Mentoring

371.102 Elsbt 1997

1 HE Single

Best Thing

Mentoring Beginning Teachers A Manual for Program Designers and Participants

"ATE

DOCUMENTS COLLECTION

^tb 2 7 2001
MONTANA STATE
1515
E. 6th

LIBRARY. AVE.

HEL£NA, MONTANA 59620

Dr. Alan Zetler, and Principal

Author

Dr. Lee Spnhler,

Associate Author

for the

Montana

Certification Standards

and Practices Advisory Council

State

Board of Public Education

llSi 'fS 'Bm
3 0864 0015 6752
1

the single best thing ^^ can do for a beginning teacher,

^ 'Mentoring

is

we

Jim McCrossin
High School Principal Whitehall, Montana

July 1997

Digitized by the Internet Archive in 2011 with funding from

IVIontana State Library

http://www.archive.org/details/singlebestthingm1997zetl

FOREWARD
The Single Best Thing was developed as a self-help manual

for districts

and

schools wishing to investigate or implement a beginning teacher mentoring support program. The manual describes one model of mentoring that was researched in thirty-five Montana schools from the period 1992-95 under the title "Beginning Teacher Support Program."

Standards and Practices Advisory Council (CSPAC) of the State Board of Public Education has ownership of the research data and the manual. Publication and distribution of The Single Best Thing is a function of CSPAC. (See address below.)

The Montana

Certification

The manual authors

Dr. Alan Zetler and Dr. Lee Spuhler conducted the original mentorship research and developed the manual under contract to CSPAC. Both authors are Emeriti Professors and Deans at Western Montana College of The University of Montana located in Dillon, Montana.
:

The authors wish

and present members of the Board of Public Education, Certification Standards and Practices Advisory Council, and Montana 's professional education associations for their assistance and support in completing to give credit to past

this project.

Under continuing obligation to Assistance and consultation about mentoring CSPAC for the period 1997-99, the manual authors are available for consultation. During the two-year period, the authors are available to make a total of four presentations without stipend to school disthcts and/or professional organizations. CSPAC will consider the stipend-free requests and the authors may contract for additional presentations. In addition, the authors will be available for telephone consultation for the two-year period, again at no cost to the callers. The contacts for
:

the manual copies and consultation services are as follows:

Montana Certification Standards and Practices Advisory Council 2500 Broadway Helena, MT 59620
Phone: [phone]
Dr.
*

Alan G. Zetler P.O. Box 1002
Dillon,

MT 59725
Accreditation

Phone: [phone]
*

Lee Spuhler 3725 Laknar Lane Dillon, MT 59725 Phone: [phone]
Dr.

*

Contact also through:

and Rural Education Office Western Montana College of The University 710 8. Atlantic, Dillon. MT 59725-3598 Phone: [phone]
Email:

of

Montana

[e-mail] i Desktop Published by Sally Munday
Western Montana College of The University of Montana

This document

was

printed with state dollars from the Certification

Any Standards and Practices Advisory Council 's research fund. reproduction or citation must credit the Certification Standards and Practices Advisory Council and the Board of Public Education. Resale of this publication is strictly prohibited.

The Single Best Thing

Table of Contents

Foreward
Chapter One: Introduction From Where Did the Manual Originate? The Basic Definitions What Is the Purpose of the Manual? What the Manual Doesn 't Do
Manual Organized? The Guiding Premises What About the Future? Mentoring and Induction Programs
Is the

i

1

1

2 3

How

4 4
5 6

Chapter Two:

Essential

Components
Prionties for

Issues That

Become

New

Teachers

9 9
15 16 18 21

Staff/Community Involvement District Rationale and Goals for Mentoring
Scof)e of the Operation Selection of Responsible Person(s) to Administer the

Program

Board Approval Selection of Mentee Candidates Selection of Mentors
Administrative Support

New Teachers Evaluation of Program Summary and Timeline for Implementation
Other Help for

22 22 24 27 29
31 33

Chapter Three: Administrators Staff and Community Involvement Program Administration and Identification of Mentors
School Board Validation New Teacher Involvement Formalizing: Pre-school Meetings

On-going Responsibilities Program Evaluation The Other 25%

37 37 38 38 39 39 40 40
41

Chapter Four: The Mentor A Message to Mentors

-

A

Conversation About Roles

43 43

Implementing Mentoring within a School Selecting a Mentor — Why You Were Chosen The Length of Your Involvement Incentives for Mentor Involvement The Mentor 's Interactive Role
All Starts with Communication Qualities of Good Mentors as Seen by Beginning Teachers
It

44 45 46 47
50 50 52 54 55 55 56

Other Techniques to Help Interaction
Reflective Questioning:

An Opening

to

Good Communication

The Content of Mentor-Mentee Interaction The Concerns Model Briefly Explained

m

The Single Best Thing

Chapter Five: The Beginning Teacher Mentee A Message for Mentees The Benefits of Context Knowledge
Other Mentoring Benefits The Formalized Mentor-Mentee Relationship

59 59 60 63 65

Appendices
Appendix A - References Appendix B - Available Handbooks, Guides, and Reports Appendix C - Administrative Sample Letters Appendix D - Reflective Questioning Appendix E - Check List for Starting School Year Appendix F - Participants in Montana Beginning Teacher Support Program .... Appendix G - Steering Committee for The Single Best Thing

69
71 73

77
83

85 87 89

IV

Cfmpter

1

-

Introduction

^^afitex

One

INTRODUCTION
Chapter

One

is

devoted

to the

concept

ot

mentoring beginning teachers and

how

The Single Best Thing can help schools organize and implement a program.
Mentoring is a formal helping relationship by which an experienced educator assists a beginning teacher achieve professional success. A fundamental tenet of teacher mentonng is the belief that the single best way of developing and retaining entry level teachers is to utilize the assistance of an established master teacher during the first year of the beginner 's induction. The research showed the overwhelmingly positive effect that mentoring can have in is What

mentoring?

easing the transition from college to teaching, in starting the development of a competent professional, and in helping novices cope with the onslaught of new pressures.

From Where Did
In

the

Manual Originate?

Standards and Practices Advisory Council Education embarked on a three year research project called the "Beginning Teacher Support Program." The type of support given to beginning teachers was to pair each of them one-on-one in a formalized relationship with a veteran teacher in the school distnct. The research examined two facets of mentoring. The first looked at the effect of mentoring on a new teacher 's development as measured by performance and attitude during the initial year of teaching. The second examined context conditions that exist in a school/community and assessed the impact of those factors on the beginner.
Certification

1992 the Montana

(CSPAC)

of the State

Board

of

Public

The research study

included newly contracted graduates from all eight Montana teacher preparation schools. A balance was achieved with variables such as elementary/secondary, American Indian/white, school size from AA (athletic One classification) through multigrade rural, and subject area assignments. hundred five teachers and administrators from thirty-five schools geographically

representing

all

regions of Montana participated

in

the three-year

effort.

Following up on the study, to CSPAC

contracted the two researchers during 1996-97

develop a manual based on findings. Information in the manual can be found in the original study reports which are available from CSPAC. If replicated, specific findings and procedures have additional support from the professional literature
(see Appendices

A and

B).

Cfmpter

1

-

Introduction

The Basic
The
professional literature applies

Definitions definitions numerous

This manual uses several common mentoring throughout which are defined as follows:

terms

and labels to mentoring. and their synonyms

Mentor

;

An experienced teacher who

formally agrees to lend assistance to a beginning teacher and enters into a helping relationship. Mentors are also referred to as veterans, counselors, coaches, master teachers or peer teachers, even though the strict definitions of each do differ according to some writers. first year in the profession under contract to a being assisted by a mentor. Mentees typically are fresh from pre-service preparation and have no experience. Some districts may choose to classify teachers new to the district or school as mentee possibilities. Other terms used are beginning teacher, new teacher, novice or protege.

Mentee

;

A teacher

serving his/her is district

and who

Administrator

;

The

building principal or district level official

who

is

responsible for instructional is

supervising the mentor and mentee, other

staff, facility,

and

program staff in

a

particular school.

A key

function of the administrator

evaluation.

Larger school

administrator

above the

building level to coordinate

systems may also utilize another a district mentoring

program.
Induction The
;

total district effort aimed at new teachers which is designed to bring them up to full professional status. This effort is often a combination of short and long range in-service goals plus an individual development Mentoring is but one possible aspect of plan for the new teacher.

induction.

School culture

The unique environment created by the sum of a school 's history Drawn from the field of cultural anthropology, the term implies a school with its own special set of formal and informal
;

and experiences. operating running. rules, people and conditions that keep the enterprise The terms "the system" or "the establishment" are loosely

used as synonyms.
Context or structural conditions Those characteristics of a school culture that impact a mentees sense of well being and therefore demand attention
;

during mentoring.

Chapter

I

-

Introduction

What a specific

Is the

Purpose of the Manual?

is to assist the beginner on site during the first year environment via the single best method available. in Mentoring is one process within broader induction procedures, the collective intent of which is to facilitate the pace and quality of the new teacher 's development into a competent practicing professional.

The purpose of mentoring school The Single Best Thing was created

to help schools establish and implement a mentoring program as a separate assistance program or to supplement existing teacher induction efforts. The manual was written for the purposes of (a) informing key school personnel about the potential of beginning teacher support via mentoring, and (b) providing guidance for administrators, mentors, and mentees should such a program be initiated. Written in general terms for program designers and in specific terms for participants, the manual can be adapted to differences in school size, administrative arrangements, community cultures, and to a host of other factors that make schools differ one from another.

