A reflective view

The experience of mentor and protg is much

the same as the experience of parent and child. At
every moment, I am simultaneously the child of
my mother and father and the parent of my child.
I am forever in debt for the lessons I learned from
my parents, and will forever be willing to guide
and remain available to offer helpful lessons to my
daughter. Both roles teach me something of the
giving process- one role in how to give, the other
role in how to receive.
Mentoring in the Ensemble Arts Page 13

Mentoring:
A process for the informal transmission of
knowledge, social capital, and psychosocial
support perceived by the recipient as relevant to
work, career, or professional development;
mentoring entails informal communication,
usually face-to-face and during a sustained period
of time, between a person who is perceived to have
greater relevant knowledge, wisdom, or experience
(the mentor) and a person who is perceived to
have less (the protg).
Bozeman and Feeney, p.731

Bozionelos p. 25

Mentoring is defined as a developmental

relationship that involves organizational members of
unequal status or, less frequently, peers.

Zey p. 7

A mentor is a person who oversees the career and

development of another person, usually junior,
through teaching, counseling, providing
psychological support, protecting, and at times
promoting or sponsoring. The mentor may perform
any or all of the above functions during the mentor
relationship

Directors

High School Band Director and Choir Directors

Transition from informal to formal mentoring

Private Voice Teacher

Mansfield Faculty
Colleagues- within my building and outside of
it
District appointed mentor

Informal

Formal

Upperclassman
Section Leader
Student Staff
Butler Big
Tau Beta Sigma

Students, QACHS

Faculty

Dr. Thornton
Dr. Kiver
Dr. Watts

Informal mentoring

Beginning to (re)define professional goals

First course in mentoring

Beginning to truly define what mentoring is

Mentoring Styles
Mentor as teacher
Mentor as coach
Mentor as collaborator
Mentor as sponsor
Mentor as counsel

First mentoring experience of selected juniors

Two music education trombonists

Faculty

Professor Glocke

Informal vs. formal

Solidifying professional goals

Continuing to define mentoring

Reflecting on the process

Personal challenges with formal mentoring

Characteristics of an ideal mentor
Exudes warmth
Listens actively
Embraces humor
Expects excellence in effort, not perfection

Caught rather than Taught

Do no harm

First year high school band director

College friend and peer

Two (soon to be three) videos for observation

Challenges of the established friendship

Lesson- feel for the rapport with the students,
addressed amount of talking vs. playing
Band rehearsal- close to concert, music in good
shape, conducting advice

After the final video?

Critical confidant vs. mentor

Establish some formality within current

relationships
Teaching mentor(s)

Research mentor

Within and outside of building

Within and outside of content
Current teacher- balance between teaching and
research

Success in the classroom as well as growing

into a successful PhD candidate