating rules, people and conditions that keep the enterpriserunning. The terms "the system" or "the establishment" are looselyused as synonyms.

Context or structural conditions: Those characteristics of a school culture thatimpact a mentee's sense of well being and therefore demand attentionduring mentoring.

Chapter 1 Introduction

What Is the Purpose of the Manual?

The purpose of mentoring is to assist the beginner on site during the first yearin a specific school environment via the single best method available.Mentoring is one process within broader induction procedures, the collective intentof which is to facilitate the pace and quality of the new teacher's development into acompetent practicing professional.

The Single Best Thing was created to help schools establish and implement amentoring program as a separate assistance program or to supplement existingteacher induction efforts. The manual was written for the purposes of (a) informingkey school personnel about the potential of beginning teacher support viamentoring, and (b) providing guidance for administrators, mentors, and menteesshould such a program be initiated. Written in general terms for program designersand in specific terms for participants, the manual can be adapted to differences inschool size, administrative arrangements, community cultures, and to a host ofother factors that make schools differ one from another.

When compared to other existing manuals (Appendix B), The Single Best Thing ismore comprehensive, particularly in program design. The reason for the greaterdetail has to do with the manual's anticipated use. It is a self-help publication forschool districts and mentoring participants. While other mentoring program aids(workshops, consultants, financial grants) may be an option for some districts, themanual, was written for schools that want to try mentoring on their own with only themanual as guidance. Some of the suggested procedures are already commonpractice with district experimental programs. The authors have chosen to err on theside of a detailed scenario, the parts of which surfaced at one time or anotherduring their administration of the three-year mentorship research.

The Single Best Thing is narrow in its intent, concentrating on the relationshipbetween a beginning teacher and his/her experienced mentor and what that one-on-one pairing can accomplish. The relationship is fostered and formalized bythe district and school administrator. The authors feel that 75% of the potentialbenefit from mentoring arises from the interaction between mentor and mentee.Just the fact that the two of them are together accomplishes most of the good. Theother 25% is dependent on cooperative school arrangements in which participantsfrom local or regional mentorship programs are brought together to shareexperiences. References that allude to such meetings and what they are able toaccomplish will be found in the manual.

Chapter 1 Introduction

What the Manual Doesn't Do

The narrow focus of supporting the beginning teacher as explained in this manualdoes not imply other agendas sometimes associated with mentoring. Currently noMontana state mandate through certification, accreditation, or statute requiresmentoring of new teachers. Efforts are voluntary at the district level up to this pointin time and the manual recognizes that fact. Neither is there any educationalreform movement underway of which mentoring is an integral part, as was the casein the California experiment (Wagner, 1990). Nor does this manual attempt tointroduce mentoring at the expense of existing school induction efforts, for examplethose practiced in Great Falls, Miles City, and Columbia Falls. In thosecommunities, mentoring as practiced in the CSPAC project was morecomprehensive and personal in its scope, not replacing, but rather supplementing,ongoing school programs.

The Single Best Thing is not a comprehensive training manual for mentors. It

assumes the spontaneous interaction between two people will create most of thebenefit. It does not, therefore, attempt to detail one or several models of adultlearning, psychology, or instructional supervision usually offered as formalmentorship training. There is an orientation to what may be expected within newteachers and the role of mentors as defined by the research, but this is notconstrued to be in the same league as formal mentor training which typically takes3-4 days.

Collegiate teacher preparation programs are encouraged by their accreditingagencies to follow up. their first-year graduates, not only to survey beginningteachers but to ideally work with districts on continued professional developmentfor the beginner. This responsibility is sometimes narrowly interpreted as providingassistance for the institution's graduates should they encounter trouble. Butteacher education programs are hard pressed to offer this service in a way that ismeaningful to the beginning teacher. The reason is partly budgetary, but alsobecause they are not based on site as is the novice graduate. Mentoring asproposed in this manual is a school district organized and implementedoperation, not an extension of college programs. The potential for college follow-up is there, but is not a reality at present.

How Is the Manual Organized?

How can it be made to work? The manual is divided into five working chaptersplus an appendix. The first two chapters contain general mentorship information fordecision makers and potential participants. Chapter 1 orients readers to thementoring concept as experienced in the Montana three-year study and to thephilosophy behind The Single Best Thing. Chapter 2 is a suggested scenario that


follows program organization and implementation for one year. The generalfindings of the research first appear within this chapter. But generalizations are justthat, so specifics and exceptions to the norm are critical because mentoring mustbe tailored to each school's situation. Chapters 3, 4 and 5 are written specificallyfor building administrators, mentors, and beginning teachers, respectively. Each ofthese three participants will find the pertinent general patterns and statements ofChapter 2 expanded into detail as it may affect them individually. Any of the threepersons could gain perspective by reading material intended for the other two; nosecrets are intended.

Another format feature of the manual is theseparation of text in the chapters following to theinside of pages with comments and blank space onthe outside. This design permits the text to beembellished with actual comments and experiencesdrawn from the 105 Montana educators whoparticipated in CSPAC's Beginning Teacher SupportProgram or that were taken from professionalmentoring literature. Blank space allows room forschool personnel to write notes to themselves or forothers that identify unique characteristics importantto mentoring as it is applied to "our school."

Writingand

CommentSpace

An advisqry group of eight participants from the research study helped the authorsdesign this manual. Another nine participants from three districts read the draftsand offered comment. All names appear in Appendix G. Everyone stressed theneed for flexibility in the application of mentoring because of the uniqueness ofschools. The authors found that when generalizations were attempted acrossschools, something always turned up to show why the norm did not apply to somesituations. Therefore, at the end of some topics within the manual text will be founda paragraph titled

*"BUT NOT ALWAYS." These exceptions to the general statementsare intended to be a constant reminder to manual users that theunique characteristics of their school will necessitate localmodifications of described practices.

The Guiding Premises

Mentoring as studied in the Beginning Teacher Support Program research doesnot claim to be the only type of new teacher assistance. Nor does it pretend to bethe best for all situations. However, as judged by the participants, mentoring asdefined within the study appears to be the single best experimental assistance adistrict could have readily available for its new teachers, hence, the title of the


manual. As this particular model of mentoring was designed and implemented,several guiding premises were followed that led to positive impacts 90% of thetime. For a school to adopt and adapt - the suggestions in this manual and tohave the best chance for success, these three minimal guidelines must befollowed. Otherwise, the ground rules of mentoring will have been changed andthe lessons from the research experience may not be valid.

Mentors do not evaluate their mentees. That is the job of the schooladministrator. The secret to a good mentor-mentee relationship is mutual trust andconfidentiality. New teachers will try to hide weaknesses from administrators. If

beginners ever feel their revelations confided to a mentor are becoming part of thedistrict summative evaluations, the show is over, folks,

Mentoring as described in The Single Best Thing is a one-on-oneproposition. The beginning teacher's first contract calls for a full load ofresponsibility the same as that of a veteran teacher. The mentor likewise has a full-time load and has instant credibility with the beginner because of that fact. Full-time teaching is hard enough by itself, let alone with the added burden of seekingand giving assistance on an instantaneous and long term basis. One beginnerwith one veteran teacher for one school year seems to be the best practicalarrangement, given the daily responsibilities of most professionals.

Mentors are not trained for the responsibility. Oriented, yes; trained, no.This statement is contrary to what the literature on mentoring suggests. If a schooldistrict has the resources to provide mentor training, that certainly would be anadvantage. Even this third premise would not argue were mentor trainingavailable. But the pragmatic circumstances are (a) the state does not currentlyhave the resources or mandate to provide training for school districts, (b) fewdistricts, if any, are in a position to train mentors themselves because, at this time,mentoring beginning teachers may be only an occasional enterprise (we hope itwould grow) and, (c) the Montana study showed that nine times out of ten, usinguntrained mentors selected by the school administration resulted in very positiveoutcomes. What this third premise says is that schools usually already have onstaff a teacher or teachers with sufficient talent to act as mentors.

What About the Future?Mentoring and Induction Programs

Acceptance of mentoring by school districts could become a step in districtprofessional development. It also could be part of the district induction programand a factor in staff retention. The Beginning Teacher Support Program studyfound some intriguing data on retention of first year teachers. Using a controlgroup of non-mentored beginning teachers, the research found that 91% ofmentored teachers stayed in the profession after three years, while 73% of non-

613


mentored teachers were still under teaching contract. Almost all of the dropoutoccurred during the first year. Admittedly, the sample numbers are small and alonger term study is needed to validate the tendency. But if retention is an issue,mentoring is an idea worthy of district consideration.

Presently, over half of the states have tried some form of mentoring as a step withinteacher induction or as a separate concept (Donovan, 1992). Provisionalcertification including mentoring is a device that could be used by states to insuresupport for all beginning teachers. If that happens, and if the mentoring programsuse premises and designs similar to those of the original Montana BeginningTeacher Support Program, then this manual has additional potential for widerapplication.

The names and district affiliations of the Montana mentoring study individuals arelisted in Appendix F by the year of their participation.

Chapter 2 Essential Components

eiafttee ?ago

ESSENTIAL COMPONENTS

Chapter Two is devoted to the general considerations necessary when developingand implementing a mentorship program. The eleven components described arethe core of the manual and are the building blocks of a mentoring program. Thenumber of components is arbitrary, so some may be eliminated, combined, or neednot even be considered by some districts. Others may be added.

A philosophy lies behind the content of this chapter. As long as mentoring is going well andthere are no problems, some of the program components suggested might not need to beconsidered. However, if questions do arise, districts would be prepared to respond if policiesand procedures were already in place. Districts will have to weigh the amount of organizationwork against the possibility of problems when deciding what components of this chapter theyshould pursue.

Component No. 1Issues That Become Priorities for New Teachers

If You Don't Read Anything Else, Read This!!I

If mentoring is reduced to its fundamental one cause thatdrives the organization of a mentoring program, it would beas follows:

The environment of the first year of teaching creates anemotional mind game in beginners, played not with others,but within themselves. Whether or not a new teachersuccessfully copes with the job may be judged by others,but that critical determination takes place in the beginner'sown mind. The decision is based on a self-assessment ofhow well he/she is contending with those issues mostimportant to the individual, not someone else's definition ofwhat is significant.

What are the priorities that mentors help address? Thepurpose of this component topic is to make participantsaware of what specific help beginners are likely to seek andmentoring programs will be asked to deliver. Fortunately,the research showed a pattern of prioritized issues acrossbeginning teachers, but each with a local context twist.

BEST COPY AVAILABLE9

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Chapter 2 - Essential Components

Our elementary arrisecondary staff are twodifferent groups. Teacherswho had cross-overassignments had problemssatisfying both sides of thatequation.

Superintendent

Some teachers bring abetter personal/backgroundpackage to the job than cbothers.

Administrator

The Importance of School ContextConditions on the Beginning Teacher

As a school evolves within a community, it takes on aunique culture of its own. In order to operate, it fashionsformal and informal rules of conduct to manage its affairs.Formal rules are state school mandates, district policies,building regulations, curriculum, schedule, and otherprocedures that are deliberated and formally adopted intopractice. Informal rules are behavior expectations that ariseas people of the past and present interact in the communityand school workplace. The mores and folkways of largersocieties are formed in this manner. These rules are notwritten, but there is social scorn if they are violated. As agroup of people function within the two sets of rules, theyindividually and collectively add a unique chemistry that willnot be found anywhere else. The middle school faculty of acertain school, the third graders, the helpful custodian --these are examples of people adding their own uniquenessto a school. This cultural mix of rules, practices andpeople becomes the school context. Working conditionsand expectations that are unique to this school characterizethe context. The terms "context conditions" or "structuralconditions" refer to the various parts of the unique schoolenvironment.

The recently hired beginning teacher introduces a newstructural condition to the existing context: a packagecomposed of his/her individual background, spirit,personality, life style, and career aspirations. The personalpackage and the existing structure must accommodateeach other over time. For the beginner, a rational, well-timed transition would be beneficial. But unfortunately, asthe mentoring research revealed, the first-yearaccommodation is an emotional whirlwind for thenewcomer, consuming great amounts of thought andenergy -- energy diverted from children and learning.Instead, new teachers' first priorities address their own selfconcerns as they try to fit into the system. This does notmean that beginners ignore the everyday responsibilities ofteaching or are not doing a good job in the classroom. Itmeans their first purpose in trying to make teaching workbetter is to ease the burdens on themselves, not to makelearning better for children. Pupil gains may simultaneouslyoccur, but that purpose is overshadowed for awhile.

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The mind of the new teacher may construct contextconditions that veteran school staff members oradministrators do not recognize as even existing. Mentorsneed to allow beginners opportunity to talk aboutanything around the school and not be judgmental aboutwhat is a significant issue. Some issues would exist in noother school or be of no concern to anyone but theindividual mentee.

What are the prioritized context conditions that beginnersfirst need to know about, defined not by someone else or bythe system, but by themselves? What do new teachersmost worry about? What kinds of issues are consuming somuch of their thoughts? The usual school-wide orientationsessions designed for new staff or the general faculty fallshort. Generalized "if the shoe fits, wear it" information isoften not related at this time to what the novice really wantsto know. Mentors, on the other hand, are in position torespond to the specific concerns of new teachers. Theybecome, in medical terms, the "first responders" for thementee. The assistance they give is not generalized, butinstead personalized for the individualized needs of onebeginning teacher.

The Montana study found issues which become prioritiesfor beginning teachers. Through a year-long process ofinterviews, journal entries and researcher observations;new teachers and their mentors revealed the specificcontent of (a) the conversations that took place betweenmentor and mentee, (b) topics that were discussed bymentors and mentees with the researchers on-site duringmonthly interviews, and (c) mentee private concerns,thoughts and reactions to their first year experiences,recorded in sequence by journal entries.

The results were largely independent of school size,geography, teaching level, major/minors, gender, age,college preparation program and other variables. Thehigher priorities of new teachers during the first year asrevealed by the Montana study appear to be almostuniversal. The collective thoughts from the three sourcesare ranked in order of their importance--the more times anissue was brought up by the greatest number of teachers,the higher the rank. The top twelve are listed and brieflyannotated as follows:


Stress and fatigue csenormal in teaching.

Mentee

New teachers, likeducklings, are cool andcalm on the surface, butpaddling like madunderneath.

Superintendent

My mentor was the interpreterof lounge /faculty /staff attitudes -gave me the inside edge.

Mentee

Personalities in ow school actin certain ways.

Principal

Extra-curricular assignment wasthe problem for the mentee, notthe teaching assignment.

Principal

0 Priority: Personal Impact of the New Environment on theBeginning Teacher

"What in the world is happening to me?" All aspects ofthe new teacher's life are being affected by this new jobaffected in ways not planned. Emotions take over.Teaching has to be redefined from the heart instead of fromthe head. School conditions and events are takenpersonally. Professional decisions made by the newteacher are second-guessed by themselves. Anxiety risesto high levels as novices begin to doubt their owncompetence. Most of what they feel is unwarranted, butright now, new teachers are their own worst enemies.

O Priority: DisciplineWhen pupils misbehave or don't do what they are told, thebeginner looks at discipline not as a pupil problem butas their own problem, i.e., a function of incompetence.Problems with student behavior "will lead to my not beingrehired next yearl" This self-concern results from thesudden responsibility of looking at children from theteacher's side of the desk instead of from the pupil side.This school condition concern is consistent with what otherstudies have revealed (Veenman, 1984).

O Priority: Faculty / Staff RelationsNew teachers desperately want to be accepted and theyWorry about how other teachers and the non-certified stafffeel about them. The beginner's professional decisionsmay be altered because of his/her perception of how it maybe received by the rest of the faculty. Beginners have notyet learned how to balance the professional and personalsides of teaching, separating them when necessary.Personal reactions are thus a strong force. The closer thebeginner works with peers and staff, the greater thepotential worry until such a time that the newcomer feelsconfident about his/her own professional judgments.