When compared

manuals (Appendix more comprehensive, particularly in program design. detail has to do with the manual 's anticipated use. to other existing

B),

The Single Best Thing is The reason for the greater

a self-help publication for school districts and mentoring participants. While other mentohng program aids (workshops, consultants, financial grants) may be an option for some districts, the manual was written for schools that want to try mentoring on their own with only the manual as guidance. Some of the suggested procedures are already common practice with district experimental programs. The authors have chosen to err on the side of a detailed scenario, the parts of which surfaced at one time or another during their administration of the three-year mentorship research.
It

is

The Single Best Thin2

is narrow in its intent, concentrating on the relationship between a beginning teacher and his/her experienced mentor and what that oneon-one pairing can accomplish. The relationship is fostered and formalized by the district and school administrator. The authors feel that 75% of the potential benefit from mentohng arises from the interaction between mentor and mentee. Just the fact that the two of them are together accomplishes most of the good. The other 25% is dependent on cooperative school arrangements in which participants from local or regional mentorship programs are brought together to share experiences. References that allude to such meetings and what they are able to accomplish will be found in the manual.

Chapter

1

-

Introduction

What

the

Manual Doesn 't Do

The narrow focus of supporting the beginning teacher as explained in this manual does not imply other agendas sometimes associated with mentoring. Currently no Montana state mandate through certification, accreditation, or statute requires mentoring of new teachers. Efforts are voluntary at the district level up to this point time and the manual recognizes that fact. Neither is there any educational reform movement underway of which mentoring is an integral part, as was the case in the California experiment (Wagner, 1990). Nor does this manual attempt to introduce mentohng at the expense of existing school induction efforts, for example In those those practiced in Great Falls, Miles City, and Columbia Falls. communities, mentoring as practiced in the CSPAC project was more comprehensive and personal in its scope, not replacing, but rather supplementing, in ongoing school programs.

The Sinele Best Thing is not a comprehensive training manual for mentors. assumes the spontaneous interaction between two people will create most of the benefit. does not, therefore, attempt to detail one or several models of adult
It

It

psychology, or instructional supervision usually offered as formal mentorship training. There is an orientation to what may be expected within new teachers and the role of mentors as defined by the research, but this is not construed to be in the same league as formal mentor training which typically takes learning, 3-4 days.

programs are encouraged by their accrediting agencies to follow up their first-year graduates, not only to survey beginning teachers but to ideally work with districts on continued professional development for the beginner. This responsibility is sometimes narrowly interpreted as providing But assistance for the institution 's graduates should they encounter trouble. teacher education programs are hard pressed to offer this service in a way that is meaningful to the beginning teacher. The reason is partly budgetary, but also Mentoring as because they are not based on site as is the novice graduate. proposed in this manual is a school district organized and implemented operation, not an extension of college programs. The potential for college followup is there, but is not a reality at present.
Collegiate teacher preparation

How
How
can it Is the

Manual Organized?

be made to work? The manual is divided into five working chapters The first two chapters contain general mentorship information for decision makers and potential participants. Chapter 1 orients readers to the mentoring concept as experienced in the Montana three-year study and to the philosophy behind The Single Best Thing Chapter 2 is a suggested scenario that plus an appendix.
.

Chapter I

-

Introduction

and implementation for one year. The general findings of the research first appear within this chapter. But generalizations are just that, so specifics and exceptions to the norm are critical because mentoring must be tailored to each school 's situation. Chapters 3, 4 and 5 are written specifically for building administrators, mentors, and beginning teachers, respectively. Each of these three participants will find the pertinent general patterns and statements of Chapter 2 expanded into detail as may affect them Individually. Any of the three persons could gain perspective by reading material intended for the other two; no follows program organization it secrets are intended.

format feature of the manual is the separation of text in the chapters following to the inside of pages with comments and blank space on This design permits the text to be the outside. embellished with actual comments and experiences drawn from the 105 Montana educators who participated in CSPAC 's Beginning Teacher Support Program or that were taken from professional mentoring literature. Blank space allows room for

Another

Writing ^^^

Comment
^

^

^

school personnel to write notes to themselves or for others that identify unique characteristics important to mentohng as

it

is

applied to "our school."

An advisory group of eight participants from the research study helped the authors design this manual. Another nine participants from three districts read the drafts and offered comment. All names appear in Appendix G. Everyone stressed the need for flexibility in the application of mentoring because of the uniqueness of schools. The authors found that when generalizations were attempted across schools, something always turned up to show why the norm did not apply to some situations. Therefore, at the end of some topics within the manual text will be found a paragraph titled
»" BUT

NOT ALWAYS to ."

These exceptions to the general statements to are intended unique

be a constant reminder of their

manual will users

that

the

characteristics

school

necessitate

local

modifications of described practices.

The Guiding Premises
Mentoring as studied the best for all not claim to be the only type of

the Beginning Teacher Support Program research does new teacher assistance. Nor does it pretend to be situations. However, as judged by the participants, mentoring as in defined within the study appears to be the single best experimental assistance a district could have readily available for its new teachers, hence, the title of the

Chapter

1

-

Introduction

model of mentoring was designed and implemented, several guiding premises were followed that led to positive impacts 90% of the time For a school to adopt - and adapt - the suggestions in this manual and to have the best chance for success, these three minimal guidelines must be followed. Otherwise, the ground rules of mentoring will have been changed and the lessons from the research experience may not be valid. manual. As

this particular

.

O

Mentors do not evaluate their mentees. That is the job of the school administrator. The secret to a good mentor-mentee relationship is mutual trust and

weaknesses from administrators. beginners ever feel their revelations confided to a mentor are becoming part of the district summative evaluations, the show is over, folks! confidentiality. New

teachers

will

try to

hide

If

@

Mentoring as described

in

The

Single

Best

Thing

is

a

one-on-one

first contract calls for a full load of a veteran teacher. The mentor likewise has a fulltime load and has instant credibility with the beginner because of that fact. Fulltime teaching is hard enough by itself, let alone with the added burden of seeking and giving assistance on an instantaneous and long term basis. One beginner with one veteran teacher for one school year seems to be the best practical arrangement, given the daily responsibilities of most professionals.

proposition.

responsibility the

The beginning same as that

teacher 's

of

w Mentors are not trained advantage. for the responsibility.

Oriented, yes; trained, no.

This statement is contrary to what the literature on mentoring suggests. If a school disthct has the resources to provide mentor training, that certainly would be an

premise would not argue were mentor training available. But the pragmatic circumstances are (a) the state does not currently have the resources or mandate to provide training for school districts, (b) few districts, if any, are in a position to train mentors themselves because, at this time, mentoring beginning teachers may be only an occasional enterprise (we hope it would grow) and, (c) the Montana study showed that nine times out of ten, using untrained mentors selected by the school administration resulted in very positive outcomes. What this third premise says is that schools usually already have on staff a teacher or teachers with sufficient talent to act as mentors. this third

Even

What About the Future? Mentoring and Induction Programs mentoring by school districts could become a step in district professional development. It also could be part of the district induction program and a factor in staff retention. The Beginning Teacher Support Program study found some intriguing data on retention of first year teachers. Using a control group of non-mentored beginning teachers, the research found that 91% of mentored teachers stayed in the profession after three years, while 73% of non-

Acceptance

of

Chapter

1

-

Introduction

under teaching contract. Almost all of the dropout occurred during the first year. Admittedly, the sample numbers are small and a longer term study is needed to validate the tendency. But if retention is an issue, mentoring is an idea worthy of district consideration. still mentored teachers were

Presently, over half of the states have tried some form of mentoring as a step within teacher induction or as a separate concept (Donovan, 1992). Provisional certification including mentoring is a device that could be used by states to insure support for all beginning teachers. If that happens, and if the mentoring programs use premises and designs similar to those of the original Montana Beginning Teacher Support Program, then this manual has additional potential for wider application. The names and listed in

district affiliations of

the Montana mentoring study individuals are

Appendix F by the year

of their participation.

8

Chapter 2

-

Essential

Components

ESSENTIAL COMPONENTS
Chapter Two is devoted to the general considerations necessary when developing and implementing a mentorship program. The eleven components described are the core of the manual and are the building blocks of a mentoring program. The number of components is arbitrary, so some may be eliminated, combined, or need not even be considered by some districts. Others may be added.

A philosophy there are

lies behind the content of this chapter. As long as mentoring is going well and no problems, some of the program components suggested might not need to be considered. However, if questions do arise, districts would be prepared to respond if policies and procedures were already in place. Districts will have to weigh the canount of organization work against the possibility of problems when deciding what components of this chapter they

should pursue.

Component No.
Issues
If

1

That Become

Priorities for

New Teachers
Read
This!!
|

You Don 't Read Anything is Else,

If

mentoring

reduced to

its

drives the organization of a mentoring program,

fundamental one cause that it would be

as follows:

The environment

year of teaching creates an emotional mind game in beginners, played not with others, but within themselves. Whether or not a new teacher successfully copes with the job may be judged by others, but that critical determination takes place in the beginner 's own mind. The decision is based on a self -assessment of how well he/she is contending with those issues most important to the individual, not someone else 's definition of of the first what

is significant.

What are the

priorities that

mentors help address?

The

purpose of this component topic is to make participants aware of what specific help beginners are likely to seek and mentoring programs will be asked to deliver. Fortunately, the research showed a pattern of prioritized issues across beginning teachers, but each with a local context twist.

Chapter 2

-

Essential

Components

The Importance

of School Context

Conditions on the Beginning Teacher
Our
different

elementary staff and

As a school evolves within a community, unique culture of its secondary

are

two

own.

In

takes on a order to operate, it fashions it groups.

