For mentor teachers working in school-based programs, such a quality is no less important. Janet A. Ma..hews, PhD Many psychologists are familiar with the necessity of rapport development with clients for positive therapeutic outcomes. Although one member of this relationship is viewed as having information and skills that will assist the other, the relationship is reciprocal: Each can benefit from the other over the course of the relationship. His publications have focused on mentoring … They sponsored special programming at the 2006 convention that stemmed from this initiative. The relationship may develop out of a specific need by the mentee around a task or situation for guidance, support, or advice. A training program that engages prospective mentors in reflecting on the qualities of effective helpers is an excellent place to begin. Formal mentoring programs often include a training component for both parties to understand the expectations. It is generally accepted that a mentor … 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 mentor teaches the mentee valuable lessons gained from the mentor's experience and expertise. what ways mentoring could support students in achieving their college goals, how students and their parents will view mentoring, and whether students have time to commit to working with a mentor on a regular basis for at least six months. Both functions provide explicit and implicit lessons related to professional development as well as general work–life balance. A mentor reaches out to a mentee (or vice versa) and a relationship develops which benefits the mentee's professional development. Young, A. M., Cady, S., & Foxon, M. J. Relational engagement and development networks. Accepting mentors do not judge or reject mentees as being poorly prepared, overconfident, naive, or defensive. Mentees who are new to an organization may be more comfortable asking a subordinate or staff person for help because making the request and receiving evaluations are generally less threatening. Likewise, a mentor may be viewed negatively if his or her mentee's performance is not meeting expectations. Wanberg, C. R., Welsh, E. T., & Hezlett, S. A. The good mentor is skilled at providing instructional support. http://www.mentors.net 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. The Stages of Mentoring section of this guide outlined the mentor relationship and establishing appropriate boundaries and warned that the relationship can devolve into a tangle from which both mentor and mentee wish to escape. The following section provides an illustration of the relationship of these ethical principles to the mentoring relationship. The mentor training program should equip mentors with the knowledge, skills, and dispositions prerequisite to effective coaching. Carl Rogers (1957) argued that all that was necessary for a successful therapeutic encounter was unconditional positive regard. 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. Assuming a successful initiation stage, during the cultivation stage, the mentee learns from the mentor. Although there is some research to support the use of multiple role models or mentors (cf. Certificate in Coaching and Mentoring is designed to introduce learners about the types, nature, tools, methodologies and complex nature of coaching and mentoring. The cultivation stage is the primary stage of learning and development. One year, a mentor may work with a beginning teacher hungry for advice and the next year be assigned a beginning teacher who reacts defensively to thoughtfully offered suggestions. The Great Expectations Education Program for Foster Youth was launched in 2008 at 5 community colleges. Mentoring the new teacher. 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. The psychosocial function establishes the mentor as a role model and support system for the mentee. But such record-keeping devices should keep paperwork to a minimum and protect the confidentiality of the mentor-mentee relationship. Matching criteria may include professional interests, demographics, geographical location, human interest factors (e.g., hobbies, lifestyles), personality, values, and learning orientation. American Educational Research Journal, 6, 207–226. Mentoring research: A review and dynamic process model. Good mentor teachers capitalize on opportunities to affirm the human potential of their mentees. Advancing psychology to benefit society and improve lives. Research on cross-gender mentoring has identified sexual relationships as a potential problem (Young, Cady, & Foxon, 2006). Don’t write off the relationship too quickly. mentoring relationships, regardless of the age or position of the mentor and mentee. Regardless of the nature of the experience, the purpose is to promote collegial dialogue focused on enhancing teacher performance and student learning. Lasley, T. (1996). Within this function, the mentor accepts and confirms the mentee's professional identity and the relationship matures into a strong friendship. They do not, however, dictate what is good and bad mentoring. In addition, the network sponsors a Spring Symposium each May and an annual meeting at the ASCD Annual Conference in March. ). To gather support for this endeavor, the task force established partnerships with the Policy and Planning Board as well as other boards and committees. If both parties successfully negotiate through the separation stage, the relationship can evolve into a collegial relationship or social friendship. Haydee M. Cuevas, PhD Severe interpersonal problems with the relationship may mitigate the value of many mentoring lessons. Mentoring is the central feature of a successful induction process. For example, a mentee's reputation may be tarnished if his or her mentor commits a serious breach of ethics. 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