Teacher Mentors
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Teacher Mentors

Vocabulary for Mentoring and Induction

The following vocabulary are offered for the sake of clarity in this document, but not to suggest that these specific words that should be adopted by every mentoring program. However, every program should give participants a glossary so that, whatever the meanings are you use, everyone will know the same meanings.

Beginning Teacher
Any novice educator with less than two years of recent experience, whether a classroom teacher or in a specialist's role such as a school nurse.

Recent Experience
At least half-time paid work which was in the same or a similar job responsibility to that for which the person is being hired, which has taken place within the most recent five years

New Teacher
Any educator with at least two years of recent experience but who is new to the district, whether a classroom teacher or in a specialist's role such as a school psychologist.

Protege
The role that a beginning or new teacher assumes when working with a mentor. That role assumes a willingness to actively work with and learn from the mentor.

Mentor
The critical role and responsibility assumed by an experienced and wise educator who agrees to help, build a relationship with, and facilitate the professional growth of one or more proteges. Mentors are to be models of effective teaching and of a very visible desire to continue to grow professionally, every day, and throughout the career.

The Mentoring Process
A developmental process in which a new and an experienced educator commit to working and learning together over at least two years for the purpose of mutual support and professional development. The mentoring process includes a series of phases as the mentor's leadership of the process is adapted to the developing strengths of the protege. The result of an effective mentoring process is a self-confident and competent professional educator who also values what educators can do collectively on behalf of their students.

The Mentoring Relationship
The developmental relationship of a mentor and protege which is characterized by confidentiality, trust, caring, and mutual support. The mentoring relationship creates the necessary context of safety and confidence for the mentor and protege to take the risks of trying new teaching strategies and of learning in front of each other. This context is necessary for accelerated professional growth.

Induction
The process of becoming a full member of a profession. A "high impact' induction program includes mentors, orientation, training, observation of expert practitioners, peer support groups, and professional growth goals, plans and portfolio.

 
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