0 Priority: Extra Curricular AssignmentsIf the new teacher in a Class C high school on the MontanaHighline is given the head basketball coaching job, there isno argument about what will consume his or her thoughts.Most high visibility, high expectation extra-curricularassignments will do the same. There is a suddenassumption of responsibility for which there was little ifany preparation. Any responsibility of a non-classroom

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nature can cause anxiety because the causes and effectsare right out there for everyone to see. "Bad enough toworry about the rest of the staff, now I have to worry aboutthe whole town!"

O Priority: Mentees' Perceptions of Their OwnProfessional Growth

O Priority: ProfessionalismThese two issues are addressed together because they arerelated. The concern is a matter of feedback, or the lackof it. What information is available to the new teachers totell them whether or not they are doing well? Frequentclassroom visitations with follow-up by administrators arenot the norm early in the year. Formative districtevaluations come too late to calm early anxiety. Theclassroom is an isolated place without other adults presentto give the beginner professional feedback. To fill in thevoid, new teachers pick up whatever clues they can: fromtheir students, remarks heard in the hall or teacher'slounge, and from their own assessment (which is poorlydeveloped anyway) of their own performance compared tothe veteran teachers. The clues usually end up as anegative message to the novice, not because they actuallyare, but because the beginner's mind manufactures them tobe so.

O Priority: Mentor Empowerment and SupportPositive thoughts! Mentees begin to realize what rolementors play in minimizing their concerns. They beginto see that, with help, it is possible to live with the manycontext conditions that exist in the school. Mentors usetheir own leverage and credibility to insure that neededinformation is not denied and that the system does not takeadvantage of the newcomer.

Since most mentee priorities are worrisome -- worries theydo not want to reveal to others, especially theadministrator -- they appreciate the opportunity to talkthem over with a confidant in a non-threateningrelationship.

0 Priority: Curriculum and InstructionFinally, what and how to teach! At first, mentees seek helpon small aspects of classroom teaching. "Help me getthrough the next five minutes!" As they gain confidence,

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The mentor gave mereassurance that I wasdoing the right thingrelative to my style.

Mentee

It's OK not to do it all!Mentor


Our mentored teacher gained2-3 years in curriculumgrowth.

Principal

With mentoring, therewere less problems withbehavior, policy, and

parental issues.Principal

The message:Don't leave

mentor-menteecommunication to

chance.

What is availableand workable for

this school?

Students aredifferent today!

beginners want to know about the bigger school pictureand how their classroom content fits in. The fact that thispriority is in eighth place is significant and soberingwhen one considers the seven issues above it and howmuch of a new teacher's thinking is first consumed b ythose school conditions.

0 Priority: Parent Relations and ConferencesPut this concern into the same category as extra-curricularassignments with respect to training and confidence. Whenbeginners learn to stop second guessing their owndecisions about children and instruction, their fear aboutparent reactions will ease. But for now, new teachers donot know what to say to parents or how to say it. Part ofthe fear in smaller districts is the potential social impact.

0 Priority: Formal Communication with Mentorand Released Time

This issue expresses appreciation for the time that mentorsdevote to their mentees and that schools provide forcommunication. But conversely, when communicationopportunity is minimal or suffers because of a strainedmentor-mentee relationship, it becomes a serious concern.The message sent to administrators and program plannersby this context condition is not to leave the pair'scommunication to chance. It needs structure andmonitoring.

G Priority: Instructional Methods and MaterialsThis issue sounds much like a section of the lesson plansthe beginner had to prepare the year before while studentteaching. In fact, the purpose now is the same but with acontext twist. What class teaching materials can be foundaround this school? What ideas can you suggest forteaching this lesson to this group of youngsters? Most ofthe assistance sought from mentors on this issue is shortrange and immediate. Mentors can lend valuable help byadvising mentees if their plans might lead to controversy.

0 Priority: Pupil ValuesValue shifts can occur rapidly in contemporary society andthe new teacher's pupils reflect those changes. Beginnersfind pupils' responses to teaching, learning, and authority tobe different from what they imagined. They wonder at theattitudes some students have toward school and learning.

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The antics and apathy of reluctant learners are takenpersonally and are a blow to their ideals and confidence.

d The above twelve context conditions are those attractingthe most comments and with the most consistency. Thementorship research study report lists the other lesserconditions as well as those of low priority. A school mayhave special conditions of great interest to new teachers inthat situation, but of little interest elsewhere. For example,school consolidation and district governance are not ofinterest to a beginner unless his/her school is threatened orfaced with severe change.

Component No. 2Staff/Community Involvement

Mentees and mentors are both members of the certifiedstaff. The bulk of the mentoring relationship is certainly afunction of those two. But to be successful, other schooland community persons who are the significant playersin the professional lives of both teachers need to buyinto the concept of mentoring that will now take place intheir midst. After all, these two participants were selectedfrom their ranks. From their pool of time and resourcesmentoring will draw its energy. If mentoring becomes a staffor community idea rather than a top-down mandate,resistance will be minimized.

If the district is small and rural, chances are the schoolboard will be involved right from the start. In larger systems,building level teachers and administrators will be mostdirectly impacted and therefore may initiate discussions,understanding that district administrators and board willlater become involved.

A committee of professionals and community members(through the board or directly) should meet during the yearpreceding implementation and decide at least threeconsiderations. First, what will be the district's rational formentoring? Second, what goals are appropriate for the firstyear of operation? Third, what will be the scope of thementoring operation?

15

21

Keep the process voluntary.Some districts /schools maynot be good candidates.

Administrator


Why start mentoring?

The mentor eased my mindabout professional situations.

Mentee

Our beginner would have quitby Christmas without mentor'sencowagement.

Principal

Mentoring is a cheapinvestment to retain teaches.

Principal

Component No. 3District Rationale and Goals for MentoringWhat and who benefits from mentoring? The very nature ofthe practice dictates that the beginning teacher is thefocus and therefore stands to gain .the most. The novicewas hired as a professional and thus professional growth isparamount. But what is meant by professional growth? Is itlimited to instructional competency? The win-loss record ofthe new coach? The district must decide if hard measuresof new teacher performance exist and are appropriate. Canbenefits to students under the mentored beginner bemeasured and compared to some standard? Perhaps theaffective side of the new teacher is most important: theattitudes, feelings, and sense of well-being experienced notonly by the novice, but by the pupils, administration, andcommunity. The selection of participants, evaluation of theprogram, and the decision to continue beyond theexperimental stage depend on whether or not the district'smentoring goals have been accomplished. Human andmaterial resources have been diverted or added to carry outthe program. Was it worth it?

Another benefit is the potential that mentoring holds as themechanism to start professional development. A realdanger exists that new teachers can slip into a survivalmode by discovering a few things that work early on andthereafter utilize only those same ideas at the expense ofother innovations. Mentors can assist the process of self-reflection and growth. A trusted mentor becomes theavenue for help when needed and the source of informationand encouragement. The novice's sense of worth gets apositive jump start. To realize that the problems, questions,and concerns on their mind are being, or have been,shared by other teachers is a great revelation. The sourceof that message is the mentor. New teachers who feel goodabout themselves will probably weather first-yearpressures.

The second principal beneficiary is the school district. Manymentoring programs have been started for the purpose ofretaining teachers. National statistics on teacher dropoutfrom the profession are alarming. Given any group of newlycontracted teachers, figures of 10% to 12% dropout peryear are typical (Morey, 1990) with half of the group nolonger in teaching after five years.

16 22


A third benefit is instructional quality and consistency forstudents. As will be seen in a later topic, the first year ofteaching is not an exercise in rational instruction andcurriculum, but an emotional, self-centered period ofadjustment in which part of the energy normally devoted toprogram purposes and pupils has to wait until the beginnermakes the transition to true educational concerns. Mentorscan speed up the pace and quality of adjustment for thementee.

The building administrator stands to gain from amentored beginning teacher. A novice needs to knowmuch, and the beginner that feels comfortable asking aprincipal a myriad of questions is rare. Asking questions isoften interpreted as a sign of weakness by new teachers.A school's cultural elements and operating procedures areknown by existing staff, but for the beginner this is not thecase, even though it is often assumed they do know. Amentor becomes the approachable intermediary who fieldshundreds of small questions, saving the administrator timeand giving the new teacher a personalized answer. Someadministrators may have little chance to catch a beginner'sproblems because of time spent on other duties or puttingout brush fires. District or building orientation sessionsconducted by the administration are of some help, but aregeneralized and often overwhelming. The first days on thejob are a time of information overload. Mentors can parcelout needed help in more digestible amounts.

Mentors themselves usually feel a great sense ofaccomplishment and renewal because of their efforts.Veteran teachers with full-time classroom responsibilitiesare limited in advancement opportunities and recognitionunless they move vertically into administration. Theopportunity to make a major impact on the profession viamentoring is viewed as a significant act with visibleconsequences. Mentors tend to re-examine their ownpractices, freshened by interaction with a new professionalfull of untested ideals. They are normally very positiveindividuals, who at the end of the year realize theprofessional development they themselves haveundergone.

But mentoring could have negative consequences for aschool district. Will special attention to a new teacher

When problems arose, I didnot have to proceed blindly.

Mentee

The mentor's help replacedsome of what I mightnormally have done.

Principal

I was made more aware ofmy own strengths andweaknesses.

Mentor


No problems arose, butthis was dumb luck.

Principal

Some new teachers?

All new teachers?

One school?

All schools?

New Teacher's Success:70% depended on mentorthis year; 30% next year;0% third year.

Principal

create hard feelings? After all,' did we not all go through theschool of hard knocks without help? Are good mentorsavailable? Master teachers chosen for the job are apt to besome of the best and busiest persons on the faculty. Canmore be asked of them? Can more be asked of themwithout some kind of tangible reward? Is the district in aposition to create meaningful rewards? Will the collectivebargaining agreement tolerate rewards or specificdispensations to one or several individuals and not toothers?

Can mentoring be made a logical part of the district'sinduction and professional development processes orshould it be attempted strictly on its own merits? Finally, ismentoring first-year teachers really the best use of theconcept? One district superintendent suggested thatmentoring second-year teachers might accomplish morebecause matters like curriculum and pupil learning, not self-centered concerns, are apt to be on the teacher's mind.

Component No. 4Scope of the Operation

The district rationale for mentoring must be accompaniedby discussion about how extensive the operation mightbecome. One issue is whether mentoring should bedistrict-wide, involve a single building, or be based on theneeds of individual new teachers. At the individual level,some beginners whose positions may put them more at riskand may logical candidatet for mentoring. When askedabout most needy mentees, administrators in the Montanastudy were not in agreement. Their various opinionscovered teaching positions in just about every conceivablelevel, specialty and locale.

A second issue is how long mentoring should continue.Although one year is the basis for this manual, otheroptions have been suggested. The first half year or only thefirst few months have been suggested should mentoringservices have to be rationed. On the other side, continuingmentoring through the second year of teaching wassuggested, with the assumption that assistance would starton a personal level and evolve into instructional andcurricular help later on.

1824


A third issue in deciding scope is an examination of thecontext factors existing in districts or schools. They are aunique dynamic peculiar to each school and become part ofthe school culture. These factors are very importantconsiderations in mentoring because (1) new procedureswill have to be created as mentoring is dovetailed intoexisting structures, and (2) evidence suggests that aschool's contextual conditions when applied to teachers aremost responsible for their leaving the profession (Morey,1990). There may be some parts of the establishment withwhich the teacher cannot cope. A school's personnel andoperational practices must accommodate a nurturingclimate if mentoring is to succeed.

At some point, mentoring will impact the status quo of aschool, i.e., its structure and its people. What elements areamong those that need to be addressed before including aschool and its personnel within the mentoring operation?The following four selected elements are not an exhaustivelist, but will assist districts in determining the viability of amentoring operation in a particular school:

Time for mentor-mentee conversation: A mutualreleased time within the school schedule when the twoparticipants can talk undisturbed works best. Oneperiod of released time per week worked well for oneschool in the study. As alternatives, same-hourpreparation periods, team teaching or coachingassignments, time alone before and/or after school(again undisturbed), and regular travel together as apair seem to facilitate the need for communication.Physical proximity of the two teachers greatly assistsconversation.

Reward and recognition for mentors: Mentoring isdemanding of time and energy. To formally assignsuch duty to a veteran teacher without some rewardmight create potential problems with all but the mostaltruistic individuals. Experienced mentors say that theassumption of a formalized arrangement with someform of prearranged recognition creates a sense ofresponsibility and commitment. What is adequatereward? One is monetary. The research project paidmentors $1,000 for the year's work. In addition, schooldistricts received $1,000 (1) to defray expenses, for

19 25

No doubt that existenceof program structure azdrewards affects prioritiesof mentors.

Superintendent


example when participants were asked to be awayfrom the school to attend research meetings, and (2) toinsure that districts completed a full year's commitmentto the research project. Other alternatives or additionsto stipends suggested by study. participants were paidtravel to a state or national convention, inservide creditsby the district toward professional advancement,college summer school credits, release from specialduties such as playground supervision, and regularreleased time during the school day or week.

Timing of the mentor-mentee pairing: Two optionshave been suggested - pair the two before school startsor wait a number of weeks after starting and then makethe pairing. Of the two, the first has the most supportbecause the assistance comes at a time when mostneeded. The second sacrifices early help, but mayavoid a mismatch because pairing waits for naturalaffinities to develop before becoming formalized.

Disengagement options: If the mentor-mentee pairingruns into trouble, changes may be in order. Personalitydifferences or lack of understanding of roles can lead todifficulty. Districts will have to decide whether toterminate mentoring altogether for the two participantsor to select another mentor. Hard feelings may ensue,particularly if the reward system has been started. Whodecides if mentoring is not working? Administrator?Mentor? A new teacher might not want to make wavesif a mistake were made:

Two observations from the Montana project offer someguidance for disengagement. It was noted that even withan assigned mentor, new teachers often develop aprofessional relationship with another faculty member -almost like a second mentor. If the nature of thatrelationship accomplishes professional purposes, this mightbe the preferred method.

Also, keep in mind that the purpose of mentoring is to assistthe professional development of the beginner. If

disengagement is being considered, one must assess ifthat professional goal is being met even if personalfriendships, social compatibility and other side effectsusually serendipitous to a mentoring relationship have not

20 26


blossomed between the two. If there are other avenues tohelp the new teacher accomplish these lesser purposes, itmight be well to maintain the pairing. One administrator inthe study chose a mentor who would cultivate thenewcomer's professional side, but was not a social person,knowing that the rest of the school staff would take care ofthose needs.

Component No. 5Selection of Responsible Person(s) to Administer

the ProgramUp to this point, the described components were basicallyrationale and policy issues. NoW the emphasis shifts toadministration.

The size of the district will determine how manyadministrators may be involved. For discussion purposes,the school board is not regarded as administration,although some small districts may have a hazy lineseparating board actions from that function.

Above the building level, districts normally employsomeone who acts as personnel or human resourcesofficer. This is typically the superintendent, assistantsuperintendent, or other district official who deals withcertified staff. Mentoring activity usually starts with thisindividual since he/she has current responsibility that isrelated to the personnel decisions common to mentorshipprograms -- related because mentoring needs to be withinthe realm of staffing decisions. This person is in a positionto move up or down the chain of command and thusfacilitate the involvement of necessary persons or agents.

Once district level matters have been addressed andpotential mentee(s) positions have been selected, thebuilding principal becomes the key administrator. Theprincipal has responsibility and authority over the newteacher in the building and over the veteran faculty, one ofwhom will become the mentor.

