The good mentor is committed to the role of mentoring. The Great Expectations Education Program for Foster Youth was launched in 2008 at 5 community colleges. They model this commitment by their openness to learn from colleagues, including beginning teachers, and by their willingness to pursue professional growth through a variety of means. Mentoring research: A review and dynamic process model. Mentoring is a great opportunity to deliver a rewarding and potentially life-changing experience for both the mentor and the mentee. Accepting mentors do not judge or reject mentees as being poorly prepared, overconfident, naive, or defensive. Young, A. M., Cady, S., & Foxon, M. J. American Psychological Association, Members Furthermore, these programs often suggest guidelines for frequency of meetings. The good mentor is accepting of the beginning teacher. Different mentors may be able to address different developmental needs of mentees in order to facilitate career progress. The necessary and sufficient conditions of therapeutic personality change. The number of complex circumstances and interactions in a mentor relationship are limitless, but basic social etiquette can be applied successfully in most cases. (2012, January 1). Finally, although the majority of mentor teachers would do this important work without compensation, we must not overlook the relationship between compensation and commitment. Good mentors share their own struggles and frustrations and how they overcame them. (2006). Most important, they share new knowledge and perplexing questions with their beginning teachers in a collegial manner. First, good programs require formal mentor training as a prerequisite to mentoring. Results and Certificate. Rather, should new teachers exhibit such characteristics, good mentors simply view these traits as challenges to overcome in their efforts to deliver meaningful support. Rather, it is anchored in the knowledge that mentoring can be a challenging endeavor requiring significant investments of time and energy. The mentor's judgment in selecting a good mentee may be questioned as well as the quality of the mentor's counsel and advice. The typology of developmental networks is described by two dimensions: (a) the diversity of social systems from which mentees draw upon to form developmental relationships, and (b) the strength of these relationships. Mentoring is important, not only because of the knowledge and skills students can learn from mentors, but also because mentoring provides professional socialization and personal support to facilitate success in graduate school and beyond. I often ask mentors-in-training whether they could imagine helping someone improve a tennis serve or golf swing without seeing the athlete play and with only the person's description of what he or she thought was wrong. Programs that solicit important matching criteria from both parties are more likely to initiate successful mentorships. Although sexual relationships are not confined to cross-gender mentoring, no research on sexual relationships in same-gender mentoring has been published to date. Alexandria, VA: ASCD. Programs that provide mentors with a stipend, release time from extra duties, or additional opportunities for professional growth make important statements about the value of the work and its significance in the school community. Table 1 (PDF, 182KB) illustrates how different mentors may help a mentee address a variety of developmental needs. Typical guidelines suggest one or two meetings per month and specify the mentee as the responsible party to initiate these meetings. Mentors who have professional roles that are superior to the mentee often have power to affect the mentee's career development. Further, the task force hopes these efforts will inspire diverse educational, research, and policy outcomes. Supporting New Teachers If a point of conflict or confusion arises, each person should be willing to resolve that issue. Much has changed in the past decade, however, because many school districts have established entry-year programs that pair beginning teachers with veteran, mentor teachers. Although not intended to be comprehensive, this Introduction to Mentoring outlines key points that are essential to the development of rapport and the evolution of functional mentor relationships. There may be nothing left to learn, the mentee may want to establish an independent identity, or the mentor may send the mentee off on his or her own the way a parent sends off an adult child. Relational engagement and development networks. The separation stage generally describes the end of a mentoring relationship. The characteristics of a helping relationship. Beginning teachers can display widely different attitudes toward the help offered by a mentor. More recently, Higgins, Chandler, and Kram (in press) provide a theoretical framework to reconceptualize mentoring. The APA's Ethical Principles of Psychologists and Code of Conduct is subdivided into five general principles and 10 standards (APA, 2002). Mentor Mentoring is an active partnership between committed employees to foster professional growth and career development. Personnel and Guidance Journal, 37, 6–16. The Match Characteristics Questionnaire (MCQ) is unique in the range of match quality indicators that it measures. Thus, multiple mentors may be better than a single mentor. It is important for both the mentor and mentee to be aware of any changes that have occurred. Regardless of the nature of the experience, the purpose is to promote collegial dialogue focused on enhancing teacher performance and student learning. Training and Development Journal, 28(2), 1–15. Good goals are specific, measurable, attainable, relevant, and time-bound. Beginning teachers rarely appreciate mentors who have right answers to every question and best solutions for every problem. Institutions of higher learning and education … A long term goal is to establish web-based networking for the APA membership. Formal mentoring programs: A “poor cousin” to informal relationships? Perhaps