Notes about mentors from
"The Good Mentor"
 James B. Rowley
  Educational Leadership May 1999

Many veteran teachers remember their first year in the classroom as a difficult and lonely time during which no one came to their aid 
…challenges are further exacerbated when mentor teachers receive no or inadequate training and only token support for their work

A good mentor is committed to the role of mentoring

Committed mentors understand that persistence is as important in mentoring as it is in the classroom 

Such commitment flow naturally from a resolute belief that mentors are capable of making a significant and positive impact on the life of another  

Good programs require formal mentor training as a prerequisite to mentoring  

The best mentoring programs provide specific descriptions of the roles and responsibilities of mentor teachers 

Good mentoring programs require mentors to maintain simple logs or journals that document conferences and other professional development that involves the mentor and mentee 

Programs that provide mentors with a stipend, release time from extra duties, or additional opportunities for professional growth make important statements about the value of the work and its significance in the school community 

The good mentor is accepting of the beginning teacher 

The foundation of any effective helping relationship is empathy 

The good mentor teacher recognizes the power of accepting the beginning teacher as a developing person and professional

Accepting mentors do not judge or reject mentees as being poorly prepared, overconfident, naive or defensive 

A training program that engages prospective mentors in reflecting on the qualities of effective helpers is an excellent place to start 

Equally important in the training protocol is helping prospective mentors understand the problems and concerns of beginning teacher as well as the stages and development of adult learning

The good mentor is skilled at providing instructional support 

Good mentors are willing to coach beginning teacher to improve their performance whatever their skill level

Many mentor programs stop short of delivering quality programs by being part of a culture that does not encourage teachers to observe one another in their classrooms (Imagine trying to help someone improve their tennis serve or their golf swing without ever seeing them, by listening to them describe what they think is happening. 

Mentors and mentees can engage in team teaching or team planning, mentees can observe mentors, mentors can observe mentees, or both can observe other teachers

The mentor training program should equip mentors with the knowledge, skills, and dispositions prerequisite to effective coaching 

Such training helps mentors value description over interpretation in the coaching process; develop multiple methods of classroom observation; employ research based frameworks as the basis for reflection; and refine their conferencing and feedback skills 

We need to give mentors and mentees time and opportunity to participate in pre conferences, classroom observations, and post conferences that lead to quality clinical support 

The good mentor is effective in different interpersonal contexts

Good mentors adjust their mentoring communications to meet the needs of the individual mentees 

Good mentors must posses deep understanding of their own  communication styles and a willingness to objectively observe the behavior of the mentee 

Mentor training programs that engage mentors in completing and reflecting on self-inventories that provide insight to their leadership or supervisory styles are particularly helpful 
1. The Supervisory Beliefs Inventory (Glickman, 1985) 
2. The Leadership Adaptability and Style Inventory (Hershey & Blanchard, 1974 
3. Mentoring the New Teacher Series (Rowley & Hart 1993) video tape 

The good mentor is a model of a continuous learner 

Some mentor programs reward mentors by giving them extra  professional development days or extra support to attend professional conferences related to their work

Beginning teachers rarely appreciate mentors w/ right answers to every question and the best solutions to every problem

Good mentor teachers 
    wsearch for better answers, and more effective solutions to their own problems 
    wmodel commitment by a willingness to learn from their colleagues, including beginning teachers
  wmodel a willingness to pursue pro growth through a variety of  means
   lead & attend workshops, teach & enroll in grad classes
   develop & experiments w/ new practices
   write/read pro journals
   SHARE new knowledge with beginning teachers in COLLEGIAL manner 

The good mentor communicates hope and optimism 

Mentors: They Simply Believe (Lasley, 1996) 

Crucial characteristic of mentors is the ability to communicate their belief that the person is capable of transcending present challenges and of accomplishing great things in the future

Good mentors share their own struggles and frustrations and how they   overcame them IN A CARING AND GENUINE WAY THAT ENGENDERS TRUST

Quality programs use caution to avoid using veteran teachers who have  lost their positive outlook

If teachers and Administration value mentoring highly and take it seriously, mentoring will attract caring and committed teachers who recognize the complex and challenging nature of the classroom teaching.

Mentoring will attract teachers who demonstrate their hope and optimism for the future by their willingness to help a new teacher discover the same joys and satisfactions that they have found in their own career.