Principles of Mentoring

Developed by the Association of Teacher Educators (ATE) Commission on Roles & Preparation of Mentor Teachers. Taken from the 1992 book by this commission "Mentoring: Contemporary Principles & Issues".

Return to Guidance for Mentor Program Development Page


THE MENTORING PROCESS:

1. Mentoring is a complex process and function.

2. Mentoring involves support, assistance, and guidance, but not evaluation of the protege.

3. Mentoring requires time and communication.

4. Mentoring should facilitate self-reliance in proteges.

 

MENTORING PROGRAMS:

5. Mentoring is BIGGER than induction.

6. Mentoring programs should involve local school districts in collaboration with institutions of higher education, state departments of education, and teachers' bargaining groups.

7. The structure of mentoring programs should be consistent with school district goals.

8. Mentoring programs should be evaluated

 

SELECTION AND PREPARATION OF MENTORS

9. Mentors should be selected based upon identified criteria.

10. Mentors should be prepared (trained) and offered incentives for their work.