Teachers cross-over formal and informal rules of conduct to building regulations,

manage

its affairs.

who

had

assignments

had problems

Formal rules are state school mandates, curriculum, district

policies,

satisfying both sides of that

equation. Siqyerintendent

schedule, and other procedures that are deliberated and formally adopted into practice. Informal rules are behavior expectations that arise as people of the past and present interact in the community and school workplace. The mores and folkways of larger societies are formed in this manner. These rules are not written, but there is social scorn if they are violated. As a group of people function within the two sets of rules, they individually and collectively add a unique chemistry that will not be found anywhere else. The middle school faculty of a certain school, the third graders, the helpful custodian
--

these are examples of people adding their own uniqueness to a school. This cultural mix of rules, practices and people becomes the school context. Working conditions and expectations that are unique to this school charactenze the context. The terms "context conditions" or "structural conditions" refer to the various parts of the unique school environment.
Some
teachers

bring

a

The

better personal/background

package to the job than do others. Administrator

beginning teacher introduces a new to the existing context: a package composed of his/her individual background, spirit, personality, life style, and career aspirations. The personal recently hired structural condition

package and the existing structure must accommodate each other over time. For the beginner, a rational, welltimed transition would be beneficial. But unfortunately, as the mentoring

research

revealed,

the

first-year

accommodation is an emotional whirlwind for the newcomer, consuming great amounts of thought and energy -- energy diverted from children and learning.
Instead,

new

teachers '

first priorities

address

their

own

self

concerns as they try to fit into the system. This does not mean that beginners ignore the everyday responsibilities of teaching or are not doing a good job in the classroom. means their first purpose in trying to make teaching work better is to ease the burdens on themselves, not to make
It

learning better for children. Pupil gains occur, but that purpose is may

simultaneously

overshadowed

for awhile.

10

Chapter 2

-

Essential

Components

The mind conditions of

the

new teacher may veteran school

construct

context or that

staff

members

administrators do not recognize as even existing. Mentors need to allow beginners opportunity to talk about anything around the school and not be judgmental about

what other is

a significant issue. Some issues would exist in no school or be of no concern to anyone but the

individual

mentee.

What are the prioritized context conditions that beginners first need to know about, defined not by someone else or by the system, but by themselves? What do new teachers most worry about? What l-

Personal incentives are changes

in

a mentor 's school

duties or routines that the mentor feels are important

and to satisfying. An extra amount of released time prior performances/events, no lunchroom duty, reduced playground shifts, no ticket duty at home games, and a higher rank in budget priorities are possibilities.

>-

What

do you as a mentor play in implementing the incentive system? You may have limited input at early role stages of the process at the district level. If the reward system is already in place, the year-end evaluation may be the avenue by which you can validate rewards or But if the incentive system is still suggest changes undecided or has been left flexible, you may be able to work with a district or building administrator. Within the limitations of financial, professional, or personal options available, you may be able to negotiate one or several options appropriate for your priorities. At the end of the year, both you and the school/district will want to assess the adequacy and impact of rewards.
.

two other incentive possibilities. One in the reward system. With administrative agreement and your concurrence, new teachers may participate in travel, workshops, special materials/ equipment purchases, released time to observe
Mentors can is facilitate

the inclusion of your mentee

A

possibility:

Bring into tlie

the

mentee reward

system.

other classes, or other opportunity not normally available to

Authors

them. This is a case of your having earned the reward but wishing to share it or, as mentor, helping create other assistance for the mentee you cannot directly provide.

A second district possibility

or school to in encourage your help organize meetings of mentors and you can facilitate is to

your district or region. Getting together with your counterparts is a very satisfying reward in itself. This manual alludes to the "other 25% of mentoring benefit" that can be realized by this method. Experienced mentors and mentees from the Montana Beginning Teacher Support Program were adamant in emphasizing the value of such meetings. However, don 't be alarmed to find that you may be the only mentor in the area. It is hoped that your effort will help the idea catch on in other schools.

mentees

The other 25%

49

Chapter 4

-

The Mentor

-

A

Conversation About Roles

The Mentor 's

Interactive Role

Mentoring is a person-to-person program. Whether you want to call it communication, interaction, or use the terms interchangeably, the mentor-mentee relationship that arises from it is the essence of the whole process. No amount of district organization, incentives, and good intentions will substitute for a relationship built on trust, respect, communication and confidentiality. The chances are high that you and your mentee will have a successful relationship; you have been chosen to enhance that probability. All aspects of a relationship need not read like a textbook ideal. But if the primary goals are reached -- the new teacher 's professional growth and sense of well-being - then your work will have been accomplished.

It All

Starts

With Communication is The for opportunity and willingness to talk interaction. the starting point try Working with your administrator, structured to

arrange

some

uninterrupted

time during

the

week when you can be alone with your mentee. Released time (an hour or so) during the week is good if your class can be covered. Same-hour preparation periods can work if you have a quiet place to meet and stay clear of the teacher 's lounge. Before or after school is another possibility, but make sure the administration, mentee, and you honor the arrangement by keeping the time free of pupils and duties. school day or
Structured time will topics or explore a few

enable you to discuss a multitude of in depth. But much of what the not Frequent informal talk really helps.

mentee wants

to

know does

demand

that

amount

of

Authors

time and is needed on an immediate informal basis. Therefore, a minute or two between classes, over lunch, on the way into school, or sandwiched between other conversation are ways in which informal talk occurs. Close physical proximity in room locations really helps. If the two of you cross paths in the discharge of your daily duties, it will assist informal

communication. to use your influence and you are a veteran and know the system!)

As mentor, you may be able leverage (after all, 50

Chapter 4

-

The Mentor

-

A

Conversation About Roles

to bring

about

some

of the structured

and informal

talk

possibilities.

But keep

in

mind

that opportunity

translate into reality unless the it. does not necessarily commitment is there to use

One very beneficial use of your "power" is to suggest that you and your mentee observe each others ' classes or perhaps team teach. You are not trying to evaluate one another, but rather to watch ideas and techniques materialize in the classroom atmosphere. There will be much discuss afterward, instructional planning. to particularly

the

"whys"

of

Another option

in

facilitating

interaction

opportunity

is

to

time together away from school. Do not turn social events at which both mentee and you are present into school talk sessions. Everyone needs a break from school and purely social time is valuable in itself.

spend longer periods

of

But school related travel or activities without the pressure of students being present are excellent opportunities for talk. Invite your mentee (and nobody else!) to ride with you to a convention. Extend an offer that he/she room with you. If the two of you teach the same specialty, traveling to a workshop together might be possible. Invite the mentee to

Traveling

together

to

meetings was significant.

Mentor

an out-of-town game. This is all quality time which allows conversation to progress beyond mere words ride with

you

to

into the

realm of interaction.

As a respected member of the school faculty, you may choose to use your influence and status to create better conditions for the mentee.

Administrator used mentor as an intermediary between other staff the Some

of

your colleagues or if staff

members may try to take advantage of the new kid on the block. You may become protective your mentee starts to teachers are reluctant to say no because of social pressure, job security, or the perception they will not be accepted ( Priority issue No. 3, Chapter 2). get all

members and
Mentor

new

teacher.

the dregs.

New

One

beginners feel occurs with the realization that they don 't have to do it all. Using your leverage directly to help mentees is a delicate decision on your part. Providing information to help them fathom what is happening or to assess the situation they may be getting into is not so overt but equally helpful. New teachers do not know how to say "no". Your suggestions that help them from getting in over their heads will be appreciated.

of the greatest reliefs

51

Chapter 4

-

The Mentor

-

A Conversation About Roles

Qualities of

Good Mentors

as

Seen by Beginning Teachers
The above suggestions ensure first,

will

help set the stage but

will

not

will occur if a good relationship. is something to talk about (that is seldom a problem in teacher mentoring) and second, both people perceive in each other an attitude of genuine interest and caring. When mentees were asked how this attitude was exhibited in good mentors, they came up with the following consensus list of "qualities desired in mentors":

Communication

there

My

mentor allowed

me

to fail

or succeed as a

teacher.

Approachable Candid but non-critical Knowledgeable Open minded
Innovative Similar teaching area

Reality based Believes in mentoring

Accepting
Reliable Treat new teacher as equal Confidential

Mentee

Compatible

style

This

only representative and there were good mentors that did not meet all the qualities. For example, in small schools "similar teaching area" was often not possible. Nothing is magical about the desired qualities; they are list is

common teachers. to

most personable,

professional,

experienced

What about negative qualities to avoid Mentees again came up with a consensus list:
Too experienced
Selfish
to the point of being stone

in

mentors?

hardened

Narrow minded Lack of motivation
Tries to give too

much

information

—

overwhelming

Smothenng mother hen
This
list seems to say that mentors should avoid trying to mold the beginner in his/her own image. Instead, the novice 's development needs to proceed along its own unique path but within acceptable boundaries.

of the synonyms mentees use when describing mentors are also clues to qualities that promote interaction. A coach brings out the best talents in people. A counselor helps an individual work within a system whose rules are designed for larger groups of people. Guides show people

Some

52

Chapter 4

-

The Mentor

-

A

Conversation About Roles

do not walk the path for them. Interpreters translate information and events into understandable terms. Confidants listen to one 's inner concerns and keep those the but

way

thoughts confidential. takes two to The Mentee as a Factor in Interaction Even with the best of conditions and with good tango! there are no guarantees that intentions, good communication will result. Fortunately, most mentormentee relationships do work well, but some pairings may start slowly and need special attention.
;

It

A

rare but difficult problem occurs

when

the mentee really

Mentor talking. is

a beacon -

could use the help but does not personally feel it is needed. Or the beginner may be putting up a front to mask some sense of inadequacy. Genuine shyness could prevent a Some cultural mentee from initiating discussion. backgrounds may dictate an aloofness from strangers. Whatever the reason or Personalities may clash.

structure facilitated our

Mentee

I

was

not

ready at level

to

mentor patience. Time is on the mentor 's side; no rule says communication has to start out with a bang. Mentoring participants can take comfort in knowing that in the experience of the Montana study, more relationship problems occurred at the beginning of the year than at the end. Mentors and mentees who were at first distant usually began to grow together. motivation, lack of receptivity

demands much

develop professional the

my

mentor wanted me to perhaps a second year?

Mentee

One

beginning teacher observed her
"I

own

actions early in
I

even know what don 't know." This quote emphasizes the point that mentees often have no idea of what questions to start asking. They have no experience base from which to determine the information they need. After things start to happen to them in the classroom, then they know! Their early questions may be irrelevant but still deserve an answer. The experience of the mentor can break the ice. Without being overbearing, as a mentor you can initiate some conversation and questions. Start slowly and build up by using the time-honored the year and said, don 't

Many have questions would

otherwise

gone

unanswered.

