Most schools have mentor programs in place to help beginning teachers. The challenge now is to ensure that beginning teachers are assigned high-performance, highly qualified mentors. High-performance mentors are not born that way—they need training to gain the skills and knowledge needed. As with teaching, mentors exist on a continuum from low-performing to high-performing, but can move though the developmental stages as they gain experience and reflect on prior mentoring experiences.
James Rowley's mentoring framework has been used to train thousands of mentors to develop the essential characteristics of high-performance mentoring: committing, accepting, communicating, coaching, learning, and inspiring. Mentoring can be a challenging, rewarding, and mutually satisfying experience that contributes to the personal & professional growth of each participant. Or it can be a frustrating, disappointing, and mutually unsatisfactory experience that contributes nothing to personal & professional growth.
Use this book to ensure that your mentors and mentees grow in their teaching practice as a result of the mentoring experience.