06+Mentoring

= **Mentoring** =


 * Text Support & Personal Experience:**
 * There were several text selections to choose from for mentoring, but a couple that really stood out to me were, "In addition to buddy teachers, all new teachers are assigned "consulting teachers" to observe their teaching, coach them, and engage them in professional planning and self-assessment...new-teacher mentors, buddies, and consultants develop important leadership skills of their own" (2003, p.38). I know this could also be used for coaching, but I think both coaching and mentoring can go hand in hand and overlap. I like the idea they are using in California regarding buddy and consulting teachers to really assimilate the newer teachers much more easily. Lambert also writes, " Because the new principal will have much to offer as well...reciprocal relationships and establish that professionals have many things to learn from each other" (2003, p.39). Reading this situation really reminded me of the first school I student taught in. There was a new principal that year that was also new to the district and state. A veteran principal who was now working in a different position in the district was assigned to be the new principal's "buddy" or mentor. They basically stuck to each other like glue and she would often co-lead meetings and workshops with him to introduce him slowly to the new ways and policies of the district. They bounced ideas off of each other and it was evident that they were sharing equal roles and that no one individual was above the other. As time went on, towards the middle part of the year, she spent less time with the new principal as he was beginning to get a grasp of how to engage in his role by himself. It was a great learning experience to see how positive the system was and how well it worked. - Monica


 * Lambert states that the "mentoring process [involves] coaching, feedback, modeling, provisions for leadership experiences, training, and participation in arenas outside of the classroom and school....[and] can help educators to become better at problem-solving and decision making, offers both support and challenge, and facilitates a professional vision" (2003, p. 36) For this reason, I believe that mentoring is important for leadership capacity for not only the mentee, but also the mentor. It helps build (in the mentee) and develop (in the mentor) several of the necessary leadership skills. Lambert also states that "mentors often see greater possibility in their mentees than do the mentees themselves, who tend to live up to their mentors' expectations when a deep belief in their capacities is expressed" (2003, pg. 36). I know that my mentor pushed me to do more and take risks as a leader. I'm not sure I would be the same teacher I am today without that experience. ~Kate


 * Do not have much to add regarding citations, but know that I am happy to mentor and be a cooperative teacher with UWM students. When I first started to coop teach I was a bit nervous about being too critical, but then realized as Lambert states that "mentors often see greater possibility in their mentees than do the mentees themselves" (2003, p. 36). I realized I owed it to them to look long and hard for areas of growth and I do see things (mostly good) that they do not. It's a wonderful responsibility and actually makes me work harder to live up to their expectations as well. -Laura


 * As a new teacher, one thing that I look for in a school district is their mentor program. I think as a first year teacher, it is crucial to have a go-to person for questions, concerns, planning, etc. It also allows a new teacher a friend, and a person they can trust to help open doors in the school. The first three years of teaching can either make it or break it for a new teacher, and if they have a mentor they are more likely to succeed. Lambert agrees by stating that, "Veteran teachers benefit by assuming the important professional leadership role of mentor, thus accepting responsibility for the professional success of their colleagues (much as they do, in their roles as classroom teachers, for the success of their students). Veteran teachers powerfully influence their new colleagues by modeling the professional norms and behaviors that contribute to quality instruction and teacher leadership, such as engaging in reflective inquiry about classroom practice, focusing on and accepting responsibility for student learning, striving continuously to learn new skills and adapt them to classroom practice, and valuing colleagueship and professional dialogue in the service of high professional standards." (2003, p. 38) Not only are new teachers benefitting from having a mentor, but the mentor teachers are also benefitting from this experience! One of my goals as becoming a veteran teacher is to become a mentor, and continue the cycle of helping new teachers! -Kelly