Mentee

technique of letting people talk about themselves. This is not a devious method in mentoring because teachers who practice reflective thinking about their own teaching have started on the road to professional growth.

Our relationship enabled us to see the human side of each other.

Mentee

53

Chapter 4

-

The Mentor

-

A Conversation About Roles final One

Great help preparing for administrative evaluation.

Mentee

aspect of communication bears some attention. teachers love feedback about their professional progress. No, they are starved for feedback! A school 's schedule of observation with feedback by administrators and formative/summative evaluations is usually too infrequent and too late to satisfy that need. As a mentor, you are not replacing the formal mechanism, but you certainly are in the best position to supplement it. New teachers, in the isolation of their classrooms, do not have the opportunity to pick up frequent signals from significant adults. A mentor 's responses and comments within the formal and informal communication episodes provide the avenue for candid feedback. Mentees are interested not only in classroom performance (which the mentor may or may not be able to actually observe), but like feedback about their ideas, plans, observations, and reactions to people and events. Most feedback is an accumulation of

Beginning

subtle

messages.

* ' BUT mentee NOT ALWAYS!" frankness is

There

may be

instances if when bold is appropriate, especially controversial the that planning

some

action

could end

a career

in

your school.

Other Techniques
Your
attitude

to

Help Interaction

and your mentee 's attitude about the between you will determine the productivity of your communication. both feel comfortable and respectful about the relationship, the process will likely grow on its own even with periods of ups and downs. When asked to what mentoring comment about created good relationship If

relationships, novices

made

Statements

like

the following:

Mentor volunteered information when appropriate A good friendship developed
I I

have a colleague felt it

I

can talk to

was my right to ask as a formal mentee Comforting to know 1 could go to my mentor anytime Mutual reliance on each other for ideas Poor match initially, but finally established ourselves as colleagues

Through communication, we learned each other after a rough start This person is of great value in my forever grateful

to understand will life.

I

remain

54

Chapter 4

-

The Mentor

-

A

Conversation About Roles

They (mentors) answer questions but do not what to do
She was approachable and
I

tell

you her had complete

trust in

Reflective Questioning:

An Opening it to

Good Communication in In

Mentees will normally engage well with mentors communication is objective and non-evaluative. response to questions or volunteered, mentees need if if

to

feel

whatever they reveal is accepted for its informational It can be disheartening if the listener makes a judgment about the unworthiness of what the mentee said. A pattern of negative judgments may lead the new teacher to conclude that his/her actions and ideas are being matched against those of proven veterans, probably unattainable to a newcomer. If judgments are always good, there may be suspicion that the mentor is not being candid. Early in the relationship, mentees may read into judgmental attitudes the message that they had best not volunteer too much information. As mentor and mentee learn to understand and trust each other, this caution may carry less value. weight.

Helping new teachers reflect on their own actions and decisions is one method of opening up the lines of communication in a non-threatening and non-evaluative atmosphere. This can be accomplished by asking mentees questions that generate reflective tliinking and lead them to their own conclusions. The beauty in reflective thinking is that it takes mentors out of the judgment process and places it in the hands of mentees themselves. Mentors not familiar with this method can find suggestions for reflective questioning applicable to first-year teachers in Appendix D of this

i

leamedhowto grow.
Mentee

manual.

The Content
What topics may to talk
I,

of Mentor-Mentee Interaction

as mentor, expect the beginning teacher

about?

What do they want

to

know?

What

information are they apt to reveal to

me?

55

Chapter 4

-

The Mentor

-

A

Conversation About Roles

To answer those questions about any one beginner is risky business, but patterns in new teacher thinking that provide guidance do exist. Component No. 1 in Chapter Two described the twelve top phority issues that are most universally on the minds of mentored beginning teachers. An analysis of the thoughts and conversations that created that list plus the lesser phority issues not shown in this manual revealed two very significant observations of importance to mentors. (For a complete list of priorities, see the Class

BTSP

Final Report,

Appendix

B.)

was

a group of

"ringers".

Some

pupils

on treatment.
Principal

even though the prioritized issues can be generally applied across mentees, the information each mentee wants to know is specific to the school context. An example is priority No. 2, Chapter 2 (discipline). Your mentee at this time is probably not interested in learning more about
First,

motivational
Instead,

theory

applied

to

adolescent

youngsters.

the

mentee wants your thoughts about what if he tries to keep the 4th period class quiet by using procedure "X." The eventual answer to the discipline dilemma is an individualized solution for this new teacher and probably would not work anywhere else because the context would be different.
Our conversations personal "that too". parents ' or the principal 's reactions might be

covered

problems listening, to

The second observation has prioritized issues. These fall can be used by mentors are likely to

to

into

do with the pattern of the a predictable mode that

suggestions,

to anticipate the help that in this

mentees

happened

me,

want.

The

pattern

Mentee

concerns that new teachers feel called the "Concerns Model" (Fuller, 1975). One comment that appears with regularity in various sections of this manual is that the first year of teaching is a time of stress, high emotion, and self-centered interest. The rankings of the twelve priohtized new teacher issues bear out that statement. Other research studies conducted on teacher attitudes reinforce self-interest as the first step in a pattern of concerns typical of teachers facing significant change. The first teaching contract certainly classifies as a major change in a new teacher 's life.

case reveals the early and is part of what is

The Concerns Model

Briefly Explained

New teachers, as well as candidates in pre-service training and in-service veterans, have been studied for nearly two
56

Chapter 4

-

The Mentor

-

A

Conversation About Roles

decades

to

determine what happened to

their

thinking

when those confronted with meaningful change.

Fuller (1975),

Hall (1982),

who

Olsen (1990), and Rogan (1995) were among this undergoing teachers researched start of

phenomenon. Among the changes studied were the

professional courses in college, student teaching, major innovations in an established school structure, and the first teaching position. Change aroused concerns in the minds of teachers, and these concerns progressed through sequential stages in the process of coping. Three stages

were

identified:

The first stage
Self

is self -concerns

(sounds

familiar).

Legitimize

the

concerns

Teachers first look at how the change is going to affect them personally. Individuals question their own ability to cope with the stress and reorientation brought about new by circumstances. They ask "What is this new situation going to do to rny life?" Much of their response is emotional rather than rational.
After resolving self concerns, teachers to task

of new

teachers.

Mentor

concerns to Task

organization,

move on These concerns involve the routines, and methodology
.

necessary within the

operate

a classroom

smoothly

new set of structural conditions. New schemes of instruction and classroom management emerge.
Once
concerns are addressed to teachers advance to impact concerns These are the ultimate and more desirable concerns that indicate teachers who have progressed to the stage of looking at the change with understanding and professionalism. Not worhed anymore how the change will affect them personally or how it will alter their classroom systems, teachers make decisions task satisfaction,
.

Impact

based on the anticipated

pupil learning impact.

*BUT NOT ALWAYS! progress through the stages with An is individual

beginner 's front, apt be an uneven aspects progress rapid on

some

and slower back to

in

others.

Beginning teachers if may that recycle is an

earlier concern arises. The

a Montana mentorship study found situation completely

new this 57

Chapter 4

-

The Mentor

-

A

Conversation About Roles

regression visions occurring

in

of what teaching was going inflexible. fixed

and

whose were The concerns stages have no teachers to

some new

be

like

timetable, only

a sequence.
i.e.,

One

purpose of in First

year

mentoring could therefore be phrased

terms of the quality Concerns Model, of a beginner 's concerns. to facilitate the

pace and the movement

through

stages

of

Connecting the prioritized issues of beginning teachers to the stages of concerns gives mentors a fair idea of the help new teachers are likely to seek. Novices will be asking you to help them understand the unique school and community cultures they find themselves in and what the internal dynamics mean to them. But don 't be surphsed if It does not work out according to the predictions. People are different and no two schools are alike.

58

Chapter 5

-

The Beginning Teacher Mentee

(^A.€iftte% "pive

THE BEGINNING TEACHER MENTEE
This chapter is written for new teachers who are starting their first year with help from a mentoring program. The chapter topics emphasize (a) the benefits of mentoring in context learning and (b) the implications of a formalized mentor-

mentee

relationship.

A
It

Message for Mentees

collegiate

not long ago that you graduated from a teacher education program, after which you received the initial state teaching certificate. The college program prepared you as an "entry level" candidate for the teaching profession, and the certificate is the state 's assurance to the public that you are a competent teacher. The new contract you signed is a legal document signifying that the school district has faith in your ability to deliver instructional services in return for a salary and benefits. You have made the transition from student to practitioner.

was probably

Another aspect service" to

of the transition

is

the

"in-service"

status.

move from "preFrom now on, your

educational growth will be a combination of your teaching experience, together with opportunities provided by or Any additional formal education required by the district. you pursue will be taken during the same years you are inservice (teaching).

The

fact that

receive mentor assistance is commitment to your first year in-service professional growth. Mentoring is not a sign the district feels you may be a weak beginning teacher. You possess the package of competencies and attitudes to succeed in teaching; otherwise, the district would not have hired you. Mentoring will accelerate the pace and quality of your early professional growth, enhancing your sense of well being in if you have been chosen to a symbol of the district 's

My

mentor - an advisor, a

confidant.

Mentee

the process.

When asked

to

comment on

their

programs, graduates say that

field

college preparation experiences, particularly

59

Chapter 5

-

The Beginning Teacher Mentee

Student teaching, was of the most value. But even student teaching cannot compare with the intensity and amount of new learning that takes place during the first year of teaching. The reason teachers learn so much during that
I

entries

read some of my past journal and I sure sound like a

whiner.

period appears to be a matter of responsibility. As a student teacher, you could go home at night and not worry because the cooperating teacher had final responsibility for the pupils you were instructing. is Mentee

New

teachers realize there

no escaping or deferment

of duties

and

responsibilities. it The buck stops here! "I suddenly realized now was my rear end that was on the line" is a typical reaction when beginners realize how serious a responsibility teaching really Is. This creates the motivation to learn much and learn fast both by choice and by necessity. Nothing is wrong with learning by experience, but in the pressure cooker of the first year, some of that learning can be unfocused and indiscriminate. Your early thoughts are apt to be about your own survival, instead of how well the students are learning. If fact, first year teachers do expend a great amount of thought and energy on issues not directly related to instruction (Component No. 1, Chapter 2). They

feeling

During December I was not good about my own competence. Mentee

I

'm all ready to go next year.

