Discusses principles for selecting mentor teachers, and for pairing mentors and beginning teachers. (SR)

In a survey of 124 teachers who mentored beginning teachers, 98 described mentoring in terms of metaphors related to interpersonal relationships, teaching, problem prevention, providing direction, and growth/creativity. Metaphors revealed a wide range of mentoring approaches, and discussion of them was thought useful to mentors and proteges. (SK)

This study examined advice-seeking by beginning teachers. Researchers surveyed 128 beginning teachers and their mentors who were participants in the University of Wisconsin-Whitewater's Beginning Teacher Assistance Program, a university-based program that offers support to small- and medium-sized local school districts. Beginning teachers were…

Staff developers recently spotlighted critical issues facing schools or districts trying to develop or improve beginning teacher mentoring programs. This article excerpts their suggestions, explaining how to build and support effective mentoring programs via: selecting mentors and matching mentors and mentees; mentor training; bringing a focus to…

Five veteran teachers reflected on the positive influences of mentoring younger colleagues. Interviews indicated that three areas enhanced the colleagues' professionalism (creating their own schedules, expanding their view of teaching, and continuing their professional growth). This paper presents insights about mentoring, noting programmatic…

This paper is intended to supplement the relatively scant amount of information available to principals on mentoring and mentor programs for beginning teachers. Suggestions include: learning the basic principles of effective new teacher mentor programs with respect to design, implementation, and evaluation; understanding the local new teacher…

Presents a history of beginning teacher mentoring, discussing what has been effective and suggesting that the best mentor programs provide funding, time, and expertise. Tips for success include: integrate mentoring with the school community, define "new teacher" and "mentor" broadly, maximize mentor training and ongoing support, and continue…

Presents suggestions for principals who want to maximize the benefits of their beginning teacher mentoring programs. This includes: highlighting the mentoring program; selecting mentors; making appropriate teaching assignments; orienting faculty and staff; informing parents and students about the mentoring program; respecting confidentiality;…

Describes four emerging trends and their implications for beginning-teacher mentoring programs: High-stakes mentoring, a varied pool of beginning teachers, new types of mentors, and newly emerging professional cultures in schools. (PKP)

In examining how 103 principals' roles may have changed and how they felt about changes resulting from new teacher mentors' presence in the program, this study found that most saw mentors as a helpful supplement to their staffs, that most wanted to participate in selecting the teacher who would have a mentor, and that nearly all strongly supported…

This study is based on a survey of classroom teachers who identified themselves as having served at least once as a cooperating teacher for a student teacher and at least once as a mentor for a beginning teacher in a formal mentoring program for beginning teachers. Analysis of the study data, based on 157 usable surveys and follow-up interviews…

Interviews with 29 participants in state-mandated mentoring of beginning teachers, school counselors, and school librarians revealed that the most prominent mentor roles were assisting beginners' adjustment to the job and providing feedback. The mentor's role with respect to curriculum and teaching skills was less prominent. Expectations for…

Beginning school teachers (N=13), beginning school librarians (N=2), mentor teachers (N=13), and a mentor counselor were interviewed to elicit their perceptions of the personal and general educational benefits of a state-mandated mentoring program. Cited benefits of mentoring for the beginner included: (1) encouragement and support, particularly…

In 1974, the University of Wisconsin Whitewater introduced a university-based mentor program for beginning teachers in its service area. A decision was made at the end of 1999-00 to re-direct the focus of the program from sponsoring a stand-alone mentor program to supporting districts in creating or improving their own mentor programs. This paper…

This paper reviews variations in formats and outcomes of mentoring programs for beginning teachers and then reports on a study of an urban mentor teacher program from the perspective of principals. The program's most distinctive feature was the collaborative process used in its development and implementation. The initial concept was formulated at…