To leave the responsibility to the building principal, but todelegate the authority to another administrator is to invitetrouble. This is particularly vital in the selection of thementor, but might be circumvented if the principal is new.Both mentors and mentees must operate within the

We learned to understandeach other after a roughstart.

Mentee

District Policies

District LevelAdministrator

Building LevelAdministrator

A better match would havehelped our mentoringsituation. Channels werenot followed in matchingthe two.

Principal


parameters of a school staff and the principal must be ableto exercise administrative control over both.

*BUT NOT ALWAYS! Administering mentorships insmall independent elementary districts may involve theCounty Superintendent of Schools, the schools'supervising teacher and the school board. Because offew administrative layers responsibility directly falls onthem. Larger districts may have strong department headorganization at the district or school levels that mayassume administrative functions.

Component No. 6Board Approval

Sooner or later, mentoring will need validation by thedistrict school board. Mentoring, policy recommendations,and implementation procedures need official sanction asdoes any other innovation. Budget implications may beinherent in the mentor reward system. One budgetconsideration suggested by the manual authors is that anyfinancial stipends be independent of the district salary, asmentoring could be a one-time occurrence. This was anagreement stipulated for district participation in theBeginning Teacher Support research study, and suchseparation worked well.

Among other board considerations are the process bywhich mentoring will be evaluated, the future of the programbeyond experimentation, and implications for staffdevelopment. Finally, local program administrators orsupervising teachers will need to schedule periodic reportsto the board.

Component No. 7Selection of Mentee Candidates

If district decisions about the scope of mentoring hasdecreed that any and all beginning teachers will bementored, selection of candidates may be moot. But ifchoice is necessary, some lessons drawn from the Montanastudy may be helpful.

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To begin with, the choosing of mentees is anadministrative function, following whatever guidelines thedistrict committee may have drafted in its earlierdeliberations. Someone from the administrative team,usually a building principal, probably has the bestknowledge of the new teacher. Interviews will beconducted, during which impressions of the candidate willbe formed. Based on those impressions, an administratorhas to decide if the new teacher has the package ofqualities suitable to be a mentee. What qualities areessential?

Mentoring is an interpersonal relationship, usually verydeeply involved. That is the source of the pair's mutualtrust and willingness to communicate. Some new teachersmay not be receptive to such involvement. Mentoring mightstill work with this individual, however, providing there is awillingness to accept help at a more professional level.District personnel might choose to raise the issue of helpand mentoring with the candidate during the interview.After hiring, the district may wish to initiate mentoring via aform on which new teachers request assistance. Theimplication in this procedure is that mentoring is first definedforbeginners so they can make informed decisions. Somecandidates may come from cultural backgrounds that frownon seeking or accepting help. Traditions or personalitiesmay cause some persons to closely guard their feelingsand stay aloof from others. A few new teachers may besimply too stubborn or hard-headed to make good mentees.

Another factor in mentee selection is to ask the question,"What new teacher(s) most need the assistance?" Aspreviously stated, there is no consensus on the answer. Butone approach is to assess which beginners have beenhired into positions of high risk or have low natural supportmechanisms within the school(s). Everyone has definitionsof high risk and low support, but here are some examples:

K-12 teachers working with secondary andelementary staffs who differ philosophically.

Itinerant teachers with multiple building assignmentssuch that the teacher never seems to belong to anyone school's faculty.

The new teacher wouldhave succeeded anyway,without mentoring.

Principal

It would have helped tohave known more aboutthe new teacher, but that'snot easy with 57employees in the building.

Principal

Even after mentoring, thenew teacher may still haveto learn the hard way.

Principal

Elementary teachers need themost help.

Principal


Middle school grades needmore help.

Principal

Secondary teachers need themost mentoring.

Principal

The mentee would havesucceeded withoutmentoring because ofmaturity level.

Principal

A classroom that contains high numbers of specialneeds students.

A department within a school that has internal turmoiland division that tugs at the beginner from severaldirections.

A highly visible coaching assignment in a communitywith great expectations.

A beginner who is so intense and has such highideals that small failures are personally devastating.

A placebound beginner who has no other teaching orcareer options if this job does not work out.

A white teacher in an American Indian school andcommunity -- or vice versa.

An innovative teacher in a system that values thestatus quo.

A beginner in a community in which citizens feel theyshould determine and report the social andprofessional behavior of teachers.

*BUT NOT ALWAYS! Some very good newcomersare entering the profession these days. Some of themhave a maturity of background, experience, personaland professional stability not usually associated withentry-level teachers. Such individuals may not needmentoring, or at least need it to a lesser degree. Forexample, growing up in a teaching family may exposea future candidate to the everyday concerns ofteaching. That was the discussion around the suppertable every evening. On the other hand, growing upin a teaching family could create such high self-expectations that little failures could be personaldisasters.

Component No. 8Selection of Mentors

The manual now. addresses the next consideration inprogram implementation, the selection of a good mentorfrom the school faculty. As was the case for mentee

24 30


candidates, choosing a mentor is an administrativefunction. Both choices made by the same administratorcreate the best chance for success. Give that power to theindividual who best knows individual veteran teachers andthe new teacher and who works with them all on a dailybasis. The research showed good pairings resulted 90% ofthe time following this procedure.

Two obvious ingredients for mentoring are the existenceof good mentors and a supportive school climate. It isnot wise to start the process if other agendas interfere withmentoring's core purpose. If internal discord is sure toresult, mentoring is not worth the effort. The buildingadministrator is probably the best judge of a school'sindividual teachers, and he/she has to decide if acceptablementors are on site. Good teaching does not by itselfinsure a good mentor. Districts are cautioned not to gooverboard in establishing criteria that administrators mustfollow in selecting mentors. In the experience of theMontana study, those responsible for selecting mentorsrelied on their established subjective judgments to makethe pairing. They were successful nine times out of ten.

In pairing, the issues of age, gender, and race similarityor differences between mentee and mentor never aroseduring the research study. Every combination possibleexisted, although not purposely designed. Unlesssomeone makes an issue of it, those considerations shouldbe non-factors and any combination can work.

Mentors are apt to be chosen from among the best andbusiest teachers on the faculty. They have the respect ofpeers, administration, and non-certified staff. Respect iscritical because mentors will be using their knowledge,influence and leverage to help the new teacher. Applyingthese powers within a school is a delicate dance at best. Touse them for the benefit of a newcomer demands they bevested in someone with unquestioned motives.

A positive flexible outlook is needed. Plenty of negativeself-perception is apt to be in the beginner's mind alreadyand many mistakes will be made. A mentor who sees thegood in events prevents despair from taking over. Newteachers do not come with a set of mentoring directions. It

takes a flexible person to personalize the school conditions

25

31

Selection of the mentormatched our existing buddysystem selection, so it was anatural.

Principal

In small schools, a mentorwith similar major /minormay not be possible. Aprincipal may be the logicalmentor choice.

Administrator

(Author's note: In this casethe superintendent evaluatedthe mentee.)


My feelings towardeverything my first yearwere normal and O. K.

Mentee

My mentor tries to give toomuch information -overwhelming.

Mentee

The mentor's availabilityincreased my comfortright from the start.

Mentee

for one special beginner -- individualized instruction, so tospeak.

Mentors need to be "people persons." The relationshipwith mentees is interactive and often very deeply so. Ascommunication and trust develop between the two,mentees begin to expose their emotions and feelings.Crying may occur and symptoms of frustration are common.Anger surfaces and must be redirected. Anxiety over theirown inadequacies leads to fears that the administrationmay feel they are weak. The mentor's response to thebeginner's feelings needs to convey a sense of caringwhile not assuming the novice's professional or personalresponsibilities.

Other considerations in mentor selection beyond personaland professional qualifications exist. One is experience inteaching subject content and teaching pupils similar to whatthe new teacher is now undergoing. If the mentor has"been there, done that" it becomes very valuableknowledge that will be immediately useful to the beginner.Current or prior classes in the same subject or samecontent area are desirable. In small districts this may not bepossible. One alternative is to pick a mentor from anothercontent area but who is very familiar with the students andcommunity. Be careful about using a teacher from anotherdistrict or an itinerant teacher whose immediateaccessibility is a problem. Beginners may need help in thehallway just before next period starts.

The issue of immediate help implies physical proximity.Nothing is quite so comforting to a mentee as to be withinearshot or someone who can help. If not a few doors away,some part of their duties should enable them to see eachother a few times each day on an informal basis. Even withthese arrangements, the advantage of scheduleduninterrupted talking time for the pair should not beoverlooked.

*BUT NOT ALWAYS! One large district hired thenew teacher into a position that distributed herresponsibility among several buildings. Do you pick amentor from one of the schools? In this case, theadministration chose as mentor the retired teacher whohad just vacated the same position. In a rural one-teacher district, a former teacher at the school who was

2632


now working for the regional co-op became the mentor.Her responsibilities took her to the school on a regularbasis plus she lived on a ranch not too far from thebuilding.

Component No. 9Administrative Support

The purpose of administrative support is to provide a schoolclimate favorable to mentoring. The initial responsibilitytakes place when individuals at the district level decide onthe rationale and scope of the operation. Now theresponsibility shifts to the building administrator.

The impact of mentoring will be directly seen and felt withinthe context of a particular school. The school staff andperhaps the parents need to be kept informed about theprogram so rumors and false assumptions do not start.

A school's human dynamics (a context condition) coulddetermine program success. Is there a power broker onstaff whose acceptance is critical? Does the community orstaff feel that beginners should have to work their way upsocially before being accepted? An experienced teacher'saide may already be scheduled to work with the newteacher. Will that aide accept professional decisions madeby a newcomer when "we never did it that way before"?Will the janitor complain about any new teacher who doesnot keep pupils' desks in straight rows to facilitate hiscleaning?

The building administrator may be able to personalize formentors whatever rewards and recognition the district mayhave arranged. The administrator might negotiate with thementor some appropriate recognition that would sufficeeven if the district has none. Released period(s) during theweek, reduced lunchroom or bus duties, and conventiontravel budget are examples. Most veteran teachers havesome aspect of their work they would like enhanced or fromwhich they would like relief and are thus possibilities fornegotiation. The mentorship research found that menteeswere sometimes brought into the reward system, usually bysome type of direct or in-kind assistance like a beginner'scurriculum materials fund, convention travel/registration,new teacher's choice of an equipment purchase, time to

27

33

An aide created aproblem, talking behindthe new teacher's back.

Administrator


The school hired a sub formy mentor so she couldvisit my classroom.'

Mentee

The frequency of advice wasbeneficial.

Mentee

visit other classes, or time to visit specialty teachers orclasses in another school. This mentee help was ofteninitiated at the request of mentors or administrators whoviewed it as part of the total assistance package.

Building administrators can go a longway toward programsuccess by insuring that opportunity exists for mentor-mentee talk. Scheduled time together during the school dayis "optimal." If the two have a mutual preparation periodwhere they can be alone, good communication can result.Time alone before or after school can work, but it should berespected as scheduled time. It is very easy to sacrificetalking time when the pressures of students and activitiescall.

Another avenue for communication occurs when mentorand mentee are able to be together away from school. Weare not talking social life here, although that can help, butrather school related activity without the daily pressures ofstudents and teaching. A trip taken together to aconvention, a joint presentation at a clinic out-of-town,regional meetings with other mentorship schools theseare examples. Even if mentor and mentee have differentdestinations once they arrive at a distant city, the ridetogether is still "quality time."

These described communication opportunities are overlaidwith impromptu informal questions and information passedbetween the two. Physical proximity, similar assignmentsand having the same pupils will help address immediateconcerns and are certainly an expected part of mentoring.One mentee found himself as assistant basketball coach tothe head coach mentor. The-mentee coined the phrase "onthe bench" to refer to the informal talk that transpired in thatcoaching situation.

Part of program monitoring is the need for administrators toperiodically discuss with the pair how they feel thementoring process is working. One facet of that assessmentshould involve the formal communication time. Is itenough? Too much? Can we ease off of. it later in theyear? Another very effective practice is to let the twoobserve each other teaching. That will generate muchfollow-up conversation.

A final bit of advice for administrators: Mentors arepotentially in a vulnerable position with the other teachers

28 34


and with the beginner, vulnerable in that a violation of trustcan destroy respect and most certainly will destroy amentoring relationship. School principals need to ensurethat administrative evaluations of the new teacher are in noway connected to the mentor's responsibility. Avoidconveying any formal or informal impression that theconfidential talk between mentor and mentee is being usedto evaluate the new teacher. This caution applies both tomentors and to their administrators. Respect forconfidentiality is absolutely critical! Mentors can help newteachers prepare for evaluations, but the actual process isstill the administrator's job. Over the span of a year, anadministrator may begin to pick up bits and pieces ofinformation about the new teacher during the course ofnormal conversation with the mentor. The research lookedinto this and found it not to be a detriment. Again the pointis don't specifically seek out evaluation information frommentors.

Component No. 10Other Help for New Teachers

School district and building personnel have an interest inthe new teacher's success with or without a mentoringprogram. To some degree, their own welfare is also atstake. They will have to help compensate if the beginnerfalters or can enjoy the benefits of a successful newcolleague. Other staff members can help new teachersperhaps in ways the mentor cannot. Mentors feel a specialresponsibility because of the formalized nature of thementoring arrangement. But for others, personal orprofessional kinships may develop with the novice. Smallacts of kindness and assistance from various persons onthe school staff have "welcome" written all over them. Thementor will not be well versed about each and every issuethat may concern a beginner. No law says another teachercannot help..

New teachers appreciate faculty potluck dinners (with thenewcomers perhaps excused from bringing a dish) andother social functions. But don't let them find their wayalone to these functions. It is very comforting to be invitedby a veteran teacher, whether it be the mentor or someoneelse. Don't overlook the gratifying effect an invitation canhave when the autumn teacher's convention rolls around.

I appreciated the sense of"safe-talk" between us.

Mentor

Mentors, of and bythemselves, cannot make anew teacher feel welcome inthe school.

Mentee

My mentor networked me withother staff.

Mentee


Top Expectations ofNew Teachers:

I. Develop rapport with staffand pupils

2. Classroom management3. Discipline skills4. Curriculum understanding5. Inner workings of school6. Learning climate

1993-94 Administrators

Extra curricular was a drain.Principal

Hold regional meetings ofnew teachers.

Administrator

The other 25%of benefit.

A beginner who drives alone and stays alone in what maybe a strange city can be a lonely individual.

One helpful idea that the beginning teachers in theresearch study suggested was a district/school packet ofuseful printed information; an "early survival packet" theycalled it, containing such help as (a) beginner do's and donot's, (b) explanations and details of district paperwork and,(c) procedures for obtaining keys, parking spots, etc. Thepurpose of the packet is to put on paper the everydayinformation that it is assumed everyone knows (butbeginners don't). Sometime later in the fall, the packetcould be returned to the office with new comments by therecent user. This packet would be updated before beingpassed on to another newcomer next year. A school-produced videotape was another suggested possibility.

If it is within the power of the district or administration to doso, the extra-curricular duties of the beginner ought to bekept to a minimum. As was noted in the prioritizedconcerns of new teachers in Component No. 1, thisresponsibility can be an overwhelming consumer of abeginner's thought and time. District officials responsiblefor hiring need to realize that interview candidates will nod"yes" to just about any extra-curricular possibility suggestedto them. Graduates of college teacher education programsare typically encouraged to accept extra duties to enhanceemployment chances. But with high visibility and highexpectation assignments, they have little idea of the impactson their lives.