Mentee

tend to take things personally, not yet realizing that much of what pupils and parents do is not their fault or under their control. In spite of these concerns, as a general rule, new teachers still go a good job in the classroom. Given enough time, learning on the job does get more efficient, and coping with classroom and non-teaching issues gets easier. But what happens to pupil learning and to your stress level in the meantime? These are some of the concerns that mentoring seeks to address and make easier for you. The process seeks to provide information personally suited to you through a veteran teacher so you can direct energy to the benefit of pupils and yourself and minimize the energy spent worrying about other things. You and your students will all be happier if your transition to teaching is smoother and faster because of mentoring.

The

Benefits of Context that Knowledge

The knowledge

learn on the job is The which they are teaching. particular school creates the need for the teacher to acquire specialized knowledge in order to personally deal with conditions in that school. Another new teacher in the same school would need different knowledge to cope with the specific to the school in

new teachers

60

Chapter 5

-

The Beginning Teacher Mentee

same

conditions because the teacher

is

a

different user.

Another school would create another set of conditions that would require different knowledge. This knowledge that is learned within the context of a school and applied to teaching in that school is called context knowledge. It Is what individual teachers need to know in order to directly address classroom learning and the multitude of other The issues that impact them in the new teaching job.

knowledge educational is

usually

put to to writer

refers

an immediate use. One it practical as "personal

knowledge" (Hollingsworth 1994).

The learning advantage of the real classroom is new teacher has actual pupils in an actual school

that the

situation

under his/her direct responsibility as the motivation for learning. The knowledge has tangible direct application; effectiveness or ineffectiveness the can be seen immediately. Because this direct application and feedback were not possible with most college classes, first-year teachers are often critical of teacher education. Much of what is learned on the job covers the range of content that In is commonly referred to as "curriculum and instruction." other words, what is to be taught and how to teach Very few schools teach exactly the same content, even if the disthct has curriculum guides. Each teacher covers content a little differently. The beginner finds out that teaching methods do not apply universally, but must be adapted to each different group of pupils. As the new teacher gains experience, new ideas that work are added to the pool of usable knowledge. As this knowledge collection grows, the teacher can draw on it at any time for any appropriate teaching purpose with some assurance that the idea(s) will it. /

can talk

to parents with

confidence.

Mentee

The process allowed me try to

and discover academic and ideas. classroom control

Mentee

work. The ideas were designed, after all, with me in mind. This process creates an advantage in that the knowledge and the process of learning it are the teacher 's personal repertoire and as such, have potential for transfer -- to other pupils, other classes, and other schools. Even though born within the context of one school, the knowledge is the teacher 's professional property. School districts take advantage of it when they hire an experienced teacher who can quickly adapt to a new school.

What specific content does a new teacher need to get through the beginning of school, especially the first days and weeks? Each school differs, but Appendix E gives some guidance to new teachers on preparing for the opening of school. Some of the classroom

61

Chapter 5

-

The Beginning Teacher Mentee

management items are conversation. typical

of those addressed by mentor-mentee

The college program probably cannot teach you skills" A new

teacher also needs to

know what pupils, reactions

may be

the

"people

expected

needed for the Job. Mentee

members, administrators, custodian, school secretary, and other significant persons in and around the school. This could be learned over time, sometimes smoothly and sometimes harshly. The mentor who supplies the beginner with timely information about the feelings, attitudes, sensitivities and emotions of key persons or groups of persons is providing from parents, faculty an immense help.

The

motivations for

new teachers

to

learn this personal information are several:

O

people learn to work with and around the feelings of others as part of normal human discourse. New teachers are no different. They need to anticipate how others will react; context information about people is the necessary information. Being able to anticipate other teachers ' reactions, particularly those in the same grades, may be a large factor in deciding what and how some lessons are taught.
First,

/

learned

how

to

deal with

A second

motivation involves the

manner

in

which the

trouble makers.

Mentee

be received or how it may impact individuals or groups of persons. A knowledge of student backgrounds and attitudes and that of their parents is an important part of a teacher 's learning. becomes part of the information needed to assess a instructional decisions will
It

child 's learning style.

Mentor should be neutral about the forces that exist in €>

Third,

the

community.
Mentor

new teachers may have no idea of the issues about which a community may be sensitive. Some subject content may be taught innocently enough, but may arouse emotional reactions and lead to controversy. The community reaction to the beginner may be less tolerant than it will be for a respected veteran teacher. To be forewarned is to be forearmed. the new teacher him/herself. The emotions that first year teaching creates will be masked over in many cases. But the beginner needs to recognize that his/her personal reactions may color the way that events and others are
Finally, an often overlooked context factor is O
My
mentor gave

me

reassurance

that I

was doing the

right thing

relative to

my

style.

Mentee

perceived. Is this an advantage to mentoring? It is when the beginner is encouraged to reflect on him/herself as a factor in the school learning environment.

62

Chapter 5

-

The Beginning Teacher Mentee

As new teachers continue to gain experience, they begin to trust themselves and stop second guessing their decisions. What others thinl< becomes less of a factor, and learning decisions are based on professional rather than personal considerations. The teachers are becoming "professionals."

/

don 't take things personally

anymore.

Mentee

Other Mentoring Benefits and Context knowledge can be directly enhanced accelerated by mentor assistance. There are additional may be more obvious and benefits, some of which measurable. Examples of these benefits are as follows: a new teacher 's year It signals he/she can is to be offered the second contract. do the job of teaching which comes as a great relief. The district also wants to retain its best teachers; keeping promising first year teachers is much easier than hihng new ones. But retention also has much wider implications. The teaching profession suffers from a high dropout rate. Most of this comes from teachers choosing to leave on their own. The primary reason is not money or students, but rather an inability to fulfill personal aspirations while working within
Retention:
of the high points in

One

High Points of
Contract renewal!

the

Year for Mentees:
Kids accomplishments! '

January evaluation wait! after

a long

New

curriculum plans!

Low

Points of the Year for Mentees: into the routine!

the school context.

They

feel

the

need

to

satisfy

the

Family sucked

"system" conflicts with what they had personally hoped to obtain from a teaching career. It is arguable whether this inconsistently results from unrealistic expectations or from an inability to cope with actual school conditions. As a mentored beginning teacher, you have the advantage of being better able to function within school structural conditions because of timely information. Regardless of what the real dropout reasons may be, within one to three years from now, there is a 91% chance you will still be teaching if your experience follows that of the Montana mentoring research. That is much better than the 73% for non-mentored beginners. Within five to six years, half of all new teachers will no longer be teaching. The authors are confident that mentoring will help keep you in the profession. Monotony of the in February!

routine hit

me

Department problems - extra curricular work - reluctant school board - all came together during February!

Feedback: First year teachers have a tendency to judge themselves more poorly than is actually the case. The reason is a lack of feedback from important adults in the school. The administrator conducts formal evaluations and classroom observations, but typically these come too late

The

mentor

and

I

roomed

together. Talked until the wee

small hours.

Mentee

63

Chapter 5

-

The Beginning Teacher Mentee

and too infrequently to satisfy the beginner 's need for feedback. To fill the vacuum, novices pick up signals about their performance from whatever sources are available -students, teacher 's lounge, hallways, downtown, and their own imagination. A spouse at home during the evening may not want to listen to school talk. Frequent and candid conversations with a mentor go a long way toward fulfilling this need. evaluations: Preparation for Administrative teacher evaluations are the devices used by school disthcts to document performance, plan for growth, and make rehiring decisions. r\/lentors can help beginners prepare for earlier (formative) evaluations and final (summative) evaluations. The anxiety in the beginner 's mind can be reduced by knowing what to expect duhng the administrative visit and afterwards. However, mentors clear of the actual evaluation.

do have

to

keep themselves

I

am

very concerned that all I

won 't get through objectives. my

teachers,

Mentee

the administration in developing an individual professional development plan (IPDP). The teacher 's self-assessment is a large factor in the plan. New teachers may wonder what goals are appropriate. Mentors can help. to Professional Development Plans: especially new ones,

Many

districts

require

work

with

The other 25%: The manual authors claim potential that

75%

of

the year teacher, you can start to realize the remaining benefit if you can get together with other beginning teachers and tell tales. Whether or not the other new teachers are mentored is not that important. You will discover and be relieved to learn that others like yourself have many problems and concerns The sense of relief that comes from in common with you. knowing you are not alone with the problems you face is in The itself a significant boost to your professional esteem. process is very therapeutic. As a mentored teacher, you have someone (mentor) who can help pull strings with your building administrator, and in turn with other officials in the district or in the region. Ask if they can help set up a social or professional meeting of first year teachers, or if not, perhaps supply the names of such teachers. Your mentor probably knows the representative of the state teachers ' association or union who might be able to help with names. benefit interaction of

mentoring

comes about through
As a first mentor and mentee.

64

Chapter 5

-

The Beginning Teacher Mentee

A couple teachers like yourself could organize a meeting of new teachers. you show initiative, you might be surphsed
If

at the

help others might lend.

The Formalized Mentor-Mentee Relationship
The
between mentor and first-year teacher as envisioned by this manual is formalized both in its The implications of this design and implementation. arrangement are important to understand formal because they create a path of responsibility from the is evaluated. time mentoring is proposed until the time Responsibility leads persons to create structures and The end procedures to carry out their obligations. purpose of all of this, of course, is to create the supportive atmosphere within which the interaction between mentor and mentee takes place. Chapter Two discusses the essential components of a mentoring program and where the responsibility falls for each step. relationship it

Formalized responsibility : way. I

was

not making him go out of his

Mentee

Formalized left to

- not chance.

