ERIC Digest. ERIC Identifier: ED2. Publication Date: 1. Author: Source: ERIC Clearinghouse on Teacher Education. Washington DC. Mentoring is the establishment of a personal relationship for the. In education, the value of. Evenson, 1. 98. 2). Mentoring programs have been implemented recently for. This digest. describes teacher mentoring and its different applications. Mentor- protege relationships grow out of voluntary interaction. The mentor- protege relationship has a life cycle: introduction; mutual. People become mentors to pass down information to the next generation. Mentors encourage proteges in setting and attaining short- and long- term. Mentors guide technically and professionally. Mentors teach proteges. Mentors protect proteges from major mistakes by limiting their exposure to. Mentors provide opportunities for proteges to observe and participate in. Mentors are role models. Mentors sponsor proteges organizationally and professionally. Mentor- protege relationships end, amiably or bitterly. Voluntary participation becomes mandatory for the. At the same time the sphere of influences in which the mentor would. The. mentor does not have the freedom to direct the protege's activities nor the time. The mentoring. relationship can be supported by creating a school environment which openly. Mentors gain the satisfaction of being able. A Promising Strategy for Youth Development! Jekielek, M.A., Kristin A. Although enthusiasm for mentoring is high, program evaluation and documentation of children's outcomes is less common. This study examined the effects of school-based mentoring programs from the vantage point of. MENTOR fuels the quantity and quality of mentoring relationships for the world’s. MENTOR maintains the Mentoring Connector, the only national database of youth mentoring programs connecting volunteers to opportunities in. Case Study Methods Mentoring Templates 0. California State Board of Education, 1. Krupp, 1. 98. 4). Much of this. knowledge is intangible and is not contained in teacher preparation programs. It. might be lost entirely if it were not rediscovered by each beginner. The. questions from beginning teachers provide opportunities for mentor teachers to. An Evaluation Study Of Mentoring Programs In Connecticut NoticeOne of the most. recognized uses of mentoring is the conveyance of operating procedures to the. Evenson, 1. 98. 2). The mentor provides the protege with opportunities to develop. ![]() Although mentoring programs are well. For example, programs did not. Evaluation Our Programs Work! The evaluation was conducted by American Institutes for. The mentoring study was supported by Grant No. 2013-JU-FX-0027 awarded by the Office of Juvenile Justice and Delinquency. This permits continuous. Classroom skills develop. The mentor also guides. Finally, the. mentor directs the protege to professional organizations for academic and. A school which enthusiastically welcomes beginning teachers and. Driscoll et al., 1. Furthermore, close. Involving experienced teachers. An effective mentoring process is built on a. The objective of the process is assistance. Both. trust and assistance are placed in serious jeopardy if the mentor is saddled. Assessment, however, is an important part of. California State Board of Education, 1. Programs can resolve. This seems to indicate that schools can establish an environment. Some criteria and methods for mentor selection are suggested by. Driscoll in her description of the Utah Teacher Evaluation Program. The. California Teacher Mentor Program (California State Board of Education, 1. Model School Project of Louisville (Benningfield et al., 1. Proteges become good teachers by assimilating. The. latter is unlikely unless the beginning teachers are matched judiciously with. The mentor is a guide. Driscoll et al., 1. EXISTING PROGRAMS: MODELS FOR FUTURE DEVELOPMENT. Krupp (1. 98. 4) describes one of few wholly mentoring programs. This. experimental program conducted in Connecticut elementary and secondary schools. Successive workshops for volunteer program participants. Many induction programs seek to qualify. The literature provides many examples of these. Galvez- Hjornevik, 1. Another. purpose for supporting the teacher mentor/protege relationship with additional. The Charlotte- Mecklenburg Schools Career Development Program. Schlechty, 1. 98. These programs back up both the mentor and the protege. The system has received favorable reviews. In these specific programs. Both programs professionalize the mentoring. The concept of training experienced teachers to advise and monitor a. Galvez- Hjornevik's Appendix from Zeichner- 1. The. California and Louisville programs borrow the best of master teacher programs. Most of the programs using teacher mentoring are less than four years. Long- term objectives, including the retention of new teachers and. Furthermore, mentors do. Califonia State Department of Education, 1. Krupp, 1. 98. 4). The varieties of. THE MENTOR RELATIONSHIP. A STUDY OF MENTORS. AND PROTEGES IN BUSINESS AND ACADEMIA. CALIFORNIA MENTOR TEACHER PROGRAM. Far West Laboratory for Educational. Research and Development. Note: most of this material appears in JOURNAL OF TEACHER. EDUCATION 3. 7,1 (January- February 1.
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