Possible
Mentor Roles
© 2008 by Barry Sweeny
Definition : A ROLE is a description of what a mentor is to
be like - the kind of person they must be to be effective.
THE MENTOR SHOULD BE:
1. A HELPER BY BEING:
A. A RESOURCE - A BASE OF EXPERIENCE
ON METHODS and TEACHING OPTIONS
B. A GIVER - OF TIME, ENERGY and SUPPORT
C. A LINKER - TO "BROKER" RESOURCES
and HELP THE PROTEGE UTILIZE THEIR OWN LIFE LESSONS IN PRACTICE
2. A COLLEAGUE BY
BEING:
A. AN ADVOCATE - FOR THE CHILD, THE PROFESSION
and THE PROFESSIONAL
B. A CELEBRANT - TO SHARE THE JOY and
BUILD PROFESSIONAL SELF ESTEEM
C. A CONFIDANTE - ESTABLISHING and MAINTAINING
THE MUTUAL TRUST and REGARD NECESSARY FOR RISK-TAKING AND
GROWTH
D. A LISTENER - CARING ABOUT THE BEGINNER,
THEIR IDEAS, DREAMS and CONCERNS
3. A MODEL
BY BEING:
A. A FACILITATOR - ENABLING THE PROTEGE
TO BECOME AN INDEPENDENT, MATURE PROFESSIONAL
B. A QUESTIONER - TO PROMOTE THINKING,
ANALYSIS, DIAGNOSIS, PROBLEM -SOLVING and PLANNING
C. A VISIONARY - WITH A DREAM FOR TEACHING
and LEARNING and A BELIEF IN THE NEW PROFESSIONAL
D. REFLECTIVE - BY OBSERVING, DISCUSSING,
GIVING FEEDBACK and SEEKING TO GROW THEMSELVES
E. A SITUATIONAL LEADER - THAT CAN SEIZE
"TEACHABLE MOMENTS" and CREATE GROWTH OPPORTUNITIES
BY BEING:
- 1. A TEACHER - SUGGESTING and ASSISTING
IN DEVELOPMENT OF INCREASED OPTIONS FOR BETTER TEACHING
- 2. A MOTIVATOR - TO CHALLENGE, ENCOURAGE
and PROMOTE THE DISCOVERY OF UNDEVELOPED POTENTIAL
- 3. A LEADER - WHO IS SELF DIRECTED and
WORTH FOLLOWING
- 4. A NEEDS ASSESSOR - WHO RECOGNIZES
STAGES OF DEVELOPMENT and READINESS FOR GROWTH
- 5. FLEXIBLE - ABLE TO ADAPT RESPONSES
TO FIT NEEDS
Possible
Tasks for Mentors of New Teachers
© Barry Sweeny, 2008
- THE FOLLOWING ARE THE KINDS OF ACTIVITIES IN WHICH MENTORS
MAY BE INVOLVED.
- However, what you actually do should be determined by the
needs of your protege if those can be determined.
1. Assist the protege in selecting opening of school events
to attend
2. Work with the protege to prepare the classroom and plan
the curriculum for opening of school.
3. Meet with the protege for introductions and to schedule
other work
4. Provide orientation for the protege to the:
- Classroom and students
- School layout, resources and staff
- Community and other district sites
5. Inform the protege of local procedures and expectations
of educators
- In the school
- In the classroom
6. Help the protege locate needed resources, equipment,
and services
7. Meet regularly with the protege outside of the school day to
talk about your joint work, the students, and the protege's reactions
and ideas
8. Develop plans, assign tasks, and set goals for your work together
9. Demonstrate strategies to increase effectiveness and efficiency
of your work
10. Be a one-to-one staff developer for the protege by helping
to:
- Analyze and evaluate ideas and experiences
- Develop and test out solutions to problems
- Encourage self assessment and understanding
- Promote protege self confidence and learning
11. Discuss current, relevant educational research
and theories and model a desire to learn more about them and to
improve your use of them in your classroom to increase student
learning
12. Model effective instructional practices and openness to feedback
about your teaching and its impact on student learning
13. Demonstrate a willingness to be flexible and to adapt as appropriate
14. Arrange other experiences for the protege such as:
- Visits with others who are models the protege needs to see
- Attendance at staff development or at committee meetings
- Research on topics relevant to teaching and classroom work
15. Use observation and conferences to coach the
protege to develop:
- Interpersonal and communication skills
- Skillful use of observation and need assessment
- More effective instructional plans
- More flexible use of teaching strategies to implement plans
16. Set goals and implement plans for their growth
as a mentor
17. Support the work and growth of other mentors and their proteges
18. Evaluate the mentor program and offer improvement suggestions