In

the following section of this chapter, the individual

most active participants building administrator, mentor, and mentee -- are described. Written for mentee understanding, the descriptions help the beginner trace mentorship program responsibilities as they develop and impacts him/her within the school. A knowledge of the process should enable a mentee to become an active participant in the process instead of sitting back and waiting for things to happen. responsibilities of the three

Administrator Responsibilities: The Building Principal smaller districts,

(In

perhaps

the

Superintendent/Principal,

County Superintendent, or Supervising Teacher) has the duty of creating a structure that supports the mentor-mentee pair at the school in which they work. This has to be an operation that actually assists the participants, not just

words of encouragement. Some of the more important parts of a mentoring program that depend on the building administrator follow:
>"

have the most say in selecting your mentor. In the Montana mentorship study, they made a good match 90% of the time. By the same token, you and your mentor have personality conflicts that do not ease over time, the the pairing: principal will probably if Making

The

65

Chapter 5

-

The Beginning Teacher Mentee

administrator

will

disengagement

is

have to execute whatever needed and reassign appropriate. if Timing of the pairing: You will probably be paired with a mentor before the school year starts and have a chance to be together before the pupils arrive. That is what experienced mentors and mentees recommend. But your district or administrator may decide to wait for a few days or weeks before matching. The advantage in waiting is to avoid an early mismatch.
A
need:

more time for mentor to meet.

and mentee

Mentee

Formal time for talk: Your administrator will work with you and the mentor to set up formal times that the two of you can talk. If you and your mentor are able to work out the times yourselves, the principal will need to agree. These talk opportunities need to be respected and not sacrificed to other pressures.
>>

Monitoring the process: It is unwise to assume mentoring will start and proceed on its own. The administrator will be checking with you and the mentor from time to time. If periodic meetings with the three of you can be scheduled, that structure would ensure monitoring. * '

Non-mentoring communication: You may expect that your mentor will provide you with some of the information normally from the get you would administrator. Most officials have an open door policy; you can talk with the principal about issues whether associated with mentoring or not.

Mentoring

is,

after

all,

a temporary thing and direct communication office will be the norm next year.
1 felt it

with the

was my

right to ask as

a

formal mentee.

Mentee

Mentor Responsibilities: It would take many pages to describe the possible assistance a mentor could give a new teacher. But it can be briefly summahzed by referring again Some of the to the concept of formalized responsibility. ways mentees will see this responsibility exhibited include the following:
1.
If

Went in to talk with my mentee. Was met with a burst of tears ad

"Am

I in

the right profession?"

there were anything mentors in the Montana study felt acutely, it was the sense of responsibility toward the beginning teacher mentee. This sense was the

most

Mentor

product of the formal arrangements structured into the program, the reward system, and the interaction that

66

Chapter 5

-

The Beginning Teacher Mentee

ensued between the pair. As a mentee, the implication is direct and of tremendous of this arrangement advantage. You do not need to worry about imposing and feels He/she expects on the mentor 's time. obligated to give you whatever time you need. Mentors it feel

they are rendering a real service, not only to you, They take the obligation very seriously, and their time with you is part of it. but to the teaching profession.

2.

Mentors

are

chosen

for

their

knowledge this and

/

asked

my

mentor, "What divorced by receiving timely information about the school, instead of having to learn it by experience. As was noted earlier, experience is a good teacher, but it can be indiscriminate and not Administrators very efficient. noted that, when compared to non-mentored teacher expectations, mentees progressed faster in their development. They also credited mentors when beginners were better able to learn a school 's operating procedures. capitalize experience.

Mentees

on

do we do with parents in the upcoming
"

parent conferences?

Mentee

"powers" that Credibility and leverage are two mentors possess with the school faculty and staff. As a beginning teacher in the school unfamiliar with the internal politics, you may not recognize the mentor using his/her power for your benefit. But mentors tend to be somewhat protective of their newcomers and there are apt to be instances where other staff members did not take advantage of you because of your association with that person. When the year is done, the respect that you have earned will take over.
4.

Some

practices to avoid at the

local level:

Exploit the uninformed

Give newcomers dregs Young whippersnapper attitude
Divisive school politics

No-win

situations

No

insulation from critics for

beginner

Mentors and Mentees

Mentors

will be able to get you started with the right information at the right time. New teachers usually do not know what questions to even start asking, so mentors are able to volunteer information in a prioritized manner that will be available to you at the appropriate time. This is part of their responsibility to personalize the information for your specific needs, rather than

overwhelming you with too much.
5.

Mentors can teach you how to say "no." As a beginner, you want to appear cooperative, but too many extras can bleed off all your free time and take away much of your energy. Around the school, people, by intent or by innocence, may take advantage of the naive newcomer. Clues from a mentor can be very valuable.

67

Ompler 5 The Beginning Teacher Mentee
-

Mentee Responsibilities: As the recipient of mentor assistance, you liave obligations to the program and to the With the people who have conthbuted on your behalf. information contained in this chapter, you have some idea of what those efforts are. Here are some mentee responsibilities that can help you start to take command of you own professional growth:
You need philosophy but not tell to

have the same questions to do.

— answer you what

fl

Show

initiative

and enthusiasm! The above

discussion of

Mentee

context knowledge - you want to know how people are going to react to you and your ideas -- may very well be a function of how you react to them. People will feel rewarded working with you if they can read into your actions and words a sense of excitement, appreciation, get-up-and-go, and the other signs of someone who " is really "with the program.

fit

Just as your mentor has a responsibility to

make time for communication, you need to do your part by honoring that time or letting the mentoj

know when you to cannot.

Some mentors

may not know how

ice with you. If you sense this happening, take the lead. Write down a list of things you want to ask if you cannot easily bring up issues. Bring the list with you to the conversation. teacher, you represent a source of new ideas can potentially benefit the school. Share them with your mentor and the other teachers when the time is right. Mentors want to grow themselves, and you may be just the transfusion they need. Much of the communication that takes place between you may evolve into an exchange of ideas.

break the conversational

Mutual reliance on each other for ideas.

ft

As a new that Mentee

I

was

left

alone to deal with a
--

major censorship issue emerged strongerfor it.

but

I

Mentee

the school can be proud! lack of personal and professional judgment. It is part of that characterIpackage you bring to the community and to the school. As a new teacher, your moral, legal, and ethical behavior in and out of school is going to be under scrutiny by the community. Teachers are held to a higher standard than most other citizens in the way they dress around school, the language they use, and other features that denote good role models for children. Because townspeople can be fickle in their attitudes, don 't be afraid to ask your mentor or administrator if in doubt about visiting one of the local saloons, living out of town, buying locally, etc. If you aspire to become a respected professional educator, your actions and motives need to be unquestioned.
Finally,

be a teacher of

whom

No amount of mentoring can make up for a

68

APPENDICES

Appendix A
Appendix B

References
Other Handbooks, Guides, and Reports
Administrative

Appendix Appendix

C
D

Sample

Letters

Reflective Questioning

Appendix E

Checklist for Starting School Year

Appendix F

Montana Beginning Teacher Support Program by Year
Participants
District in and
Appendix G

Steering Committee for

The

Single

Best Thing

69

70

Appendix

A

-

References

REFERENCES

Donovan,

(1992) Support Systems for Beginning "Teachers, Section P. Report to the Montana Certification Standards and Practices Advisory Council. Helena, Montana.
P.

Fuller, F.E.

and Brown, O. (1975) Becoming a Teacher, in K. Ryan, Ed., Teacher Education NSSE 74th Yearbook. University of Chicago Press, Chicago,
Illinois.

Hall,

G.E. (1982) Induction,
(3).

The Missing

Link,

Journal of Teacher Education 33
,

Hollingsworth, S.D. (1994) By Chart and Chance and Passion: The Importance of Relational Knowing and Learning to Teach. Curriculum Inquiry 21 (2).
,

Morey,

A.I.

(1990) Introduction, for in A.I.
.

Programs
California.

New Teachers

Morey and D.S. Murphey, Ed., Designing Far West Laboratory, San Francisco,

Olsen, D.G. and Heyse, K.L (1990) Development and Concerns of First-year and Re-entry Teachers With and Without Mentors. Paper presented at

1990 AERA, Boston, Massachusetts.
Rogan, J.M. (1994-95) Changes from Pre to Post-Test Concerns on the Percentages of Types of Written Concerns by Mentees and Control Teachers, in Spuhler, L. and Zetler, A., Montana Beginning Teacher Support Program Year Two Report 1994 and Year Three Report 1995, Montana Certification Standards and Practices Advisory Council, Helena, Montana.
.

Veenman,

S. (1984) Perceived problems of Beginning Teachers. Educational Research 54, (2), 143-178.
.

Review

of

Wagner, LA. (1990) A Concept for Analyzing State Supported New Teacher Reform Efforts in California, in Morey, A.I. and Murphey, D.S., Ed., Designing Programs for New Teachers Far West Laboratory, San
.

Francisco, California.

71

72

Appendix

B

-

Available Handbooks, Guides, and Reports

OTHER HANDBOOKS, GUIDES, AND REPORTS
This section provides a

a number of handbooks, guides and reports that are available to assist in the development and implementation of a beginning teacher mentoring program or to broaden an listing and

brief description of

induction program.

Authors:
Title:

Dr. Dr.

Lee Spuhler, Project Administrator

Publisher/
Institution:

Alan Zetler, Project Evaluator Montana Beginning Teacher Support Program: Final Report Board of Public Education, Certification Standards and Practices Advisory Council, 2500 Broadway, P.O. Box 200601, Helena, MT 59620-0601, Phone: [phone].
1 995 The purpose

Date:
Abstract:

a description of a three-year research project on the effect of mentoring and school/community influence on a new teacher 's development. The research shows the positive effect that mentoring can have in easing the transition from of the report is to provide

college to teaching.