Mentees can be a great source of help to one another --if they can find each other. Sections later in the manualwill address how the "other 25%" of mentoring's potentialbenefit can be implemented. To be brief, if the school/districtcan use its connections and networking to identify othernew teachers and arrange for them to get together, atremendous boost for beginners will result. Why? Evenwith a mentor's assurances, a new teacher tends to feel thatthe stress, the new challenges, and the general sense ofinadequacy are his or her problems alone. "No otherteachers, not even other beginners, are experiencing what Iam going through!" It is a great revelation to learn fromother beginners that those feelings are almost universal."You, too?" is a great sense of relief. New teachers whoare able to trade war stories come away with new ideas to

30 36


try, new perspectives, and renewed vigor. This collectivecatharsis has an effect that is hard to duplicate by any-othermeans. If a large district or a group of smaller districts couldorganize an initial meeting of new teachers, either as aprofessional or social event, this extra benefit could berealized. A sectional for new teachers at the fall conventionwould be great; not too much structure, let them tradestories. Incidentally, mentors can also gain much frommeeting with their counterparts.

How about helping new teachers by providing workshops,college courses, or other inservice? The experience of theresearch study was that this realm of opportunity was notgenerally valued by beginners. They have too many otherconcerns to wrestle with during the first year. Somepossible exceptions might work, however. If the instructionis geared to immediate problem solutions, offered in alanguage the beginners understand, and is taught by arespected person who lets beginners ask about and relatethe lessons to their own unique school conditions, then thenew teachers may respond. Some new teachers mayalready be thinking of master's level work, so for them earlyinservice credits are appreciated. But normally, it is toosoon to have that kind of motivation. Mentors can plant theseeds of motivation for later in-service or graduate work,however.

Finally, a closing comment on helping new teachers isin order. No amount of assistance, from mentors or anyother source, will take the place of the beginner'sresponsibility for his/her own professional and personalbehavior. Mentoring is not expected to be the damagecontrol tool that will rectify a new teacher's legal orethical problems. Mentors may offer words of caution,but they do not control a beginner's personal conduct.Information about community standards, district policy,building regulations, administrators, other teachers, andindividual students often pass between mentors andmentees. But it is the new teacher who has to apply theknowledge in a manner befitting a professional.

Component No. 11Evaluation of Program

During the spring of the program's first year, the originalplanning committee (Component No. 2) should schedule an

The beginner can bedoomed from the start forviolating moral standardsmentoring won't be able tohelp.

Manual Authors


It is best to developspecific local activitiesto evaluate programeffectiveness.

Mentor

The sooner the new teacherunderstands the ins and outs, thefewer the problems.

Administrator

evaluation meeting. Also in attendance ought to be thedistrict program administrator, building administratorsinvolved during the past year, and mentors and mentees.The meeting purpose would be to review the attainment ofgoals previously identified in the "Rationale and Goals forMentoring" and "Scope of the Operation" (New teachergrowth, retention, mentor roles, etc.). The program reviewand evaluation should be used to make appropriatechanges, including goal modification and the ultimatedecision about continuing. The next cycle of mentoring willsoon begin and alterations need to be in place before itstarts.

How are the results of a mentoring program measured?The planning committee may have already definedindicators in its earlier work or may have deferred until ayear of experience has transpired. Hard quantitative datamay be scarce. Were there enough new teachers tocompare with past retention? Was there a reduction in thenumber of problems usually encountered by beginningteachers? By how much?

Decisions will likely have to be based on qualitativeprogram results. The impressions and attitudes gainedfrom a year of experience can yield very useful information.Either by survey instruments or verbally, administrators,mentors, and mentees can be questioned about programimpact. Also, their personal reactions about programComponents can help decide whether successes andproblems were the result of program structure, thepersonalities involved, or both.

Those interested about specific questions and measuresthat could generate qualitative data can refer to theMontana Beginning Teacher Support Program final reportavailable from CSPAC (Appendix B).


Summary and Timeline for Implementation

The purpose of this section is to summarize essential programcomponents and some of their parts into a suggested actiontimeline. A checklist for district and building level participantsis provided. The sequence is designed for a larger district inwhich mentoring is apt to involve several layers of personnel.Flexibility in application is appropriate because differences inschool size, number of mentees, and ongoing programsuccess/problems may dictate abbreviated or added steps.Some of the suggestions were not used by schools during thementorship research study because the project itselfadministered some activities that normally would be district orbuilding level functions. Some steps were suggested bymentors, mentees and administrators as a result of theirexperiences. Many of the steps may already be practicedwithin schools when a new idea is attempted.

Year Prior to implementation District Level Building Level

Tentative decision to introduce mentoringDistrict planning committee formed and sets program

Rationale for mentoringGoals of the programScope of the operation

Administrator responsible for program chosenTentative pool of participants: schools, principals, 0

mentors, new hire positionsSchool board approval

Before school starts - hiring seasonSelect mentee candidates by position or personSelect mentor pool by schools

AugustMentee-mentor pairs matchedIntroduce the pair before school

Allow some time together before schoolMentor and mentee meet with principal

Discuss programSet tentative talk times for pairDiscuss school and personal goals for mentoringDefine roles

Early survival information for menteeDistrict/school packets, handbook's keys, office forms

OO

O

O


District Level BoiltilegLevel SeptemberFaculty meetings with introductions and

O program informationSpecial school or district meetings with

new teachers, if usedSocial functions involving mentees

O Mentor and mentee meet with principalO Discuss and assess relationship

Discuss formal and informal communicationopportunities thus far

Mentor-mentee action plansMentee's other support needs

OctoberClassroom observation and feedback for mentee

O Professional development plans (IPDP) draftedby/for mentee

O Teacher's convention plansMentor and mentee meet with principal

Review talk opportunities and utilizationResource needs of menteePlanned evaluation schedule

NovemberClassroom observation and feedback for menteeIPDP or similar plan refinedHoliday implications, school and personal

O Mentor and mentee meet with principalResults of communication opportunitiesReview mentor-mentee action plans

O Parent -Teacher Conferences

DecemberO Formative evaluation discussions

Classroom observation and feedback for menteeChriStmas holiday implicationsMentor and mentee meet with principal

Review communications frequency/needs

JanuarySemester review of observations0 Review and revise mentee IPDP

O 2nd semester needs of menteeO Mentor and mentee meet with principal

Mentor-mentee action plans for last halfCommunications review; reschedule?

34

40

FebruaryObservation and feedback for menteeContinued formative evaluationsMidwinter slump remediesMentee meeting with principal

Mentee reactions to programCommunications assessment

MarchMentor meeting with principal

Mentor reactions to programCommunications needs assessment

April

May

June

Summative evaluations: preparations, resultsand implications

Mentee IPDP reviewLate year communications: Principal monitors

needs, utilization, frequency

Inventory/supply help for menteeBuilding level evaluation of mentor program

by participantsDistrict planning committee meetingEvaluation, reports and recommendations

Review and assessment of goalsPlans for next yearPool of potential participants

Board report

Recognition of participants and celebrationDistrict administrative review of programStart cycle again

35 41


District Level Building Level

aa0a

O

O

O

OO

OO

O

Chapter 3 Administrators

eicoteit ?due

ADMINISTRATORS

Administrators using this section should understand that not all parts relate to theirschool situation (size, personnel, location and conditions). Users should decidewhich parts of this section are relevant to their situation and the sequence ofapplication. Throughout this section there will be references to related items inChapter Two and the Appendices. The following has been sectioned in asuggested sequence of events or steps:

Staff and Community Involvement

In order to ensure support for a mentoring program, it isessential to involve the professional staff and community inthe decision to initiate or not to initiate a mentoring program.The idea to explore a mentoring program may come from thecommunity, school board, professional staff or administration,but the establishment of a committee to investigate thepossibility must come from the administration. Thus, acommittee should be appointed representing administration,teachers and community members and meet during the yearpreceding possible implementation and decide on at leasttwo major considerations: First, the district's rationale formentoring and second, the scope of the mentoring operation.See Appendix C #1 for a sample letter to potential committeemembers requesting their participation. Also, in Appendix C#2 is another sample letter which details the responsibilitiesof the committee:

Chapter 2 - Components No. 1, No. 3, and No. 4

The school administration must be represented on thesteering committee due to released time, travel and budgetimplications. According to the size of the school district thisperson could be a school board member, superintendent,principal or supervising teacher.

374 2

Involvement!

Ownership!

Chapter 3 - Administrators

Who overseesthe program?

Good 'mentorsavailable? Where?

Formalize!

Program Administration andIdentification of Mentors

If the steering committee recommends in favor of the mentorprogram, the administration must decide on the administratorof the program. The administrator in charge of the building orbuildings be responsible for the mentor program in thosesame schools. Basically, the mentoring program is a helpingrelationship between an experienced teacher and abeginning teacher, but someone with authority needs to beinvolved to make and carry out decisions that involve theschool's operations and procedures. Also, physical proximityand constant familiarity with the program and participants isnecessary for the program administrator. However, in a largedistrict there may be a district program administrator such asan assistant superintendent to coordinate the program. Also,at this time the administration must ascertain the number ofteachers who would be available to serve as mentors. Theadministration, either through a survey or by selectedinterviews, should know the number of teachers available tobe possible mentors. The number of willing potentialmentors will also dictate the size of the program. Forexample, the steering committee may recommend the entireschool district, consisting of three buildings, be involved inthe program. However after a survey, it becomes clear theavailability of willing mentors is in only one building, and theprogram may have to be limited to that one school. SeeAppendix C #3 for sample survey.

Chapter 2 - Components No. 5 and No. 8

School Board Validation

The next recommended step is to have the school boardvalidate the mentoring program. The following should bepresented to the board:

1. Steering committee recommendationa. District rationale for mentoringb. Program goalsc. Scope of operation

2. Administration of the program3. Availability of mentors

38 43

1

1

1

I

1

4. Budget considerations5. Program evaluation plan6. Schedule of periodic reports to school board on program

progressChapter 2 - Component No. 6

New Teacher Involvement

During the interview process the mentor program should beexplained to the new teacher candidates. According to theschool policy a new teacher must participate in the programor have the option of participating. Thus, in some schooldistricts the decision to hire or not to hire may be influencedby a teacher candidate's decision regarding participation inthe mentor program. In some school districts whereparticipation is mandatory it may become part of theemployment contract.

Chapter 2 - Component No. 7

Soon after the hiring, the program building administratorshould make the mentor/mentee pairing match afterconsulting with potential mentors from the mentor pool. Thementor and mentee should be informed by personal contactfollowed up with a formal announcement by letter. SeeAppendix A #4 for sample letter. Also, a similarannouncement should be made in the faculty newsletter.


Formalizing: Pre-school Meetings

During the pre-school meetings with the mentor/menteeteams the following should be covered:

a. District rationale for mentoringb. Scope of operationc. Schedule meeting times for mentor/mentees to talkd. Schedule meeting times for mentor/mentee teams

and administrator to talk.e. Identify the roles and responsibilities of the mentor,

mentee and administrator.f. Discuss and compare the expectations for the

program by the mentor, mentee and administrator.Chapter 2 - Component Numbers 1, 3, 4, 9, 10, and 11

3944

Chapter 3 = Administrators

Matching the pair

The superintendent chose thementor as the principal wasnew to the building.

Superintendent

Bring both in early-pay them.Superintendent

Formalize somemore!


Mentor is not socially active. Otherstaff members compensated for thementor in that regard

Principal

Did it work?

On-going Responsibilities

During the school year the administrator should meet witheach of the mentor/mentee teams on a regular basis at leastonce a month during the first semester. Later on, meetingscould be scheduled as needed.

Chapter 2 - Timeline for Implementation

The primary responsibility of the administrator is to provideand support a positive environment for mentoring in theschool. This means constant attention to keeping thestudent, faculty, staff and community involved and informedregarding the program. The other major responsibility it isto continually evaluate and expedite the communication,cooperation and assistance to the beginning teacher fromthe mentor and other teachers. Also, the administrator willbe directly involved if there is a question of disengagementdue to incompatibility between the mentor and beginningteacher. Actions identified by the steering committee shouldbe followed. Finally the mentoring program should not beused In the mentee evaluation process. Confidentialitybetween the mentor and beginning teacher must be strictlyenforced. Also, the administration should make a progressreport to the school board at least twice during the schoolyear.

Chapter 2 - Component No. 9 and No. 11

Program Evaluation

In May the building administrator and the mentor/menteeteams should meet with the original steering committee toevaluate the program. See Appendix C #5 for a samplememo detailing the responsibilities of the evaluationcommittee.


Based upon the committee's recommendations a finalmentor program report should be prepared by the programadministrator for the school board regarding the evaluationof this year's program and recommendations for the nextcycle of mentoring.


The Other 25%

In addition to the above steps the program administratorshould consider arranging meetings during the year whenthe district mentors and mentees can meet with othermentors and mentees from their district and from otherdistricts. The administrators of the Beginning TeacherSupport Program found that such meetings were consideredvery beneficial by both the mentor and mentees. Suchmeetings can bring about the "other 25%" of the mentoringpotential. The program administrators are in the bestposition to arrange the networking between the mentors andmentees of other schools and districts.

Let them talkwith each other

Chapter 4 The Mentor A Conversation About Roles

eiaittes7seet

THE MENTOR - A CONVERSATION ABOUT ROLES

Chapter Four is for mentors, explaining their responsibilities when implementingthe mentoring position in a school and their interactive roles with beginningteachers.

A Message to Mentors

Your selection as a mentor is a compliment to yourprofessionalism and the ability to use it to assist thedevelopment of a beginning teacher. The term professionalimplies a person who does what ought to be done, not justwhat has to be done. When a new teacher yourself, youprobably got through the first year by trial and error. Butwith the pressures on new teachers today and their goldfishbowl lives, trial and error is not necessarily the way it oughtto be done. Volunteering your time to help a novice teacherget started is an act that will enhance your own sense ofprofessionalism. You are within a select group of peoplewho advance the profession in a tangible way not oftenavailable to most teachers.

You may have some worries about becoming a mentorwithout being specifically trained for the part. If yourdistrict can provide you with that educational opportunity, byall means take advantage of it. But even without training,you have been selected as someone who has thenecessary talent to do the job with a high probability ofsuccess. That talent comes from your experience,knowledge, and willingness to interact with a new teacher.Mentoring is much like parenting, where neither the job northe beginner comes with sets of directions. This manual i sdesigned to help you with some guidelines but is not astep-by-step cookbook. Those who were mentors beforeyou cautioned the manual authors not to create a set ofexact mentoring expectations. Their reasoning was thatmentors might compare their own performance against thestandards and conclude they might not be doing the jobcorrectly. That would dampen the flexibility and spontaneitybetween mentor and mentee that arises from their ownspecial relationship within their own unique school context.

At first, I questioned myown capabilities.

Mentor

Mentors need the rightamount of informationwithout also creatingexpectation anxiety.

Mentor

Chapter 4 - The Mentor A Conversation About Roles

I learned as much as thenew teacher.

Mentor

For the two of us, a senseof purpose, bonding.

Mentor

1 found myself reliving theexperience of a first-yearteacher.

Mentor

There is no one correct way to mentor. "Going with the flow"seems to be good advice.

Working one-on-one with a new teacher through arelationship formalized by the school will result in yourbecoming the most significant professional influence on thefirst year of that beginner's career. You will be the protege'sprimary source of information, knowledge that veteranteachers know well but is all new to the novice. But you willdo something special to that information. You willpersonalize it, tailoring it to the needs of that one newteacher as he/she works in your school. The potentialimpact of your help deepens as the relationship betweenyour mentee and you develops. You will be made awareof the beginner's private feelings about the school,community, teachers, students, administration and mostimportantly, about the beginner him/herself. This isprivileged, confidential information to be used onlybetween the two of you as a way to help the beginner grow.As mentor, you do not have a responsibility to reveal it tothe administration. Neither should that official(s) ask you for.confidential information that might contribute to the formalevaluation of the new teacher. Helping a novice prepare forevaluations is appropriate mentor activity, but being theevaluator is not.