the most visible interpersonal problem in mentoring occurs when the relationship moves from a professional one to a personal one. Although this seems obvious, many mentor teachers stop short of providing quality instructional support. Although there is some research to support the use of multiple role models or mentors (cf. Although this may not be sufficient to guarantee a successful mentor relationship, any relationship without a shared sense of respect is likely to quickly become dysfunctional. Develop a theory of action for how the mentoring … Mentor training programs that engage mentors in completing and reflecting on self-inventories that provide insight into their leadership or supervisory styles are particularly helpful. Although mentoring is generally defined as a relationship that helps the mentee and the mentor, problems in the relationship may hinder the career development of either individual. The mentoring relationship is inherently flexible and can vary tremendously in its form and function. The mentor teaches the mentee valuable lessons gained from the mentor's experience and expertise. To gather support for this endeavor, the task force established partnerships with the Policy and Planning Board as well as other boards and committees. Glickman, C. (1985). ... (MCQs) and an assignment. For mentor teachers working in school-based programs, such a quality is no less important. A training program that engages prospective mentors in reflecting on the qualities of effective helpers is an excellent place to begin. A mentor reaches out to a mentee (or vice versa) and a relationship develops which benefits the mentee's professional development. Good mentor teachers recognize that each mentoring relationship occurs in a unique, interpersonal context. Ragins, Cotton, and Miller (2000) found such guidelines were related to more frequent meetings and more mentoring. Mentors may be jealous when their mentees outshine them. Such a relationship would not help the mentee establish his or her own independence and would intensify difficulties in the separation stage. The relationship is most likely to be initiated by the mentee as she or he seeks support around a specific task. They develop and experiment with new practices. Across the top of the table are six types of mentoring relationships describing mentors who are senior, peer, or junior to the mentee, and also describing matches based on professional interest, demographics, or common values and experiences. This belief is not grounded in naive conceptions of what it means to be a mentor. They write and read articles in professional journals. Among the factors contributing to this problem is a school culture that does not encourage teachers to observe one another in their classrooms. Mentoring arrangements match a more experienced employee with … 2. ). Loevinger, J. Boston: Allyn & Bacon. These mentors also can use their power indirectly, by influencing people who are directly responsible for the mentee. PDF | Mentoring programme is an important element for personal and professional development of medical students. Filstad (2004) observed that most organizational newcomers had multiple role models that served different needs during the work adjustment process. This simple fact, when overlooked or ignored by a mentor teacher, often leads to relationship difficulties and diminished support for the beginning teacher. Some mentors may conceptualize the relationship as a business arrangement in which both parties benefit and some mentees may feel entitled to the attention of the mentor. The actual process of addressing this principle will be related to the purpose of the mentoring. How can we encourage mentor teachers to be more accepting of new teachers? Four career-related and four psychosocial mentoring functions are described for early career psychologists. MISSION: ASCD empowers educators to achieve excellence in learning, teaching, and leading so that every child is healthy, safe, engaged, supported, and challenged. And always, they do so in a genuine and caring way that engenders trust. A mentor is an individual with expertise who can help develop the career of a mentee. Ans 1985. Who among the following chaired ‘Committee for Evolution of the New Education … Further, the mentoring relationship represents an important developmental relationship for the mentee as it supports and facilitates his or her professional development. (2003). Committed mentors understand that persistence is as important in mentoring as it is in classroom teaching. Mentoring … Their similar positions and shared developmental needs provide a common ground for peer mentoring. The mentor … Rogers, C. (1958). Don’t write off the relationship too quickly. Question 5 According to Lewin, Lippet and White's 1939 experiment, which form of leadership produced the most work from participants? The term mentee is used here to refer to the broad range of individuals who may be in the role of “learner” in mentoring relationships, regardless of the age or position of the mentor and mentee. To give mentors satisfaction and a rewarding experience. In the initiation stage, two individuals enter into a mentoring relationship. Mentoring relationships may involve sharing more personal information related to professional growth whereas in therapeutic relationships, the therapist is likely to have stricter boundaries of self-disclosure. Carl Rogers (1957) argued that all that was necessary for a successful therapeutic encounter was unconditional positive regard. Early career psychologists are advised to find mentors, either informally on their own, or to participate in formal mentoring programs. Finally, we need to give mentors and mentees time and opportunity to participate in the preconferences, classroom observations, and postconferences that lead to quality clinical support. In fact, many veterans remember their first year in the classroom as a difficult and lonely time during which no one came to their aid. Formal mentoring programs are generally more effective when mentors voluntarily