Authors:
Title:

Barbara Levandowsk Dr. Georgiann McKenna Teacher Induction Program Handbook
Dr.

Publisher/
Institution:

Woodstock Community
1995-96

Unit, School District 200,

Woodstock,

IL

60098

Date:
Abstract:

The handbook is designed as a guide for the operation of the District 200 Teacher Induction Program. includes the program philosophy, goals and components as well as the roles and responsibilities of the
It

administrators, mentors,

and beginning teachers.

Author:
Title:

Karen D. Olsen

Publisher/
Institution:

The Mentor Teacher Role: Owners Manual Books for Educators, P.O. Box 20525, Village
86341, Phone: [phone].
1

-

Fifth Edition

of

Oak Creek, AZ

Date:
Abstract:

989

This manual, written for mentor teachers and administrators, traces Its the implementation of the California Mentor Teacher Program. purpose is to explore the potential of mentoring, to identify roles and tasks necessary to ensure a successful mentoring program and to

examine

future directions.

73

Appendix

B

-

Available Handbooks, Guides, and Reports

Author:
Title:

Victoria C. Bernhardt, Ph.D.

Paving the Road to Excellence: Inducting Profession - A Guide for Administrators
Institute for

New

Teachers into the

Publisher/
Institution:

Advanced Studies
-

California State University

Education, College of Education, Chico, Chico, CA 95929-0224, in Phone: [phone].
Date:
Abstract:

1989 The guide

designed primarily for the school administrator to assist in the development and implementation of an induction program for new teachers into the profession. is Authors:

Mr.
Dr.

Thom

Brzoska

Title:

Jan Jones Dr. John Mahaffy Mentor Teacher Handbook

Kenneth Miller Ms. Joann Mychais
Dr. J.

Publisher/
Institution:

Northwest Regional Educational Laboratory, Marketing Office, 101 S.W. Main Street. Portland, OR 97204, Phone: [phone]

Date:
Abstract:

1987 The handbook is intended as a reference to the various skills and can knowledge areas required for becoming a successful mentor. be used as a resource to stimulate mentor/mentee teams to create a
It

mutually beneficial and rewarding relationship.

Authors:
Title:

Publisher/
Institution:

Tennessee Education Association and Appalachia Educational Laboratory Bridges to Strength: Establishing a Mentoring Program for Beginning Teacher, An Administrator 's Guide Appalachia Educational Laboratory, P.O. Box 1348, Charleston, 25325, Phone: [phone].
Staff
-

WV
1

Date:
Abstract:

988 The guide

offers assistance to administrators in planning and implementation of a mentohng program by: 1) outlining essential components; 2) listing participants ' responsibility; 3) describing mentor compensation; 4) describing a selection process; 5) presenting areas of training for mentors; 6) specifying work of

administrators.

74

Appendix

B

-

Available Handbooks, Guides, and Reports

Author:
Title:

William S. Emrick

Mentoring Handbook
Office of

Publisher/
Institution:

Human

Florissant,

MO

Resources, Ferguson-Florissant School 63031

District,

Date:
Abstract:

1988
This handbook focuses on the development of a mentor program at the Ferguson-Florissant School District in Missouri. The program is described under these topics: 1) program goals; 2) mentor selection criteria; 3) mentor teacher 's tasks and duties; 4) definition of new teacher; 5) new teacher training; 6) program administration; 7) program evaluation; 8) mentor functions; 9) mentor teacher qualities; 10) mentor behavior; and 11) beneficial aspects. It incldues a list of what mentors can do and sample professional development plans for a beginning teacher.

75

76

Appendix

C

-

Sample Letter #1

ADMINISTRATIVE SAMPLE LETTERS

Dear

Our school

the next school year.

considering the establishment of a mentoring program for You are invited to be a member of a steehng committee to study the feasibility of a formal program to provide the assistance of an experienced teacher to help a beginning teacher achieve professional success. If the program is implemented, this committee will also be responsible for evaluating the program at the end of the first year. district is

The committee
April.

recommendations by the end of the first week in Please contact my office by March 3 you wish to participate in this most will provide

its

if

important endeavor.
Sincerely,

77

Appendix

C

-

Sample Letter #2

Dear

Thank you tor the
1

for

agreeing to serve on the mentor steehng committee.

The charge

committee
District
a.
b.
c.

be the following: rationale for mentoring will Definition of professional

growth

Possible positive aspects of a program Possible negative aspects of a program

d.
If

Recommendation

the committee decides to
2.

a program or not establish a program, the mentors will then consider to establish

the following:

Scope
a.
b.
c.

d.
e.
f.

of operation Size of the program (all new teachers or selected) Duration of assistance (1/2 year, 1 year, 2 years) Special unique school and community environment factors Released time for mentor/mentee conversations

Reward and recognition for mentors Time for mentor/mentee pairings (August
Budget implications Disengagement options Program goals (first year)

-

September)

g.
h.
i.

The

organizational meeting to be required
Sincerely,

complete

its

be next Tuesday at noon. The committee deliberations by the end of the first week in April. will will

78

Appendix

C

-

Sample Survey #3

MEMO
TO:

Teaching
Principal

Staff

FROM:
RE:

Mentoring Program

What

For the next school year we are planning to establish a mentoring program. is Mentoring ? "Mentoring is a formal helping relationship by which an

experienced educator assists a beginning teacher achieve professional success. A fundamental tenet of teacher mentoring is the belief that the single best way of developing and retaining entry level teachers is to utilize the assistance of an established classroom teacher during the first year of the beginner 's induction."

we need to ascertain how many teachers would be interested in being considered as potential mentors. From this identified pool of potential participants, mentors will be selected to be paired up with next year 's beginning teachers according to room proximity, grade level, subjects taught, etc.
At this time

Please contact the mentor. office

by

May

1

if

you wish

to

be considered as a potential

79

Appendix

C

-

Sample Letter #4

Dear
Congratulations upon being selected to participate in our newly established mentor program for the coming school year. The pairings for our school follow:

Mentors

Mentees

Name Name Name
I

-

grade/subject grade/subject grade/subject with the paired

-

Name Name Name

-

grade/subject grade/subject

-

grade/subject
21, starting at 9:00 a.m.

plan to is meet

teams on August 20 and

This

several days prior to our regular pre-school meetings.

During this time

we

will discuss the details of the program and our roles and responsibilities. Please contact me if you have any questions.

Sincerely,

80

Appendix

C

-

Sample

Memo

#5

MEMO
TO:
Steering Committee

Members Mentor/Mentee Teams
Building Administrators

FROM: Program
RE:

Administrators

Mentor Program Evaluation

There will be a meeting on Monday, May 5 at 3:30 p.m. to review the mentor program over the past year. The first objective of this meeting is to measure the attainment of the goals ohginally identified in the Rationale for Mentoring and the Scope of Operation. The second objective is to recommend the program direction for the next year.

81

82

Appendix D

-

Reflective Questioning

General Questions to Facilitate Reflective Thinking
The

mentee

may use when talking with the promote reflective thinking. The questions have the ability to take the mentors out of the judgment process and places it in the hands of the mentees. following are suggested questions the mentor to Describe what

was going on of the

today.

What was the purpose
In

lesson?

what ways was the learning appropriate think the lesson

for

these learners?

How do you

went?

Did the learners achieve the learning?

On what
Can you

did

you base your decisions?

recall

what the students were doing in that

made you

feel that

way?

Did anything happen

the class that surprised you? with How does
What
did

this

compare

what you hoped/expected would happen?

you learn from today 's events?
"right" to

What seemed

you today about what took place? or concerns you would like to explore?

What are some issues
What
did

you notice about the students? of the

What could be some
If

reasons

this

happened

this

way?

you imagined a

replay,

what would

it

look like?

Reprinted by permission from Beginning Education Support and Trainine (BEST),ConDecticut State Department of Education

83

Appendix D

-

Reflective Questioning

Questions Promoting Reflection

What pleased you most about

this

lesson?

Can you

talk

more about

that?

Why do

you think that happened? for that?

What evidence do you have What do you need?

Has anything
Help

like this

happened before?

me to

understand... for What has worked What have you

you

in

the past?

tried

so far?

Why
What What

did/didn 't

it

work? into did did you take

account

in

planning this?

you expect would happen? to What do you want

happen?

What conclusions can you draw?
What does What
If
if

this

remind you of? this it

happened

way? would you make any changes?

you could replay the

class,

How
How

else could you approach that?

could you do that? is When
May
I

the concern most pronounced?

offer

a resource?

May share an experience?
I

Reprinted by pennissioii from Beginning Education Support and Training (BEST),Connecticut State Depaitment of Education

84

Appendix E

-

Checklist for Starting School Year

Check

List

Preparing for the First Day
Efficiency in the classrcK>m is the hallmark of an effective learning environment Established procedures, consistently applied and taught to your students at the onset of the school year, will significantly improve your classroom management time.

Directions:
-

Check

(

)

each item for which you already have a prepared process.

-

Place an (X) by any item for which you do not have a policy but believe you need one.

Highlight those items which you will teach the students the

first

day of class.

I.

Beginning Class
A. Roll Call, Absent, Tardy
B. Academic

IV.

Instructional Activities

A. Teacher, Student Contacts
B. Student

Warm-Ups

Movement m

the

Room

C. Distnbutmg Materials

C. Signals for Students ' Attention

D. Class Opening
II.

D. Signals for Teacher ' s Attention
E. Student Talk During
F. Activities to

Room/School Areas
A. Shared Materials
B. Teacher 's

Seatwork

Do When Work Is Done

Desk

G. Student Participation

C. Drinks, Bathroom, Pencil Sharpener

H. Laboratory Procedures
I
.

D. Student Storage/Lx)ckers
E. Student
F.

Movement In and Out of Small Groups
Bringing Materials to School

Desks

J.

Learning Centers, Stations

K. Expected Behavior in Group
L. Behavior of Students

G. Playground, Schoolgrounds

Not

in

Group

H. Lunchroom
I.

V.

Ending Class
A. Putting

Hails

III.