Implementing Mentoring Within a School

Some modern professions, even with the long periods oftraining require newcomers to serve internships under anexperienced practitioner. Teaching is different in thatnovices are usually given a load equal to that of veteransand expected to start work in the isolation of theirclassrooms. The transition to full competent professionalstatus is a difficult adjustment period, not always successful.The first teaching job is especially stressful because thegeneralized knowledge from the college teacher educationprogram usually does not transfer by itself into the practicalknowledge needed to work in the new teaching position.Instead, it must be refitted to the unique context of the newschool and be combined with an avalanche of newinformation that is completely foreign. School districts thatadopt mentoring as part of an induction program or as aseparate effort have taken a significant step towardhelping new teachers succeed and grow.

44 48


All of the district's organizational work in starting amentoring program is ultimately directed at two people, thenew teacher and the mentor. You may or may not havebeen involved when the idea of mentoring arose and thedecision was made to proceed. Some of your colleaguesmay also be acting as mentors this year or you may be theonly one. Regardless of the scope of mentoring in yourschool district, you are the most important gear in thementoring machinery. You will implement the district'splans at the level where it counts most -- with the beginningteacher. What parts of that implementation process willmost directly affect you?

Selecting a Mentor -- Why You Were Chosen

Chapter Two describes the work and considerations thatmentoring project planners look at before starting aprogram. The effort ensures that the district has a plan formentoring and that a nurturing climate is established tosupport the work of mentors. With these assurances inplace, mentors are chosen. But this groundwork may notalways be the case. A school district may be very small;one school may decide to try mentoring on its own; thedecision to go ahead may have been made late in thesummer; these are conditions that may need theinvolvement of only a few key people who are willing toexperiment. The mentor might be included in planning fromthe very beginning or possibly you were never aware of theprogram until just before school started. Either way, to beseriously considered and then selected as a mentor meansthat your professional and personal qualities match wellwith the needs of one new teacher in one particular schoolat this point in time.

Another reason for your selection is the anticipation that youand your mentee will develop a special relationship.Professional colleagues, yes; personal friends, perhaps;but much more than that is envisioned. A relationship doesnot have to blossom immediately to be effective. But intime, it needs to grow into a posture of caring, mutual trustand honest communication. Genuine interaction betweenmentor and mentee is the heart and soul of mentoring.Not everyone has the personality or willingness to becomeinvolved to that degree with a beginning teacher he/shemay not yet even know.

45

49

I have a long-standingownership in our schoolprogram. 1 appreciated theopportunity to bring thementee in.

Mentor

Mentoring is a good lessonfor afuture administrator.

Mentor

Chapter 4 - The Mentor - A Conversation About Roles

Start the process early.Mentor

Pairs should meet as a groupduring the summer.

Mentor

We became friends. Mutualreliance on each other forideas.

Mentee

You probably possess a positive outlook that brings outthe best in people and situations. The beginning teacherwill generate a multitude of negative thoughts abouthim/herself and does not need the association of a chroniccomplainer or critic at this early vulnerable stage. Yourcommunity and school will depend on you to put the bestfoot forward so that the newcomer's first teachingexperience has the best chance of also being positive.

The Length of Your Involvement

Mentoring normally covers one school year. Depending onthe district's program organization or the needs of theindividual mentee, some time before and after the schoolyear may be needed. The district may ask you to helpimplement the program before the school year starts in oneor more of the following ways:

Work on district or building mentoring plans theprevious year or during the summer

Help select a pool of potential mentors by districtor building level

Volunteer to be included in a mentor pool

Agree to be a mentor for a specific new teacher

Meet your mentee before school starts

Spend time orienting the mentee before school year starts(You may decide to do this on your own)

After the school year ends, the district may ask you to helpevaluate the program. Your years experience, coupledwith that of the administrator and the mentee, may be theonly program information available for your school. It maybe combined with other experience opinions to evaluate adistrict-wide effort. The mentoring program design may askyou to spend some closure time with your mentee after thepupils are gone, or the two of you may decide to do it onyour own. As often happens with mentors and mentees,they become good friends, and contact continues naturallyon both a professional and personal basis.


Between these pre- and post-year possibilities, the dailywork of mentoring takes place. The early weeks andmonths of school are the most intense for a new teacher,and your involvement with the mentee will probably matchthat early intensity. Time spent with the mentee may beginto taper off, but don't be surprised if it continues strong.Early needs for immediate and frequent information may bereplaced by discussions about deeper educational issues.Special events such as the semester end, tournaments, orinventory/supply ordering may require extra help.Regarding the "ought to" aspect of professionalism, thementor's length and degree of commitment should beflexible, based on program and mentee needs.

Incentives for Mentor Involvement

Ample rationale exists for a district to offer incentives as partof its mentoring program and for you to be rewarded foryour involvement. One reason is that, as a mentor, you areentering a formalized arrangement to perform a specifictask above and beyond your contract obligations. Mentoringis much more than an occasional use of your time andconsiderably more involved than a "buddy" system. Yourrelationship with the protégé will be structured by theadministration to some degree; it will be monitored; it will beevaluated. Employees who function under these conditionsseldom do it without recognition.

Other reasons for incentives are more personal and moral.Mentors typically are selected from among the busiest andmost involved teachers in the school. Administratorshesitate to ask them to do more unless accompanied by anoffer of compensation or other recognition.

Along with other attributes, mentors are chosen for theirwillingness to help another professional. If that attitude isformalized into a responsibility, then it is worthy of rewardand recognition. This responsibility factor looms large inthe minds of both mentors and mentees. The incentivecements together the ideas of formal responsibility andcommitment. Therefore, the mentor feels obligated to maketime for the mentee. The new teacher, knowing the mentoris formally obligated, does not feel he/she is imposing whenasking for help.

47

Mentees don't know orarticulate what they need/want.

Mentor

Incentives are needed tosecure good mentors.

Mentor


The experience gave me apositive feeling of beingable to help someone in atrusting relationship.

Mentor

If a teacher is committed to becoming a mentor, the chancesare strong his/her motivations go well beyond immediatematerial rewards. That teacher is likely to consider thebenefits mentoring will have on his/her own professionalgrowth and appreciate the opportunity to participate. Thereis the internal satisfaction of knowing that the professionand children will be better off because of what you havedone. The existence of an incentive system sends themessage that these benefits are worthy uses of a district'sresources. At the end of a year's work, mentors were notshy about stating the benefits they had personally andprofessionally gained. The following comments weretypical:

Affirmation and new found enthusiasmPrompted me to rethink the way I interact with staff,

parents, and studentsI helped someone reach their goal -- sense of

satisfactionTeaching does have some unique rewardsInsight into another's concerns/reflecting on my ownPositive feeling of being able to help someone in a

trusting relationship

(Note: This list of comments and the other lists of quotes foundlater in this chapter were taken from the Montana BeginningTeacher Support Program Final Report, Appendix B )

' Incentives available for mentors can be classified asfinancial, professional, or personal. The most obviousmonetary incentive is a stipend paid by the districtdirectly to the mentor. One alternative to direct paymentis for the district to pick up expenses that the mentormight normally personally incur for conventionexpenses, travel, or other activity associated withschool. Other options include district-paid collegesummer credits, school lunches, or a special equipmentpurchase. Experienced mentors say that compensationby itself is insufficient -- mentors must feel good abouthelping someone.

Professional incentives are those that advance thestatus of the mentor. Districts may have forms ofprofessional recognition that were negotiated orindividual schools may devise their own. Horizontalsalary scale advancement in lieu of college credits,attendance at a noted theatrical performance for thedrama teacher mentor, bringing in a consultant to help

4852


the mentor initiate an innovation, released time -- theseare examples that could enhance the professionalstature of a mentor.

Personal incentives are changes in a mentor's schoolduties or routines that the mentor feels are importantand satisfying. An extra amount of released time priorto performances/events, no lunchroom duty, reducedplayground shifts, no ticket duty at home games, and ahigher rank in budget priorities are possibilities.

0- What role do you as a mentor play in implementing theincentive system? You may have limited input at earlystages of the process at the district level. If the rewardsystem is already in place, the year-end evaluation maybe the avenue by which you can validate rewards orsuggest changes . But if the incentive system is stillundecided or has been left flexible, you may be able towork with a district or building administrator. Within thelimitations of financial, professional, or personal optionsavailable, you may be able to negotiate one or severaloptions appropriate for your priorities. At the end of theyear, both you and the school/district will want toassess the adequacy and impact of rewards.

Mentors can facilitate two other incentive possibilities. Oneis the inclusion of your mentee in the reward system. Withadministrative agreement and your concurrence, newteachers may participate in travel, workshops, specialmaterials/ equipment purchases, released time to observeother classes, or other opportunity not normally available tothem: This is a case of your having earned the reward butwishing to share it or, as mentor, helping create otherassistance for the mentee you cannot directly provide.

A second possibility you can facilitate is to encourage yourdistrict or school to help organize meetings of mentors andmentees in your district or region. Getting together withyour counterparts is a very satisfying reward in itself. Thismanual alludes to the "other 25% of mentoring benefit" thatcan be realized by this method. Experienced mentors andmentees from the Montana Beginning Teacher SupportProgram were adamant in emphasizing the value of suchmeetings. However, don't be alarmed to find that you maybe the only mentor in the area. It is hoped that your effortwill help the idea catch on in other schools.

49

53

A possibility:Bring the menteeinto the rewardsystem.

Authors

The other 25%


Frequent informaltalk really helps.

Authors

The Mentor's Interactive Role

Mentoring is a person-to-person program. Whether youwant to call it communication, interaction, or use the termsinterchangeably, the mentor-mentee relationship that arisesfrom it is the essence of the whole process. No amount ofdistrict organization, incentives, and good intentions willsubstitute for a relationship built on trust, respect,communication and confidentiality. The chances are highthat you and your mentee will have a successfulrelationship; you have been chosen to enhance thatprobability. All aspects of a relationship need not read likea textbook ideal. But if the primary goals are reached -- thenew teacher's professional growth and sense of well-being-- then your work will have been accomplished.

It All Starts With Communication

The opportunity and willingness to talk is the starting pointfor interaction. Working with your administrator, try toarrange some structured uninterrupted time during theschool day or week when you can be alone with yourmentee. Released time (an hour or so) during the week isgood if your class can be covered. Same-hour preparationperiods can work if you have a quiet place to meet and stayclear of the teacher's lounge. Before or after school isanother possibility, but make sure the administration,mentee, and you honor the arrangement by keeping thetime free of pupils and duties.

Structured time will enable you to discuss a multitude oftopics or explore a few in depth. But much of what thementee wants to know does not demand that amount oftime and is needed on an immediate informal basis.Therefore, a minute or two between classes, over lunch, onthe way into school, or sandwiched between otherconversation are ways in which informal talk occurs. Closephysical proximity in room locations really helps. If the twoof you cross paths in the discharge of your daily duties, itwill assist informal communication.

As mentor, you may be able to use your influence andleverage (after all, you are a veteran and know the system!)


to bring about some of the structured and informal talkpossibilities.

But keep in mind that opportunity does not necessarilytranslate into reality unless the commitment is there to useit. One very beneficial use of your "power" is to suggest thatyou and your mentee observe each others' classes orperhaps team teach. You are not trying to evaluate oneanother, but rather to watch ideas and techniquesmaterialize in the classroom atmosphere. There will bemuch to discuss afterward, particularly the "whys" ofinstructional planning.

Another option in facilitating interaction opportunity is tospend longer periods of time together away from school.Do not turn social events at which both mentee and you arepresent into school talk sessions. Everyone needs a breakfrom school and purely social time is valuable in itself.

But school related travel or activities without the pressure ofstudents being present are excellent opportunities for talk.Invite your mentee (and nobody elsel) to ride with you to aconvention. Extend an offer that he/she room with you. If

the two of you teach the same specialty, traveling to aworkshop together might be possible. Invite the mentee toride with you to an out-of-town game. This is all quality timewhich allows conversation to progress beyond mere wordsinto the realm of interaction.

As a respected member of the school faculty, you maychoose to use your influence and status to create betterconditions for the mentee. Some of your colleagues or staffmembers may try to take advantage of the new kid on theblock. You may become protective if your mentee starts toget all the dregs. New teachers are reluctant to say nobecause of social pressure, job security, or the perceptionthey will not be accepted ( Priority issue No. 3, Chapter 2).

One of the greatest reliefs beginners feel occurs with therealization that they don't have to do it all. Using yourleverage directly to help mentees is a delicate decision onyour part. Providing information to help them fathom what ishappening or to assess the situation they may be gettinginto is not so overt but equally helpful. New teachers donot know how to say "no". Your suggestions that helpthem from getting in over their heads will be appreciated.

Traveling together tomeetings was significant.

Mentor

Administrator used mentoras an intermediary betweenother staff members arylthe new teacher.

Mentor


My mentor allowed meto fail or succeed as ateacher.

Mentee

Qualities of Good Mentors asSeen by Beginning Teachers

The above suggestions will help set the stage but will notensure a good relationship. Communication will occur iffirst, there is something to talk about (that is seldom aproblem in teacher mentoring) and second, both peopleperceive in each other an attitude of genuine interest andcaring. When mentees were asked how this attitude wasexhibited in good mentors, they came up with the followingconsensus list of "qualities desired in mentors":

ApproachableCandid but non-criticalKnowledgeableOpen mindedInnovativeSimilar teaching areaCompatible style

Reality basedBelieves in mentoringAcceptingReliableTreat new teacher as equalConfidential

This list is only representative and there were good mentorsthat did not meet all the qualities. For example, in smallschools "similar teaching area" was often not possible.Nothing is magical about the desired qualities; they arecommon to most personable, professional, experiencedteachers.

What about negative qualities to avoid in mentors?Mentees again came up with a consensus list:

Too experienced to the point of being stone hardenedSelfishNarrow mindedLack of motivationTries to give too much information -- overwhelmingSmothenng mother hen

This list seems to say that mentors should avoid trying tomold the beginner in his/her own image. Instead, thenovice's development needs to proceed along its ownunique path but within acceptable boundaries.

Some of the synonyms mentees use when describingmentors are also clues to qualities that promote interaction.A coach brings out the best talents in people. A counselorhelps an individual work within a system whose rules aredesigned for larger groups of people. Guides show people

52 56

Chapter 4 The Mentor - A Conversatibn About Roles

the way but do not walk the path for them. Interpreterstranslate information and events into understandable terms.Confidants listen to one's inner concerns and keep thosethoughts confidential.

The Mentee as a Factor in Interaction: It takes two totango! Even with the best of conditions and with goodintentions, there are no guarantees that goodcommunication will result. Fortunately, most mentor-mentee relationships do work well, but some pairings maystart slowly and need special attention.

A rare but difficult problem occurs when the mentee reallycould use the help but does not personally feel it is needed.Or the beginner may be putting up a front to mask somesense of inadequacy. Genuine shyness could prevent amentee from initiating discussion. Some culturalbackgrounds may dictate an aloofness from strangers.Personalities may clash. Whatever the reason ormotivation, lack of receptivity demands much mentorpatience. Time is on the mentor's side; no rule sayscommunication has to start out with a bang. Mentoringparticipants can take comfort in knowing that in theexperience of the Montana study, more relationshipproblems occurred at the beginning of the year than at theend. Mentors and mentees who were at first distant usuallybegan to grow together.

