The Mentor’s Role in the School

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					The Mentor’s Role in the
The Mentor-Mentee Relationship
        Who’s in the room?
• I’ll ask a series of questions about your
  teaching role or experience.
• In response to each, if your answer is
  “Yes,” please stand up.
• Be warned: you may be standing up
  more than once.
    Professional Growth:

• What do new teachers
  need from their mentors?
    New teachers need mentors
            who are…
•   Active listeners
•   Responsive guides
•   Available and accessible supporters
•   Relationship builders
  “What can my mentor do for
• Take 3 minutes to read through the list on
  pages 1.4 – 1.6 of supports that NTP mentors
  provide for their mentees.
• Think of a specific teacher needing support.
• As you read, circle or underline those which
  might address the needs of this teacher.
• Then, take 3 minutes to discuss one of these
  with a neighbor.
  3 Approaches to Mentoring:
• Instructive--when the teacher asks directly for
  expert guidance;
• Collaborative--when the teacher and the
  mentor work co-operatively to develop plans,
  examine data, or identify next steps
• Facilitative--when the teacher actively directs
  the planning, evaluation, problem-solving or
 Video: “Two Portraits of New
     Teacher Induction”
• As you watch, try to identify the
  mentor’s use of one of the 3
  approaches: instructive, collaborative,
  and facilitative.
• Capture any verbal or body language
  the mentor might in this approach.
• Compare notes with a neighbor.
  Why do new teachers need
• “…for every day that a teacher is
  fumbling and struggling is a day that
  these children lose. So I think that
  mentoring helps us help children--which
  is what we’re in the business of doing.”

(Stephanie Gates, Mentor, Chicago NTP)

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