participate (rather than being drafted or coerced) and are intrinsically motivated to help mentees (Baugh & Fagenson-Eland, in press). Ego development: Conceptions and theories. The mentoring relationship mirrors in many ways a relationship between a counselor and a client, however it differs significantly in other ways. Assuming a successful initiation stage, during the cultivation stage, the mentee learns from the mentor. In B. R. Ragins & K. E. Kram (Eds.). The mentor training program should equip mentors with the knowledge, skills, and dispositions prerequisite to effective coaching. Lacking opportunities for shared experience, mentors often limit instructional support to workroom conversations. Boston: Allyn & Bacon. A mentee may also ask for personal favors or expect involvement and credit with the mentor's work. 1703 North Beauregard St. Mentees often seek mentors who share important demographic characteristics such as gender, race, religion, and sexual orientation. The good mentor is skilled at providing instructional support. What can we do to ensure that beginning teachers are supported by mentors capable of communicating hope and optimism? The relationship may develop out of a specific need by the mentee around a task or situation for guidance, support, or advice. Mentoring is a process that requires both the Mentee and Mentor to prepare and plan, clearly state objectives and expectations, … It is generally accepted that a mentor … In a world where resources are in short supply and stress levels at all-time highs, respect can serve as a social lubricant for mentoring—respect for both mentor and mentee. In general, personal reflection about the mentor relationship both before initiating it and throughout its course, by both the mentor and mentee, will contribute to a robust, growth-oriented relationship. It measures positive and negative perceptions of the relationship, the mentor's valuation of different purposes in the match, and the effects of Frequently both parties come to a mentor relationship with divergent expectations. Mentors may feel betrayed or used if the mentee no longer seeks their counsel or support. Kahn (2000:103) define mentoring in teacher education as „complex social interactions that mentor teachers and student teachers‟ construct and negotiate for a variety of professional purposes and in response to the contextual factors they encounter‟. Training & Development - MCQs with answers 1. Successful mentorships often evolve into friendships with both partners learning and providing support for the other. Problems with mentoring may be minimized when both parties have clear expectations of what the professional relationship can do and what it should not do. The cultivation stage is generally a positive one for both mentor and mentee. A mentor who is clear and upfront about what the mentee can expect from a mentoring relationship, who guides the process, and who sets appropriate boundaries, creates an environment in which the relationship can thrive. In B. R. Ragins & K. E. Kram (Eds.). If teachers and administrators value mentoring highly and take it seriously, mentoring will attract caring and committed teachers who recognize the complex and challenging nature of classroom teaching. The therapeutic relationship plays a pivotal role in the experience for both client and practitioner. a. The psychosocial function establishes the mentor as a role model and support system for the mentee. Marginal mentoring: The effects of type of mentor, quality of relationship, and program design on work and career attitudes. They may be in positions of authority to evaluate the career progress of the mentee or to provide resources and experiences that enhance the mentee's development. Both the mentor and the protégé gain from the mentoring … Good mentors are willing to coach beginning teachers to improve their performance wherever their skill level. http://www.mentors.net Good mentor teachers capitalize on opportunities to affirm the human potential of their mentees. Many psychologists are familiar with the necessity of rapport development with clients for positive therapeutic outcomes. Principle A is Beneficence and Nonmaleficence. Beginning teachers enter their careers with varying degrees of skill in instructional design and delivery. The mentoring relationship exists between one individual in need of developmental guidance and another individual who is both capable and willing to provide that guidance. The following section provides an illustration of the relationship of these ethical principles to the mentoring relationship. Principle C, Integrity, follows from the previous principle. Ragins, B. R., Cotton, J. L., & Miller, J. S. (2000). The quality of instructional support that mentor teachers offer is largely influenced by the degree of value an entry-year program places on such support. San Francisco: Jossey-Bass. These objective type (MCQ) questions on Education are useful for competitive exams like IBPS, Bank PO, SBI PO, RRB, RBI, LIC, Specialist Officer, Clerk, SSC, UPSC, Railway etc. These objectives affect the scope of the mentoring and will help drive goal-setting and training objectives. In that capacity, I have learned much by carefully listening to mentor and beginning teachers and by systematically observing what seems to work, and not to work, in formal mentoring programs. Unit-X Higher Education System. Although most of the mentoring research has focused on only one mentor–mentee relationship, Kram (1985) recognized relationship constellations that provide multiple sources of developmental support for a mentee. At the foundation of any effective helping relationship is empathy. Veteran teachers unwilling to participate in a quality training program are often indicating their lack of dedication to the role. Psychologist Linda Phillips-Jones suggested that standards for mentoring are not required but that better preparation for both mentors and mentees is needed (Mentoring Group; retrieved November 15, 2005). 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