One beginning teacher observed her own actions early inthe year and said, "I don't even know what I don't know."This quote emphasizes the point that mentees _often haveno idea of what questions to start asking. They have noexperience base from which to determine the informationthey need. After things start to happen to them in theclassroom, then they know! Their early questions may beirrelevant but still deserve an answer. The experience of thementor can break the ice. Without being overbearing, as amentor you can initiate some conversation and questions.Start slowly and build up by using the time-honoredtechnique of letting people talk about themselves. This isnot a devious method in mentoring because teachers whopractice reflective thinking about their own teaching havestarted on the road to professional growth.

53

Mentor is a beaconstructure facilitated ourtalking.

Mentee

I was not ready todevelop at theprofessional level mymentor wanted me toperhaps a second year?

Mentee

Many questions wouldhave otherwise goneunanswered.

Mentee

Our relationship enabledus to see the human sideof each other.

Mentee


Great help preparing foradministrative evaluation.

Mentee

One final aspect of communication bears some attention.Beginning teachers love feedback about theirprofessional progress. No, they are starved for feedback!A school's schedule of observation with feedback byadministrators and formative/summative evaluations isusually too infrequent and too late to satisfy that need. As amentor, you are not replacing the formal mechanism, butyou certainly are in the best position to supplement it. Newteachers, in the isolation of their classrooms, do not havethe opportunity to pick up frequent signals from significantadults. A mentor's responses and comments within theformal and informal communication episodes provide theavenue for candid feedback. Mentees are interested notonly in classroom performance (which the mentor may ormay not be able to actually observe), but like feedbackabout their ideas, plans, observations, and reactions topeople and events. Most feedback is an accumulation ofsubtle messages.

*"BUT NOT ALWAYS!" There may be instanceswhen bold frankness is appropriate, especially if thementee is planning some controversial action thatcould end a career in your school.

Other Techniques to Help Interaction

Your attitude and your mentee's attitude about therelationship between you will determine the productivity ofyour communication. If both feel comfortable and respectfulabout the relationship, the process will likely grow on itsown even with periods of ups and downs. When asked tocomment about what created good mentoringrelationships, novices made statements like the following:

Mentor volunteered information when appropriateA good friendship developedI have a colleague I can talk toI felt it was my right to ask as a formal menteeComforting to know I could go to my mentor anytimeMutual reliance on each other for ideasPoor match initially, but finally established ourselves

as colleaguesThrough communication, we learned to understand

each other after a rough startThis person is of great value in my life. I will remain

forever grateful

Chapter 4 The Mentor - A Conversation About Roles

They (mentors) answer questions but do not tell youwhat to do

She was approachable and I had complete trust in her

Reflective Questioning:An Opening to Good Communication

Mentees will normally engage well with mentors incommunication if it is objective and non-evaluative. Inresponse to questions or if volunteered, mentees need tofeel whatever they reveal is accepted for its informationalvalue. It can be disheartening if the listener makes ajudgment about the unworthiness of what the mentee said.A pattern of negative judgments may lead the new teacherto conclude that his/her actions and ideas are beingmatched against those of proven veterans, probablyunattainable to a newcomer. If judgments are always good,there may be suspicion that the mentor is not being candid.Early in the relationship, mentees may read into judgmentalattitudes the message that they had best not volunteer toomuch information. As mentor and mentee learn tounderstand and trust each other, this caution may carry lessweight.

Helping new teachers reflect on their own actions anddecisions is one method of opening up the lines of nearnedhow to grow.communication in a non-threatening and non-evaluative Mentee

atmosphere. This can be accomplished by asking menteesquestions that generate reflective thinking and lead themto their own conclusions. The beauty in reflective thinking isthat it takes mentors out of the judgment process and placesit in the hands of mentees themselves. Mentors not familiarwith this method can find suggestions for reflectivequestioning applicable to first-year teachers in Appendix Dof this manual.

The Content of Mentor-Mentee Interaction

What topics may I, as mentor, expect the beginning teacherto talk about? What do they want to know? Whatinformation are they apt to reveal to me?

55


Class was a group of"ringers". Some pupilson treatment.

Principal

Our conversations coveredpersonal problemssuggestions, listening,"that happened to me,too".

Mentee

To answer those questions about any one beginner is riskybusiness, but patterns in new teacher thinking that provideguidance do exist. Component No. 1 in Chapter Twodescribed the twelve top priority issues that are mostuniversally on the minds of mentored beginning teachers.An analysis of the thoughts and conversations that createdthat list plus the lesser priority issues not shown in thismanual revealed two very significant observations ofimportance to mentors. (For a complete list of priorities, seethe BTSP Final Report, Appendix B.)

First, even though the prioritized issues can be generallyapplied across mentees, the information each menteewants to know is specific to the school context. An exampleis priority No. 2, Chapter 2 (discipline). Your mentee at thistime is probably not interested in learning more aboutmotivational theory applied to adolescent youngsters.Instead, the mentee wants your thoughts about whatparents' or the principal's reactions might be if he tries tokeep the 4th period class quiet by using procedure "X."The eventual answer to the discipline dilemma is anindividualized solution for this new teacher and probablywould not work anywhere else because the context wouldbe different.

The second observation has to do with the pattern of theprioritized issues. These fall into a predictable mode thatcan be used by mentors to anticipate the help that menteesare likely to want. The pattern in this case reveals the earlyconcerns that new teachers feel and is part of what iscalled the "Concerns Model" (Fuller, 1975). One commentthat appears with regularity in various sections of thismanual is that the first year of teaching is a time of stress,high emotion, and self-centered interest. The rankings ofthe twelve prioritized new teacher issues bear out thatstatement. Other research studies conducted on teacherattitudes reinforce self-interest as the first step in a patternof concerns typical of teachers facing significant change.The first teaching contract certainly classifies as a majorchange in a new teacher's life.

The Concerns Model Briefly Explained

New teachers, as well as candidates in pre-service trainingand in-service veterans, have been studied for nearly two

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decades to determine what happened to their thinkingwhen confronted with meaningful change. Fuller (1975),Hall (1982), Olsen (1990), and Rogan (1995) were amongthose who researched teachers undergoing thisphenomenon. Among the changes studied were the start ofprofessional courses in college, student teaching, majorinnovations in an established school structure, and the firstteaching position. Change aroused concerns in the mindsof teachers, and these concerns progressed throughsequential stages in the process of coping. Three stageswere identified:

Self

Task

Impact

The first stage is self-concerns (sounds familiar).Teachers first look at how the change is going toaffect them personally. Individuals question theirown ability to cope with the stress andreorientation brought about by newcircumstances. They ask "What is this newsituation going to do to rity life?" Much of theirresponse is emotional rather than rational.

After resolving self concerns, teachers move onto task concerns. These concerns involve theorganization, routines, and methodologynecessary to operate a classroom smoothlywithin the new set of structural conditions. Newschemes of instruction and classroommanagement emerge.

Once task concerns are addressed tosatisfaction, teachers advance to impactconcerns. These are the ultimate and moredesirable concerns that indicate teachers whohave progressed to the stage of looking at thechange with understanding and professionalism.Not worried anymore how the change will affectthem personally or how it will alter theirclassroom systems, teachers make decisionsbased on the anticipated pupil learning impact.

*BUT NOT ALWAYS! An individual beginner'sprogress through the stages is apt be an uneven front,with progress rapid on some aspects and slower inothers. Beginning teachers may recycle back to anearlier concern if a situation that is completely newarises. The Montana mentorship study found this

57

Legitimize the concernsof new teachers.

Mentor

Chapter 4 The Mentor - A Conversation About Roles

regression occurring in some new teachers whosevisions of what teaching was going to be like werefixed and inflexible. The concerns stages have notimetable, only a sequence. One purpose of first yearmentoring could therefore be phrased in terms of theConcerns Model, i.e., to facilitate the pace and qualityof a beginner's movement through the stages ofconcerns.

Connecting the prioritized issues of beginning teachers tothe stages of concerns gives mentors a fair idea of the helpnew teachers are likely to seek. Novices will be asking youto help them understand the unique school and communitycultures they find themselves in and what the internaldynamics mean to them. But don't be surprised if it doesnot work out according to the predictions. People aredifferent and no two schools are alike.

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Chapter 5 - The Beginning Teacher Mentee

eiafitee 76ege

THE BEGINNING TEACHER MENTEE

This chapter is written for new teachers who are starting their first year with helpfrom a mentoring program. The chapter topics emphasize (a) the benefits ofmentoring in context learning and (b) the implications of a formalized mentor-mentee relationship.

A Message for Mentees

It was probably not long ago that you graduated from acollegiate teacher education program, after which youreceived the initial state teaching certificate. The collegeprogram prepared you as an "entry level" candidate forthe teaching profession, and the certificate is the state'sassurance to the public that you are a competent teacher.The new contract you signed is a legal document signifyingthat the school district has faith in your ability to deliverinstructional services in return for a salary and benefits.You have made the transition from student to practitioner.

Another aspect of the transition is the move from "pre-service" to "in-service" status. From now on, youreducational growth will be a combination of your teachingexperience, together with opportunities provided by orrequired by the district. Any additional formal educationyou pursue will be taken during the same years you are in-service (teaching). The fact that you have been chosen toreceive mentor assistance is a symbol of the district'scommitment to your first year in-service professionalgrowth. Mentoring is not a sign the district feels you may bea weak beginning teacher. You possess the package ofcompetencies and attitudes to succeed in teaching; ifotherwise, the district would not have hired you. Mentoringwill accelerate the pace and quality of your earlyprofessional growth, enhancing your sense of well being inthe process.

When asked to comment on their college preparationprograms, graduates say that field experiences, particularly

My mentor -- an advisor, aconfidant.

Mentee

Chapter 5 - The. Beginning Teacher Mentee

I read some of my past journalentries and I sure sound like awhiner.

Mentee

During December 1 was notfeeling good about my owncompetence.

Mentee

I'm all ready to go next year.Mentee

student teaching, was of the most value. But even studentteaching cannot compare with the intensity and amount ofnew learning that takes place during the first year ofteaching. The reason teachers learn so much during thatperiod appears to be a matter of responsibility. As astudent teacher, you could go home at night and not worrybecause the cooperating teacher had final responsibility forthe pupils you were instructing. New teachers realize thereis no escaping or deferment of duties and responsibilities.The buck stops here! "I suddenly realized now it was myrear end that was on the line" is a typical reaction whenbeginners realize how serious a responsibility teachingreally i s. This creates the motivation to learn much andlearn fast both by choice and by necessity. Nothing iswrong with learning by experience, but in the pressurecooker of the first year, some of that learning can beunfocused and indiscriminate. Your early thoughts are aptto be about your own survival, instead of how well thestudents are learning. If fact, first year teachers do expenda great amount of thought and energy on issues not directlyrelated to instruction (Component No. 1, Chapter 2). Theytend to take things personally, not yet realizing that much ofwhat pupils and parents do is not their fault or under theircontrol. In spite of these concerns, as a general rule, newteachers still go a good job in the classroom. Givenenough time, learning on the job does get more efficient,and coping with classroom and non-teaching issues getseasier. But what happens to pupil learning and to yourstress level in the meantime? These are some of theconcerns that mentoring seeks to address and make easierfor you. The process seeks to provide informationpersonally suited to you through a veteran teacher so youcan direct energy to the benefit of pupils and yourself andminimize the energy spent worrying about other things. Youand your students will all be happier if your transition toteaching is smoother and faster because of mentoring.

The Benefits of Context Knowledge

The knowledge that new teachers learn on the job isspecific to the school in which they are teaching. Theparticular school creates the need for the teacher to acquirespecialized knowledge in order to personally deal withconditions in that school. Another new teacher in the sameschool would need different knowledge to cope with the

Chapter 5 The Beginning Teacher Mentee

same conditions because the teacher is a different user.Another school would create another set of conditions thatwould require different knowledge. This knowledge that islearned within the context of a school and applied toteaching in that school is called context knowledge. It iswhat individual teachers need to know in order to directlyaddress classroom learning and the multitude of otherissues that impact them in the new teaching job. Theknowledge is usually put to an immediate use. Oneeducational writer refers to it as "personal practicalknowledge" (Hollingsworth 1994).

The learning advantage of the real classroom is that thenew teacher has actual pupils in an actual school situationunder his/her direct responsibility as the motivation forlearning. The knowledge has tangible direct application;the effectiveness or ineffectiveness can be seenimmediately. Because this direct application and feedbackwere not possible with most college classes, first-yearteachers are often critical of teacher education. Much ofwhat is learned on the job covers the range of content thatis commonly referred to as "curriculum and instruction." Inother words, what is to be taught and how to teach it. Veryfew schools teach exactly the same content, even if thedistrict has curriculum guides. Each teacher covers contenta little differently. The beginner finds out that teachingmethods do not apply universally, but must be adapted toeach different group 'of pupils. As the new teacher gainsexperience, new ideas that work are added to the pool ofusable knowledge. As this knowledge collection grows, theteacher can draw on it at any time for any _appropriateteaching purpose with some assurance that the idea(s) willwork. The ideas were designed, after all, with me in mind.This process creates an advantage in that the knowledgeand the process of learning it are the teacher's personalrepertoire and as such, have potential for transfer -- to otherpupils, other classes, and other schools. Even though bornwithin the context of one school, the knowledge is theteacher's professional property. School districts takeadvantage of it when they hire an experienced teacher whocan quickly adapt to a new school.

What specific content does a new teacher need to get through thebeginning of school, especially the first days and weeks? Eachschool differs, but Appendix E gives some guidance to new teacherson preparing for the opening of school. Some of the classroom

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I can talk to parents withconfidence.

Mentee

The process allowed me totry and discover academic anticlassroom control ideas.

Mentee


The college program probablycannot teach you the "peopleskills" needed for the job.

Mentee

I learned how to deal withtrouble makers.

Mentee

Mentor should be neutral aboutthe forces that exist in thecommunity.

Mentor

My mentor gave me reassurancethat I was doing the right thingrelative to my style.

Mentee

management items are typical of those addressed by mentor-menteeconversation.

A new teacher also needs to know what reactions may beexpected from parents, pupils, faculty members,administrators, custodian, school secretary, and othersignificant persons in and around the school. This could belearned over time, sometimes smoothly and sometimesharshly. The mentor who supplies the beginner with timelyinformation about the feelings, attitudes, sensitivities andemotions of key persons or groups of persons is providingan immense help. The motivations for new teachers tolearn this personal information are several:

O First, people learn to work with and around thefeelings of others as part of normal human discourse.New teachers are no different. They need to anticipatehow others will react; context information about people isthe necessary information. Being able to anticipate otherteachers' reactions, particularly those in the samegrades, may be a large factor in deciding what and howsome lessons are taught.

O A second motivation involves the manner in which theinstructional decisions will be received or how it mayimpact individuals or groups of persons. A knowledgeof student backgrounds and attitudes and that of theirparents is an important part of a teacher's learning. Itbecomes part of the information needed to assess achild's learning style.

O Third, new teachers may have no idea of the issuesabout which a community may be sensitive. Somesubject content may be taught innocently enough, butmay arouse emotional reactions and lead to controversy.The community reaction to the beginner may be lesstolerant than it will be for a respected veteran teacher.To be forewarned is to be forearmed.

O Finally, an often overlooked context factor is the newteacher him/herself. The emotions that first year teachingcreates will be masked over in many cases. But thebeginner needs to recognize that his/her personalreactions may color the way that events and others areperceived. Is this an advantage to mentoring? It is whenthe beginner is encouraged to reflect on him/herself asa factor in the school learning environment.

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As new.teachers continue to gain experience, they begin totrust themselves and stop second guessing their decisions.What others think becomes less of a factor, and learningdecisions are based on professional rather than personalconsiderations. The teachers are becoming "professionals."

