Vocabulary for Mentoring and Induction
Barry Sweeny

- Return to Mentoring Information Categories List -

The following vocabulary are offered for the sake of clarity in this document, but not to suggest words that should be adopted by every Illinois mentoring program.

Beginning Teacher
Any 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.

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.

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 Partners
The partners in the Illinois Induction Initiative are the mentors and their proteges, the protege's supervisor/evaluator, the school district, the district's Regional Office of Education or (in Cook County) the district's Intermediate Service Center, the representatives of the universities teacher education programs, and the Illinois State Board of Education.

You may copy and distribute this paper as long as you do so for free and maintain the following credits:

© by Barry Sweeny, Resources for Staff & Organization Development

26 W 413 Grand Ave. Wheaton, IL 60187 (630) 668-2605, E-mail [email protected]

Web site at <http://www.teachermentors.com>.