Setting

up I ndependent Work

Away Supplies, B. Cleaning Up
D. Dismissing Class
.

Equipment

A. Defining "Working Alone"
B. Identifying Problems

C. Organizing Class Materials

C. Identifying Resources

VI.

Interruptions

D. Identifying Solutions
E. Scheduling
F. Interim

A. Rules

Checkpoints

B Talk among Students C Conduct

85

Appendix

E

-

Checklist for Starting School Year

D. Passing Out Books, Supplies
E. Turning in
F.

__
X.

E. F.

Term Schedule

Work

Handing Back Assignments

Student

Homework Assignments Work
In-class

G. Getting Back Assignments
H. Out-of-Seat Policies
I.

A. In-class Participation

B

.

Assignments

Consequences for Misbehavior

C.

Homework in Class

VII.

Other Procedures
A. Fire
B.
Drills

D. Stages of Long-term Assignments

XI

.

Checking Assignments

Lunch Procedures

A. Students Exchanging Papers

C. Student Helpers

B Marking and Grading Assignments
.

D. Safety Procedures
VIII.

C

.

Turning in Assignments

Work Requirements
A. Heading Papers
B.

D. Students Correcting Errors
XII. Gradi ng Procedures

Use of Pen or

Pencil

A. Determining Grades

C. Writing on

Back of Paper

B Recording Grades
.

D. Neatness, Legibility

C

.

Grading Long Assignments

Work Work G. Missed Work H. Due Dates Make-up Work I.
E. Incomplete
F. Late
J.

D. Extra Credit Work
E. Keeping Papers, Grades, Assignments F. Grading Criteria

G
XIII.

.

Contracting for Grades

Academic Feedback
A. Rewards and Incentives B. Posting Smdent
.

Supplies

K. Coloring or Drawing on Paper
L.

Work

Use of Manuscript or Cursive (Hem)

C Communicating with Parents
D. Students ' Record of Grades
E. Written Comments on Assignments

IX.

Communicating Assignments
A. Posting Assignments
B. Orally Giving Assignments
C. Provision for Absentees

D. Long-term Assignments

Reprinted by permission from Mentor Handbook. Northwest Regional Educational Laboratoiy, Portland, Oregon, 1967.

86

Appendix

F

-

Participants in the 3-Year Beginning Teacher Support Program Study

Participants by Year and District in the

Montana

Beginning Teacher Support Program Study

The following participated Is

a

list

of the schools, mentors,

Some

Beginning of the participants are now teaching in the three-year

mentees, and administrators that Teacher Support Program study. in different schools and some of the

names have changed due

to marriage.

1992-1993
School
Reichle Elem.
Whitehall H.S.

J

Location
|

Mentor
Linda Hicks
Pat Severance
Ellie

Mentee
Channon Williams
Darcy Accord
Kris Menicucci

Administrator
Linda Hicks, S.T.

Glen
Whitehall

Jim McCrossin,

Prin.

Belgrade Elem. 'Twin Bridges Elem.

Belgrade

Rothing

Jan Riebhoff,

Prin. Prin. Prin.

Twin Bridges
Park City
Billings

Verta

Ann Dorseth

Toni
Jori

Day

Doug Denson,

Park Citv H.S.
Billings

Karen Madsen

Rom
Carlson

Terry Lauqhery,

Elem.

Ed Harris
Jerry Feller

Julie

Sandy Mossman, CD.
Dennis
Fry, Supt.
Prin.

Hobson H.S.
Morninqside Elem.

Hobson
Great Fails

William Petzke

William Salonen
Hallie

Vaughn Elem.
K.W. Bergan Elem.
St. Ignatius

Vaughn
Browning
St. Ignatius
Prin.

Olson

Susan Scotson Brenda Shirley
Valerie After Buffalo

Diane Farmer,

Frank McGowan; Supt.

Barbara Gallup
Lorraine

June Tatsey,
David Werdin,

Prin. Prin.

Elem.

McNamer

Dan Durglo CD. =

ST. = Supervising Teacher

=

Principal

Supt. = Superintendent

Curriculum Director

Toni Day was a special education teacher and
Verta

Ann

Dorseth, elementary teacher

in

it was arranged that she would have two mentors, Twin Bridges, and Donna Waylett, special education

teacher

in Dillon.

1993-1994
School
Emily Dickinson
Rapelie H.S.
Joliet H.S.

Location
Bozeman
Rapelie
Joliet

Mentor
Toby Rieder

Mentee
John Usher
Joe Schladweiler Kevin Brooke Jeannie Mclssac

Administrator
Dean Mikkelson,
Prin.

Wayne
Vance
Gail

Erfle

Blatter

Shepherd

J.H.

Shepherd
Miles City

White

Gary Scott, Supt. Leo Lorenz, Supt. Gary Degouyer, Prin.
Fred Anderson,
Sid Wilson, Prin.
Prin.

Custer Co. H.S.

Linda Coates

Lewistown Elem.

Lewistown

Roy Elem. Saco H.S.
Malta H.S.

Roy Saco
Malta

Lynne Wise Betty Maaiska
Beth Nagle

Carmen Ferguson Melanie Rapp
Dusty Sturm
Lorie Martinez

George Bewick,

Supt.

Larry Crowder, Prin.
Kelly Taylor, Prin.

Harlem H.S.

Harlem

Steve Schumacher Cindy Heppner
Shirley Johnsrud

Loyd Rennaker Debbie Jo Holman
Lorna Stremcha

Jim Owen,

Prin.

Havre M.S.

Havre

Jeff Pratt, Prin.

Knees Elem.

Chouteau Co.
Prin.

Margie Schuler
=
Principal

Robyn Jones CD.

Larry Stollfuss. Supt.

ST. = Supervising Teacher

Supt. = Superintendent

= Curriculum Director

87

Appendix F - Participants

in the

3 Year Beginning Teacher Support Program Study

1994-1995
School
Columbia
FIs.

Location
Columbia
Corvallis
Falls

Mentor
Suzanne Seaman
Dale Campbell

Mentee
Kathy Martin

Administrator
Trent
Miller,

Elem.

Coor.
Prin

Corvallis H.S.

Drummond

H.S.

Drummond
Kalispell

Don Anderson
David Hashley

Flathead H.S.
Florence-Carlton

Florence

Helena H.S.
Hellqate Elem.
Bissell

Helena
Missoula
Whitetish

Gary Janego Doug Shenkle
Carol Shaffner
Ten-j Morris

Russ Hendrickson Lindsay Jones Greg Adkins Julie Hanser
Josh McKay

Susan Schumacher,
Walt Piippo, Supt.

Cathy McDevitt,

Prin.

Vance Ventresca, Prin. Ken Price, Asst. Prin.
Candace Johnson,
Ronald Kuehne,
Prin

Elem.

Marsha Hamilton Sandra Ausenhus
Martin Lewis

Prin.

Poison H.S.
K. William

Poison

Bob Gunderson
Denise DesJarlais

Harvey

Ronan
Victor

Tammy Krahn
Dennis Pings
Darren Schlepp

Victor H.S.
L.A.

Muldown Elem.
S.T.

Whitefish
Prin.

Mark Andrews Ann Audet
= Principal
Supt.

Ed Longin, Prin. Gary Gottfried, Prin. Lucy Braach, Supt.
Bobbi Barrett,
Curriculum Director
Prin.

= Supervising Teacher

= Superintendent

CD. =

88

Appendix

G

-

Steering Committee

&

Professional Readers

The Single Best Thing Steering Committee
Bill

Salonen, Principal

Momingside School 41 19 7th Avenue North 59403 Great Falls,

Susan Quinn East Middle School

MT

4040 Central Avenue Great Falls, MT 59403

Brenda Homer North Middle School 2601 8th Street NE
Great Falls,

Robyn Good
Benton Lake Elementary Rural Route Box 29
Floweree,

MT

59406

MT

59440

Margie Schular Chouteau County Joint Services
P.O. Box 399 Fort Benton,

Hallie Olson

127 10th Lane
Ft.

Shaw,

MT

59443

MT

59442
Josh

Doug Shenkle
Helena High School 1300 Billings Avenue Helena, MT 59601

McKay

Helena High School 1300 Billings Avenue Helena, MT 59601 Alan Ze tier P.O. Box 1002
Dillon,

Lee Spuhler 3725 Laknar Lane Dillon, MT 59725

MT

59725

(CSPAC member) Montana State School for the Deaf and Blind 391 1 Central Avenue Great Falls, MT 59405
Steve Gettel

School District Manual Readers
Victor Schools. District No. 7 Lucy Braach, Superintendent of Schools

Mark Andrews,
Dennis Pings

Principal

Emily Dickinson School. Bozeman

District

No. 7

Dean Mikkelson, Toby Rieder
John Usher

Principal

Hell gate Elementary School, District No.

4

Candy Johnson,

Principal

Carol Shaffner Marsha Hzmiilton

89

1 ,000 copies of this public document were published at an estimated cost of $2.75 per copy, for a total cost of $2,750.00, which includes

$2,750.00

for printing

and $.00

for distribution.

References: (1992) Support Systems for Beginning "Teachers, Section P. Report to the Montana Certification Standards and Practices Advisory Council. Helena, Montana. and Brown, O. (1975) Becoming a Teacher, in K. Ryan, Ed., Teacher Education NSSE 74th Yearbook. University of Chicago Press, Chicago, Illinois. Hollingsworth, S.D. (1994) By Chart and Chance and Passion: The Importance of Relational Knowing and Learning to Teach. Curriculum Inquiry 21 (2). (1990) Introduction, for Olsen, D.G. and Heyse, K.L (1990) Development and Concerns of First-year and Re-entry Teachers With and Without Mentors. Paper presented at 1990 AERA, Boston, Massachusetts. Wagner, LA. (1990) A Concept for Analyzing State Supported New Teacher Reform Efforts in California, in Morey, A.I. and Murphey, D.S., Ed., Designing Programs for New Teachers Far West Laboratory, San .