This monograph surveys the literature and provides a broad understanding of the concept of mentoring and of the application of mentoring to teaching. A synthesis is presented of the research on mentoring, including an explication of the origin, value, and essence of the mentoring concept; the rationale for mentoring beginning teachers; and mentoring goals. Specific suggestions are presented for the mentoring teachers themselves and for establishing an effective teacher mentoring program. The mentoring process envisioned consists of four phases: (1) developing the relationship, preferably outside the teaching day; (2) mutually determining the mentoring content; (3) applying effective mentoring styles and strategies, generally relating to initiator- or responder-type styles and directive or nondirective strategies; and (4) disengaging the relationship so that the beginning teacher will not feel trauma but will be able to organize colleague-support networks. A 130-item bibliography is included. (JD)