Other Mentoring Benefits

Context knowledge can be directly enhanced andaccelerated by mentor assistance. There are additionalbenefits, some of which may be more obvious andmeasurable. Examples of these benefits are as follows:

Retention: One of the high points in a new teacher's yearis to be offered the second contract. It signals he/she cando the job of teaching which comes as a great relief. Thedistrict also wants to retain its best teachers; keepingpromising first year teachers is much easier than hiring newones. But retention also has much wider implications. Theteaching profession suffers from a high dropout rate. Mostof this comes from teachers choosing to leave on their own.The primary reason is not money or students, but rather aninability to fulfill personal aspirations while working withinthe school context. They feel the need to satisfy the"system" conflicts with what they had personally hoped toobtain from a teaching career. It is arguable whether thisinconsistently results from unrealistic expectations or froman inability to cope with actual school conditions. As amentored beginning teacher, you have the advantage ofbeing better able to function within school structuralconditions because of timely information. Regardless ofwhat the real dropout reasons may be, within one to threeyears from now, there is a 91% chance you will still beteaching if your experience follows that of the Montanamentoring research. That is much better than the 73%for non-mentored beginners. Within five to six years, halfof all new teachers will no longer be teaching. The authorsare confident that mentoring will help keep you in theprofession.

Feedback: First year teachers have a tendency to judgethemselves more poorly than is actually the case. Thereason is a lack of feedback from important adults in theschool. The administrator conducts formal evaluations andclassroom observations, but typically these come too late

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67

I don't take things personallyanymore.

Mentee

High Points of theYear for Mentees:

Contract renewal!Kids' accomplishments!January evaluation after a long

wait!New curriculum plans!

Low Points of theYear for Mentees:

Family sucked into the routine!Monotony of the routine hit me

in February!Department problems - extra

curricular work- reluctantschool board - all cametogether during February!

The mentor and I roomedtogether. Talked until the weesmall hours.

Mentee


I am very concerned that 1won't get through all myobjectives.

Mentee

and too infrequently to satisfy the beginner's need forfeedback. To fill the vacuum, novices pick up signals abouttheir performance from whatever sources are available.students, teacher's lounge, hallways, downtown, and theirown imagination. A spouse at home during the eveningmay not want to listen to school talk. Frequent and candidconversations with a mentor go a long way toward fulfillingthis need.

Preparation for evaluations: Administrative teacherevaluations are the devices used by school districts todocument performance, plan for growth, and make rehiringdecisions. Mentors can help beginners prepare for earlier(formative) evaluations and final (summative) evaluations.The anxiety in the beginner's mind can be reduced byknowing what to expect during the administrative visit andafterwards. However, mentors do have to keep themselvesclear of the actual evaluation.

Professional Development Plans: Many districts requireteachers, especially new ones, to work with theadministration in developing an individual professionaldevelopment plan (IPDP). The teacher's self-assessment isa large factor in the plan. New teachers may wonder whatgoals are appropriate. Mentors can help.

The other 25%: The manual authors claim that 75% ofpotential mentoring benefit comes about through theinteraction of mentor and mentee. As a first year teacher,you can start to realize the remaining benefit if you can gettogether with other beginning teachers and tell tales.Whether or not the other new teachers are mentored is notthat important. You will discover and be relieved to learnthat others like yourself have many problems and concernsin common with you. The sense of relief that comes fromknowing you are not alone with the problems you face is initself a significant boost to your professional esteem. Theprocess is very therapeutic. As a mentored teacher, youhave someone (mentor) who can help pull strings with yourbuilding administrator, and in turn with other officials in thedistrict or in the region. Ask if they can help set up a socialor professional meeting of first year teachers, or if not,perhaps- supply the names of such teachers. Your mentorprobably knows the representative of the state teachers'association or union who might be able to help with names.


A couple teachers like yourself could organize a meeting ofnew teachers. If you show initiative, you might be surprisedat the help others might lend.

The Formalized Mentor-Mentee Relationship

The relationship between mentor and first-year teacheras envisioned by this manual is formalized both in itsdesign and implementation. The implications of thisformal arrangement are important to understandbecause they create a path of responsibility from thetime mentoring is proposed until the time it is evaluated.Responsibility leads persons to create structures andprocedures to carry out their obligations. The endpurpose of all of this, of course, is to create thesupportive atmosphere within which the interactionbetween mentor and mentee takes place. Chapter Twodiscusses the essential components of a mentoringprogram and where the responsibility falls for each step.In the following section of this chapter, the individualresponsibilities of the three most active participantsbuilding administrator, mentor, and mentee aredescribed. Written for mentee understanding, thedescriptions help the beginner trace mentorshipprogram responsibilities as they develop and impactshim/her within the school. A knowledge of the processshould enable a mentee to become an active participantin the process instead of sitting back and waiting forthings to happen.

Administrator Responsibilities: The Building Principal (insmaller districts, perhaps the Superintendent/Principal,County Superintendent, or Supervising Teacher) has theduty of creating a structure that supports the mentor-menteepair at the school in which they work. This has to be anoperation that actually assists the participants, not justwords of encouragement. Some of the more important partsof a mentoring program that depend on the buildingadministrator follow:

Making the pairing: The principal will probably havethe most say in selecting your mentor. In the Montanamentorship study, they made a good match 90% of thetime. By the same token, if you and your mentor havepersonality conflicts that do not ease over time, the

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Formalized responsibility: I wasnot making him go out of hisway.

Mentee

Formalized - notleft to chance.


A need: more time for mentorand mentee to meet.

Mentee

I felt it was my right to ask as aformal mentee.

Mentee

Went in to talk with my mentee.Was met with a burst of tears and"Am I in the right profession?"

Mentor

administrator will have to execute whateverdisengagement is needed and reassign if appropriate.

)1' Timing of the pairing: You will probably be paired witha mentor before the school year starts and have achance to be together before the pupils arrive. That iswhat experienced mentors and mentees recommend.But your district or administrator may decide to wait for afew days or weeks before matching. The advantage inwaiting is to avoid an early mismatch.

Formal time for talk: Your administrator will work withyou and the mentor to set up formal times that the two ofyou can talk. If you and your mentor are able to work outthe times yourselves, the principal will need to agree.These talk opportunities need to be respected and notsacrificed to other pressures.

3"- Monitoring the process: It is unwise to assumementoring will start and proceed on its own. Theadministrator will be checking with you and the mentorfrom time to time. If periodic meetings with the three ofyou can be scheduled, that structure would ensuremonitoring.

Non-mentoring communication: You may expect thatyour mentor will provide you with some of theinformation you would normally get from theadministrator. Most officials have an open door policy;you can talk with the principal about issues whetherassociated with mentoring or not. Mentoring is, after all,a temporary thing and direct communication with theoffice will be the norm next year.

Mentor Responsibilities: It would take many pages todescribe the possible assistance a mentor could give a newteacher. But it can be briefly summarized by referring againto the concept of formalized responsibility. Some of theways mentees will see this responsibility exhibited includethe following:

1. If there were anything mentors in the Montana study feltmost acutely, it was the sense of responsibility towardthe beginning teacher mentee. This sense was theproduct of the formal arrangements structured into theprogram, the reward system, and the interaction that


ensued between the pair. As a mentee, the implicationof this arrangement is direct and of tremendousadvantage. You do not need to worry about imposingon the mentor's time. He/she expects it and feelsobligated to give you whatever time you need. Mentorsfeel they are rendering a real service, not only to you,but to the teaching profession. They take the obligationvery seriously, and their time with you is part of it.

2. Mentors are chosen for their knowledge andexperience. Mentees capitalize on this by receivingtimely information about the school, instead of having tolearn it by experience. As was noted earlier, experienceis a good teacher, but it can be indiscriminate and notvery efficient. Administrators noted that, whencompared to non- mentored teacher expectations,mentees progressed faster in their development. Theyalso credited mentors when beginners were better ableto learn a school's operating procedures.

3. Credibility and leverage are two "powers" thatmentors possess with the school faculty and staff. Asa beginning teacher in the school unfamiliar with theinternal politics, you may not recognize the mentor usinghis/her power for your benefit. But mentors tend to besomewhat protective of their newcomers and there areapt to be instances where other staff members did nottake advantage of you because of your association withthat person. When the year is done, the respect that youhave earned will take over.

4. Mentors will be able to get you started with the rightinformation at the right time. New teachers usually donot know what questions to even start asking, somentors are able to volunteer information in a prioritizedmanner that will be available to you at the appropriatetime. This is part of their responsibility to personalize theinformation for your specific needs, rather thanoverwhelming you with too much.

5. Mentors can teach you how to say "no." As abeginner, you want to appear cooperative, but too manyextras can bleed off all your free time and take awaymuch of your energy. Around the school, people, byintent or by innocence, may take advantage of the naivenewcomer. Clues from a mentor can be very valuable.

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I asked my mentor, "Whatdo we do with divorcedparents in the upcomingparent conferences ?"

Mentee

Some practices to avoid at thelocal level:

Exploit the uninformedGive newcomers dregsYoung whippersnapper attitudeDivisive school politicsNo-win situationsNo insulation from critics for

beginnerMentors and Mentees

BEST COPY AVAILABLE


You need to have the samephilosophy -- answer questionsbut not tell you what to do.

Mentee

Mutual reliance on each otherfor ideas.

Mentee

I was left alone to deal with amajor censorship issue -- but Iemergedstrongerfor it.

Mentee

Mentee Responsibilities: As the recipient of mentorassistance, you have obligations to the program and to thepeople who have contributed on your behalf. With theinformation contained in this chapter, you have some ideaof what those efforts are. Here are some menteeresponsibilities that can help you start to take command ofyou own professional growth:

t Show initiative and enthusiasm! The above discussion ofcontext knowledge -- you want to know how people are going toreact to you and your ideas -- may very well be a function of howyou react to them. People will feel rewarded working with you ifthey can read into your actions and words a sense of excitement,appreciation, get-up-and-go, and the other signs ofsomeone whois really "with the program."

Just as your mentor has a responsibility to make time forcommunication, you need to do your part by honoring that timeor letting the mentor know when you cannot. Some mentorsmay not know how to break the conversational icewith you. If you sense this happening, take the lead. Writedown a list of things you want to ask if you cannot easily bringup issues. Bring the list with you to the conversation.

As a new teacher, you represent a source of new ideasthat can potentially benefit the school. Share them with yourmentor and the other teachers when the time is right. Mentorswant to grow themselves, and you may be just the transfusionthey need. Much of the communication that takes place betweenyou may evolve into an exchange of ideas.

Ilt Finally, be a teacher of whom the school can be proud!No amount of mentoring can make up for a lack of personal andprofessional judgment. It is part of that characterlpackage youbring to the community and to the school. As a new teacher,your moral, legal, and ethical behavior in and out of school isgoing to be under scrutiny by the community. Teachers are heldto a higher standard than most other citizens in the way they dressaround school, the language they use, and other features thatdenote good role models for children. Because townspeople canbe fickle in their attitudes, don't be afraid to ask your mentor oradministrator if in doubt about visiting one of the local saloons,living out of town, buying locally, etc. If you aspire tobecome a respected professional educator, youractions and motives need to be unquestioned.

APPENDICES

Appendix A References

Appendix B Other Handbooks, Guides, andReports

Appendix C Administrative Sample Letters

Appendix D Reflective Questioning

Appendix E Checklist for Starting School Year

Appendix F Participants in Montana BeginningTeacher Support Program by Yearand District

Appendix G Steering Committee for The SingleBest Thing

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Appendix A - References

REFERENCES

Donovan, P. (1992) Support Systems for Beginning Teachers, Section P.Report to the Montana Certification Standards and Practices AdvisoryCouncil. Helena, Montana.

Fuller, F.E. and Brown, 0. (1975) Becoming a Teacher, in K. Ryan, Ed., TeacherEducation NSSE 74th Yearbook. University of Chicago Press, Chicago,Illinois.

Hall, G.E. (1982) Induction, The Missing Link, Journal of Teacher Education, 33(3).

Hollingsworth, S.D. (1994) By Chart and Chance and Passion: The Importanceof Relational Knowing and Learning to Teach. Curriculum Inquiry, 21 (2).

Morey, A.I. (1990) Introduction, in A.I. Morey and D.S. Murphey, Ed., DesigningPrograms for New Teachers, Far West Laboratory, San Francisco,California.

Olsen, D.G. and Heyse, K.L. (1990) Development and Concerns of First-yearand Re-entry Teachers With and Without Mentors. Paper presented at1990 AERA, Boston, Massachusetts.

Rogan, J.M. (1994-95) Changes from Pre to Post-Test Concerns on thePercentages of Types of Written Concerns by Mentees and ControlTeachers, in Spuhler, L. and Zetler, A., Montana Beginning TeacherSupport Program, Year Two Report 1994 and Year Three Report 1995,Montana Certification Standards and Practices Advisory Council, Helena,Montana.

Veenman, S. (1984) Perceived problems of Beginning Teachers. Review ofEducational Research, 54, (2), 143-178.

Wagner, L.A. (1990) A Concept for Analyzing State Supported New TeacherReform Efforts in California, in Morey, A.I. and Murphey, D.S., Ed.,Designing Programs for New Teachers, Far West Laboratory, SanFrancisco, California.

Appendix B Available Handbooks, Guides, and Reports

OTHER HANDBOOKS, GUIDES, AND REPORTS

This section provides a listing and brief description of a number of handbooks,guides and reports that are available to assist in the development andimplementation of a beginning teacher mentoring program or to broaden aninduction program.

Authors:

Title.:Publisher/Institution:

Date:Abstract:

Authors:

Title:Publisher/Institution:Date:Abstract:

Author:Title:Publisher/Institution:Date:Abstract:

Dr. Lee Spuhier, Project AdministratorDr. Alan Zetler, Project EvaluatorMontana Beginning Teacher Support Program: Final ReportBoard of Public Education, Certification Standards and PracticesAdvisory Council, 2500 Broadway, P.O. Box 200601, Helena, MT59620-0601, Phone: (406) 444-6576.1995The purpose of the report is to provide a description of a three-yearresearch project on the effect of mentoring and school/communityinfluence on a new teacher's development. The research shows thepositive effect that mentoring can have in easing the transition fromcollege to teaching.

Dr. Barbara LevandowskDr. Georgiann McKennaTeacher Induction Program HandbookWoodstock Community Unit, School District 200, Woodstock, IL 60098

1995-96The handbook is designed as a guide for the operation of the District200 Teacher Induction Program. It includes the program philosophy,goals and components as well as the roles and responsibilities of theadministrators, mentors, and beginning teachers.

Karen D. OlsenThe Mentor Teacher Role: Owners Manual - Fifth EditionBooks for Educators, P.O. Box 20525, Village of Oak Creek, AZ86341, Phone: (602)284-2389.1989This manual, written for mentor teachers and administrators, tracesthe implementation of the California Mentor Teacher Program. Itspurpose is to explore the potential of mentoring, to identify roles andtasks necessary to ensure a successful mentoring program and toexamine future directions.

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Appendix B - Available Handbooks, Guides, and Reports

Author:Title:

Publisher/Institution:

Date:Abstract:

Authors:

Title:Publisher/Institution:Date:Abstract:

Authors:

Title:

Publisher/Institution:Date:Abstract:

Victoria C. Bernhardt, Ph.D.Paving the Road to Excellence: Inducting New Teachers into theProfession - A Guide for AdministratorsInstitute for Advanced Studies in Education, College of Education,California State University Chico, Chico, CA 95929-0224,Phone: (916) 895-6165.1989The guide is designed primarily for the school administrator to assistin the development and implementation of an induction program fornew teachers into the profession.

