Guidelines for Mentors What a Mentor Is One who empowers, encourages and supports his/her teacher One who encourages and values good teaching One who expects teachers to have their own ideas and needs One who can provide information about what an academic career in this field involves One who can help point the teacher in an appropriate direction to find resources for better teaching, for professional development, etc. One who is reasonably available One who involves the teacher in professional dialogue One who actively listens One who expresses positive expectations One who shares his/her own experiences when relevant and without removing the focus from the teacher. One who is a positive role-model for the teacher One who encourages the teacher to reflect on his/her own experiences One who takes time to think carefully about the teacher's needs and goals One who can be trusted What a Mentor Is Not One who must know everything about teaching to be helpful One who must guide the teacher in all aspects of the teacher's professional and personal development One who is harming, manipulative, arrogant, controlling or domineering A parent One who is responsible for all aspects of the teacher's success or failure One who takes sole responsibility for defining the mentoring relationship Adapted from Susan E. Lewis, Ph D. (1993) "Teaching Opportunity Program for Doctoral Students" - University of Minnesota Tips for Mentors At the heart of the PT3 Mentoring Initiative is the opportunity to mentor (coach, advise and guide) a teacher by: giving them an insight into your work experience and career offering advice and support about technology use and integration enhancing their understanding of effective uses for technology in instruction, classroom evaluation and classroom management. For a mentoring relationship to be successful requires the establishment of a meaningful rapport between the volunteer mentor. Its value cannot be overstated because you will be working very closely together and may be sharing some sensitive experiences and feelings. It is hoped that the suggestions in these scenarios will help develop that rapport. However there may be times when problems arise. In most cases they will probably be dealt with very quickly and the process can continue fruitfully. The following scenarios are common problems that can arise within mentoring relationships. It is not meant to be an exhaustive list but it should help you think about how your relationship with your assigned teacher is progressing. Symptoms Problems Consequences Solutions Arguments, complaints. Conflicts, clash of personalities. Poor relationship, ineffective process. Seek clarification from teacher. Reassignment. Not meeting, no time. Changing priorities, mentor or teacher motivation. Teacher demotivation, frustration. Mentor explain to teacher. Halt Relationship? Lack of progress. Unclear standards, commitment problem. Teacher demotivation. Discuss/agree new standards. Frustration over methods/time scales. Unclear contract, lack of communication. Demotivation, credibility loss. Re-negotiate/clarify goals/expectations... Unproductive or Uncommunicative Teacher. Relationship "run its course." Mentor frustration, doubts about value. Need honest feedback if relationship is to continue. Adapted from Susan E. Lewis, Ph D. (1993) "Teaching Opportunity Program for Doctoral Students" - University of Minnesota © The Illinois Community College Board, Illinois Board of Higher Education, and Illinois State Board of Education, in conjunction with a Preparing Tomorrow's Teachers To Use Technology (PT3) grant from the U.S. Department of Education, funded this project to infuse technology into the core curriculum at Illinois Community Colleges and Universities.