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. |