Mr. Thom Brzoska Dr. J. Kenneth MillerDr. Jan Jones Ms. Joann MychaisDr. John MahaffyMentor Teacher HandbookNorthwest Regional Educational Laboratory, Marketing Office, 101S.W. Main Street, Portland, OR 97204, Phone: (503) 275-95001987The handbook is intended as a reference to the various skills andknowledge areas required for becoming a successful mentor. It canbe used as a resource to stimulate mentor/mentee teams to create .amutually beneficial and rewarding relationship.

Staff Tennessee Education Association and Appalachia EducationalLaboratoryBridges to Strength: Establishing a Mentoring Program forBeginning Teacher, An Administrator's GuideAppalachia Educational Laboratory, P.O. Box 1348, Charleston,WV 25325, Phone: (800) 624-9120.1988The guide offers assistance to administrators in planning andimplementation of a mentoring program by: 1) outlining essentialcomponents; 2) listing participants' responsibility; 3) describingmentor compensation; 4) describing a selection process; 5)presenting areas of training for mentors; 6) specifying work ofadministrators.

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Author:Title:Publisher/Institution:Date:Abstract:

Appendix B - Available Handbooks, Guides, and Reports

William S. EmrickMentoring HandbookOffice of Human Resources, Ferguson-Florissant School District,Florissant, MO 630311988This handbook focuses on the development of a mentor program atthe Ferguson-Florissant School District in Missouri. The program isdescribed under these topics: 1) program goals; 2) mentor selectioncriteria; 3) mentor teacher's tasks and duties; 4) definition of newteacher; 5) new teacher training; 6) program administration; 7)program evaluation; 8) mentor functions; 9) mentor teacher qualities;10) mentor behavior; and 11) beneficial aspects. It incldues a list ofwhat mentors can do and sample professional development plans fora beginning teacher.

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Appendix C Sample Letter #1

ADMINISTRATIVE SAMPLE LETTERS

Dear

Our school district is considering the establishment of a mentoring program forthe next school year. You are invited to be a member of a steering committee tostudy the feasibility of a formal program to provide the assistance of anexperienced teacher to help a beginning teacher achieve professional success.If the program is implemented, this committee will also be responsible forevaluating the program at the end of the first year.

The committee will provide its recommendations by the end of the first week inApril. Please contact my office by March 3 if you wish to participate in this mostimportant endeavor.

Sincerely,

77 78


Dear

Thank you for agreeing to serve on the mentor steering committee. The chargefor the committee will be the following:

1. District rationale for mentoringa. Definition of professional growthb. Possible positive aspects of a programc. Possible negative aspects of a programd. Recommendation to establish a program or not

If the committee decides to establish a program, the mentors will then considerthe following:

2. Scope of operationa. Size of the program (all new teachers or selected)b. Duration of assistance (1/2 year, 1 year, 2 years)c. Special unique school and community environment factorsd. Released time for mentor/mentee conversationse. Reward and recognition for mentorsf. Time for mentor/mentee pairings (August - September)g. Budget implicationsh. Disengagement optionsi. Program goals (first year)

The organizational meeting will be next Tuesday at noon. The committee willbe required to complete its deliberations by the end of the first week in April.

Sincerely,

78

79

MEMO

Appendix C Sample Survey #3

TO: Teaching StaffFROM: PrincipalRE: Mentoring Program

For the net school year we are planning to establish a mentoring program.What is Mentorind? "Mentoring is a formal helping relationship by which anexperienced educator assists a beginning teacher achieve professionalsuccess. A fundamental tenet Of teacher mentoring is the belief that the singlebest WAY" of developing and retaining entry, level teachers is to utilize theassistance of an established classroom teacher during the first year of thebeginner's induction."

At this time we need to ascertain how many teachers would be interested inbeing considered as potential mentors. From this identified pool of potentialparticipants, mentors will be selected to be paired up with next year's beginningteachers according to room proximity, grade level, subjects taught, etc.

Please contact the office by May 1 if you wish to be considered as a potentialmentor.

79 80


Dear

Congratulations upon being selected to participate in our newly establishedmentor program for the coming school year. The pairings for our school follow:

MentorsName - grade/subjectName grade/subjectName grade/subject

MenteesName grade/subjectName grade/subjectName - grade/subject

I plan to meet with the paired teams on August 20 and 21, starting at 9:00 am.This is several days prior to our regular pre-school meetings. During this timewe will discuss the details of the program and our roles and responsibilities.Please contact me if you have any questions.

Sincerely,

MEMO

Appendix C Sample Memo #5

TO: Steering Committee MembersMentor/Mentee TeamsBuilding Administrators

FROM: Program AdministratorsRE: Mentor Program Evaluation

There will be a meeting on Monday, May 5 at 3:30 p.m. to review the mentorprogram over the past year. The first objective of this meeting is to measure theattainment of the goals originally identified in the Rationale for Mentoring andthe Scope of Operation. The second objective is to recommend the programdirection for the next year.


General Questions to Facilitate Reflective Thinking

The following are suggested questions the mentor may use when talking with thementee to promote reflective thinking. The questions have the ability to take thementors out of the judgment process and places it in the hands of the mentees.

Describe what was going on today.

What was the purpose of the lesson?

In what ways was the learning appropriate for these learners?

How do you think the lesson went?

Did the learners achieve the learning?

On what did you base your decisions?

Can you recall what the students were doing that made you feel that way?

Did anything happen in the class that surprised you?

How does this compare with what you hoped/expected would happen?

What did you learn from today's events?

What seemed "right" to you today about what took place?

What are some issues or concerns you would like to explore?

What did you notice about the students?

What could be some of the reasons this happened this way?

If you imagined a replay, what would it look like?

Reprinted by permission from Beginning Education Support and Training (BEST),Connecticut State Department of Education

83


Questions Promoting Reflection

What pleased you most about this lesson?

Can you talk more about that?

Why do you think that happened?

What evidence do you have for that?

What do you need?

Has anything like this happened before?

Help me to understand...

What has worked for you in the past?

What have you tried so far?

Why did/didn't it work?

What did you take into account in planning this?

What did you expect would happen?

What do you want to happen?

What conclusions can you draw?

What does this remind you of?

What if it happened this way?

If you could replay the class, would you make any changes?

How else could you approach that?

How could you do that?

When is the concern most pronounced?

May I offer a resource?

May I share an experience?

Reprinted by permission from Beginninn Education Support and Training (BEST),Connecticut State Department of Education

84


Check ListPreparing for the First Day

Efficiency in the classroom is the hallmark of an effective learning environment.Established procedures, consistently applied and taught to your students at the onset of theschool year, will significantly improve your classroom management time.

Directions:

- Check ( ) each item for which you already have a prepared process.- Place an (X) by any item for which you do not have a policy but believe you need.one.- Highlight those items which you will teach the students the first day of class.

I. Beginning ClassA. Roll Call, Absent, TardyB. Academic Warm-UpsC. Distributing MaterialsD. Class Opening

II. Room/School AreasA. Shared MaterialsB. Teacher's DeskC. Drinks, Bathroom, Pencil SharpenerD. Student Storage/LockersE. Student DesksF. Learning Centers, StationsG. Playground, SchoolgroundsH. LunchroomI. Halls

III. Setting up Independent WorkA. Defining "Working Alone"B. Identifying ProblemsC. Identifying ResourcesD. Identifying SolutionsE. SchedulingF. Interim Checkpoints

IV. Instructional ActivitiesA. Teacher, Student ContactsB. Student Movement in the RoomC. Signals for Students' AttentionD. Signals for Teacher's AttentionE. Student Talk During SeatworkF. Activities to Do When Work Is DoneG. Student ParticipationH. Laboratory ProceduresI. Movement In and Out of Small GroupsJ. Bringing Materials to SchoolK. Expected Behavior in GroupL. Behavior of Students Not in Group

V. Ending ClassA. Putting Away Supplies, EquipmentB. Cleaning UpC. Organizing Class MaterialsD. Dismissing Class

VI. InterruptionsA. RulesB. Talk among StudentsC. Conduct


D. Passing Out Books, SuppliesE. Turning in WorkF. Handing Back AssignmentsG. Getting Back AssignmentsH. Out-of-Seat PoliciesI. Consequences for Misbehavior

VII. Other ProceduresA. Fire DrillsB. Lunch ProceduresC. Student HelpersD. Safety Procedures

VIII. Work RequirementsA. Heading PapersB. Use of Pen or PencilC. Writing on Back of PaperD. Neatness, LegibilityE. Incomplete WorkF. Late WorkG. Missed WorkH. Due DatesI. Make-up WorkJ. SuppliesK. Coloring or Drawing on PaperL. Use of Manuscript or Cursive (Bern)

IX. Communicating AssignmentsA. Posting AssignmentsB. Orally Giving AssignmentsC. Provision for AbsenteesD. Long-term Assignments

E. Term ScheduleF. Homework Assignments

X. Student WorkA. In-class ParticipationB. In-class AssignmentsC. HomeworkD. Stages of Long-term Assignments

XI. Checking Assignments in ClassA. Students Exchanging PapersB. Marking and Grading AssignmentsC. Turning in AssignmentsD. Students Correcting Errors

XII. Grading ProceduresA. Determining GradesB. Recording GradesC. Grading Long AssignmentsD. Extra Credit WorkE. Keeping Papers, Grades, AssignmentsF. Grading CriteriaG . Contracting for Grades

XIII. Academic FeedbackA. Rewards and IncentivesB. Posting Student WorkC. Communicating with ParentsD. Students' Record of GradesE. Written Comments on Assignments

Reprinted by permission from Mentor Handbook Northwest Regional Educational Laboratory, Portland, Oregon, 1987.

86 86

1

Appendix F - Participants in the 3-Year Beginning Teacher Support Program Study

Participants by Year and District in the MontanaBeginning Teacher Support Program Study

The following is a list of the schools, mentors, mentees, and administrators thatparticipated in the three-year Beginning Teacher Support Program study.Some of the participants are now teaching in different schools and some of thenames have changed due to marriage.

1992-1993School g Location g Mentor II Mentee g Administrator

Reichle Elem. Glen Linda Hicks Channon Williams Linda Hicks, S.T.Whitehall H.S. Whitehall Pat Severance Darcy Accord Jim McCrossin, Prin.Belgrade Elem. Belgrade Ellie Rothing Kris Menicucci Jan Riebhoff, Prin.*Twin Bridges Elem. Twin Bridges Verta Ann Dorseth Toni Day Doug Denson, Prin.Park City H.S. Park City Karen Madsen Joni Flom Terry Laughery, Prin.Billings Elem. Billings Ed Harris Julie Carlson Sandy Mossman, C.D.Hobson H.S. Hobson Jerry Feller William Petzke Dennis Fry, Supt.Morningside Elem. Great Falls William Salonen Susan Scotson Diane Farmer, Prin.Vaughn Elem. Vaughn Hallie Olson Brenda Shirley Frank McGowan; Supt.K.W. Bergan Elem. Browning Barbara Gallup Valerie After Buffalo June Tatsey, Prin.St. Ignatius Elem. St. Ignatius Lorraine McNamer Dan Durglo David Werdin, Prin.

S.T. = Supervising Teacher Prin = Principal Supt. = Superintendent C.D. = Cu riculum Director

* Toni Day was especial education teacher and it was arranged that she would have two mentors,Verta Ann Dorseth, elementary teacher in Twin Bridges, and Donna Waylett, special educationteacher in Dillon.

1993-1994School g Location II Mentor

11Mentee II Administrator

Emily Dickinson Bozeman Toby Rieder John Usher Dean Mikkelson, Prin.Rape lje H.S. Rape lie Wayne Erfle Joe Schladweiler Gary Scott, Supt.Joliet H.S. Joliet Vance Blatter Kevin Brooke Leo Lorenz, Supt.Shepherd J.H. Shepherd Gail White Jeannie Mclssac Gary Degouyer, Prin.Custer Co. H.S. Miles City Linda Coates Carmen Ferguson Fred Anderson, Prin.Lewistown Elem. Lewistown Lynne Wise Melanie Rapp Sid Wilson, Prin.Roy Elem. Roy Betty Maruska Dusty Sturm George Bewick, Supt.Saco H.S. Saco Beth Nagle Lode Martinez Larry Crowder, Prin.Matta H.S. Malta Steve Schumacher Loyd Rennaker Kelly Taylor, Prin.Harlem H.S. Harlem Cindy Heppner Debbie Jo Holman Jim Owen, Prin.Havre M.S. Havre Shirley Johnsrud Lorna Stremcha Jeff Pratt, Prin.Knees Elem. Chouteau Co. Margie Schuler Robyn Jones Larry Stollfuss, Supt.

S.T. = Supervising Teacher Prin. = Principal Supt. = Superintendent C.D. = Curriculum Director

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7

Appendix F - Participants in the 3 Year Beginning Teacher Support Program Study

1994-1995School I Location I, Mentor

I Mentee AdministratorColumbia Fls. Elem. Columbia Falls Suzanne Seaman Kathy Martin Trent Miller; Coor.Corvallis H.S. Corvallis Dale Campbell Russ Hendrickson Susan Schumacher, Prin.Drummond H.S. Drummond Don Anderson Lindsay Jones Walt Piippo, Supt.Flathead H.S. Kalispell David Hashley Greg Adkins Cathy McDevitt, Prin.Florence-Carlton Florence Gary Janego Julie Hansen Vance Ventresca, Prin.Helena H.S. Helena Doug Shenk le Josh McKay Ken Price, Asst. Prin.Heligate Elem. Missoula Carol Shaffner Marsha Hamilton Candace Johnson, Prin.Bissell Elem. Whitefish Terri Morris Sandra Ausenhus Ronald Kuehne, Prin.Poison H.S. Poison Bob Gunderson Marlin Lewis Ed Longin, Prin.K. William Harvey Ronan Denise DesJarlais Tammy Krahn Gary Gottfried, Prin.Victor H.S. Victor Mark Andrews Pings Lucy Braach, Supt.L.A. Muldown Elem. Whitefish Ann Audet

_DennisDarren Schlepp Bobbi Barrett, Prin.

S.T. = Supervising Teacher Prin. = Principal Supt. = Superintendent C.D. = Curriculum Director

1

-88

Appendix G Steering Committee & Professional Readers

The Single Best Thing Steering Committee

Bill Salonen, PrincipalMorningside School4119 7th Avenue NorthGreat Falls, MT 59403

Brenda HornerNorth Middle School2601 8th Street NEGreat Falls, MT 59406

Margie SchularChouteau County Joint ServicesP.O. Box 399Fort Benton, MT 59442

Doug Shenk leHelena High School1300 Billings AvenueHelena, MT 59601

Lee Spuhler3725 Laknar LaneDillon, MT 59725

Steve Gettel (CSPAC member)Montana State School for the Deaf and Blind3911 Central AvenueGreat Falls, MT 59405

Susan QuinnEast Middle School4040 Central AvenueGreat Falls, MT 59403

Robyn GoodBenton Lake ElementaryRural Route Box 29Floweree, MT 59440

Hal lie Olson127 10th LaneFt. Shaw, MT 59443

Josh McKayHelena High School1300 Billings AvenueHelena, MT 59601

Alan ZetlerP.O. Box 1002Dillon, MT 59725

School District Manual Readers

Victor Schools, District No. 7Lucy Braach, Superintendent of SchoolsMark Andrews, PrincipalDennis Pings

Emily Dickinson School, Bozeman District No. 7Dean Mikkelson, PrincipalToby RiederJohn Usher

Hellgate Elementary School, District No. 4Candy Johnson, PrincipalCarol ShaffnerMarsha Hamilton

1,000 copies of this public document were published at an estimatedcost of $2.75 per copy, for a total cost of $2,750.00, which includes$2,750.00 for panting and $.00 for distribution.

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