| For many professionals, such as those | | | | comply with existing standards. |
| involved in education and academics, | | | | |
| mentoring is an important resource, | | | | Limitations of teacher mentoring |
| particularly because it helps encourage new | | | | |
| learnings and improve on established ones. | | | | Teacher mentoring has its benefits and has |
| Mentoring is a highly valued practice and it | | | | been acknowledged as very advantageous |
| is a recognized method used by many educators | | | | especially for beginners. However, it has its |
| for sharing information and knowledge. It is | | | | list of disadvantages. In 1996, teacher |
| also a way for more senior members of the | | | | mentoring was criticized as a means with |
| academe to train beginners, allowing | | | | which to promote practices and norms that are |
| protégés to be sponsored both | | | | deemed too conventional. Critics say that |
| professionally and organizationally. | | | | most teacher mentoring programs encourage |
| | | | participants to learn and implement outdated |
| The purpose of teacher mentoring | | | | practices. Teacher mentoring participants may |
| | | | also risk picking up bad habits as |
| Teacher mentoring involves the pairing of a | | | | demonstrated by their mentors. |
| beginning teacher with a teacher who has more | | | | |
| experience. Sometimes, the pairing can | | | | The lack of trust and follow-up can also |
| involve one or more new teachers or a group | | | | spell a huge difference in teacher mentoring |
| of more experienced teachers, depending on | | | | programs. If the system cannot be assessed or |
| the perceived need of the beginning teacher/s | | | | evaluated properly, it is easy for the |
| and the goals of the organization. | | | | program to fail. An ineffective evaluation |
| | | | system can also frustrate the mentor, |
| The purpose of teacher mentoring is not only | | | | especially if the system is too saddled with |
| to build a mentor-protégé | | | | details and other unnecessary activities. |
| relationship between two or more individuals | | | | |
| but also to provide support for the new | | | | Implementing an effective teacher mentoring |
| teacher. This will help establish the | | | | program |
| teacher's confidence, allow them to settle | | | | |
| into the organization immediately and | | | | The most important consideration when |
| maximize their effectiveness as instructors. | | | | implementing a teacher mentoring program for |
| | | | an educational institution is determining its |
| Mentoring can also help establish an | | | | match to the goals and objectives of the |
| educational system's quality standard, | | | | school system. Choosing the type of mentoring |
| allowing a school to ensure compliance with | | | | programs that are appropriate to the grade |
| prevailing benchmarks. It is also helpful in | | | | level of the teacher mentee is also |
| the recruitment and retention of new staff. | | | | essential. If there is a fit, it is easier |
| | | | for the program to be designed and put into |
| As a process, teacher mentoring may be used | | | | practice. It is also important that the |
| formally, such as when a school wishes to | | | | processes and methods are clear and specific, |
| implement particular programs or informally, | | | | something that can be quantified and |
| where no programs are in place. Either way, | | | | measured, to allow administrators to |
| it can benefit a system if the program is | | | | determine whether the program works or not. |
| implemented correctly. | | | | |
| | | | It is also important that the teacher |
| Benefits of teacher mentoring in education | | | | mentoring program receives sufficient support |
| | | | from the school management and that |
| Teacher mentoring is one of the best | | | | sufficient resources are provided for the |
| interactive systems that mentors, mentees and | | | | participants. Without support from the |
| the educational system can actively | | | | administration, a mentoring program will be |
| participate in. It helps create a | | | | difficult to sustain if it is run |
| quantitative program to help train new | | | | independently of the institution. Appropriate |
| teachers, develop more experienced educators | | | | methods for assessment of the program is also |
| and improve the techniques and methods used | | | | important, to allow the organization to |
| in instruction. It also helps build a sense | | | | determine if it is effective or if there is a |
| of community within the school and help it | | | | need to improve certain aspects. |