Component Description
An overview of the program, including mission
and goals
The qualities of successful mentors, including a
mentor job description that outlines program
expectations and requirements
The level of commitment expected (time,
energy, flexibility, frequency)
Benefits and rewards of participation
A summary of program policies
Your Program Information
The mission of this mentoring program is to
create a supportive and collaborative
environment for all teachers.
The program will pair novice teachers with
ones who are more experienced. The teachers
will be in grade level teams and will work
together to plan and evaluate student work.
Successful mentors will be experts in their
fields, they will also devote time to helping
their mentees. The expertise of the teacher will
be determined from consistent evaluations in
the past years. Mentors must work
collaboratively. Mentors will be there for
emotional and classroom support. Their
experiences with their mentee will not be used
for an evaluation.
Mentors and mentees will meet together at
least once a week to discuss student work and
plan. They will observe each others classrooms
at least once a quarter. Together they will
choose a time and day to meet each week and
be expected to attend each meeting.
-Professional development for both parties
through observations and discussions.
-Improvement of teaching practices.
-Support
-Financial compensation for extra hours put in.
-Teachers will work collaboratively with one
another and work together in a respectful
manner.
-The mentor and mentee will determine what
they want to focus on throughout their
mentorship.
-Mentors will give feedback to mentees that
will impact their classroom practices. Goals will
be set at the beginning of the year and
progress will me measured throughout.
-Mentees will openly accept feedback.
 Outline for a Teacher Mentoring Program
Overview:

Mission: The mission of this mentoring program is to create a supportive and

collaborative environment for all teachers.

Goals: The goal of the program is to provide support for new teachers. It will
also allow for new and veteran teachers to support one another and reflect
on their practices.

Mentors:

Qualifications: A mentor in this program must be an experienced teacher who has

shown mastery of their practice. A mentor needs to offer criticism and critiques
in positive and productive ways (The National Foundation for the
Improvement of Education, p. 7, 1999.) Not only does a mentor need to be
an expert teacher, they need to mentor in a manner that is positive and
helpful to their mentees. They also need to communicate and relate to their
mentee. Lastly, mentors need to be open to new ideas and reflection on their
own practice.

Job Description: A mentor teacher will be expected to guide their mentee

throughout the year. They will
help to develop lesson plans, give feedback and open their own classroom for
observation.

Program Expectations and Requirements: A mentor is expected to schedule

meeting times and observation days. They are not evaluating their mentee and are
expected to be open to discussions and new ideas. Mentors will give advice in
positive ways. Mentors will also log their meeting dates and discussions. They will
plan for the next meetings and set goals for the mentee.

Commitment Expectations:

Time/Energy: Both the mentor and the mentee will be expected to dedicate a
minimum of one hour a week to the program. With this time they can meet, plan
and reflect. They will be expected to implement their new learnings within their
classroom.

Flexibility/ Frequency: Mentors and Mentees will meet once a week. They will
both determine a time
and day that will work for them. If a meeting needs to be canceled, it will be
rescheduled in a timely
 fashion.

Benefits and Rewards of Participation:

Assigning experienced teachers to guide and support novice teachers provides valuable professional
development for both new and veteran teachers (Holloway, 2001, p. 1.) The first benefit to a mentor
program is the support that new teachers receive. The support not only is beneficial to the new teacher
but allows for reflection of the mentor teacher as well. Not only does mentoring provide support but it also
helps to create a positive relationship and school environment. The teachers can work collaboratively and
in turn teachers are more likely to stay in their school and profession.

Program Policies:
Both the mentor and the mentee will be expected to openly work with one another
and positively give and receive critiques. They will be expected to be open minded
and try new strategies within their classroom. Not only will they be open minded but
they must reflect on their classroom practices.

References:

ASCD. (2001). The Benefits of Mentoring.

http://www.ascd.org/publications/educational-leadership/may01/vol58/num08/The-
Benefits-of-Mentoring.aspx

Berry, B. Byrd, M. & Wieder, A. (2013). Teacherpreneurs: Innovative Teachers who

Lead but Dont Leave. CA

The National Foundation for the Improvement of Education. (1999) Creating a

Teacher Mentoring Program. https://www.neafoundation.org/downloads/NEA-
Creating_Teacher_Mentoring.pdf