Educational Mentoring Program in New York

Paper Summary:

This paper deals with all of the essentials of creating a lasting teacher mentoring program. These essentials include goals, preparation, implementation, and program assessment. It also includes a template that was created by a mentor teacher in Los Angeles. This is a complete mentoring program description that can be used as a reference to implement mentoring programs in a district that does not have one. It even gives ways for administrators to assess the program and make suggested necessary changes based on that assessment. Every school's faculty and needs are different from the next, so this is just an overview for a general mentoring program. Once assessed, the program can be adjusted to fit the unique needs of districts.

From the Paper:

"We will divide the current faculty into three sections in regards to mentoring: protege, developing, and mentor. The proteges are the new teachers who are the ones going through the mentoring process, the developing teachers are the ones who are past the stage of "new teacher" and are currently developing their skills, and the mentors are the teachers who have enough experience in the classroom and the district to successfully be a mentor. A good age would be seven years in the district (four years past tenure) before the teacher can be a mentor. To entice the mentors to actually mentor in the district, I have agreed to give them an extra period off in their schedules so that they may communicate with their protege or observe them."

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