Mentoring, whether formal or informal, dates back to Greek mythology (Harris, 2003). Although mentoring can be defined in numerous ways, a consistent theme can be identified that describes mentoring as a relationship between two people in which one person is experienced and the other person is a novice (Bierema, 1996; Iancu-Haddad & Oplatka, 2009). Within education, mentoring is a critical component of teacher education programs in hopes of prepping teachers to effectively meet the challenging demands of the classroom environment (He, 2010; Schwille, 2008).
Think back to your first years of teaching. How did they go? Were they enjoyable, or was every day a constant struggle? If they were enjoyable, a mentor must’ve been at least part of the reason. If every day was a struggle, I’m sure a mentor’s guidance would’ve made those
days a little easier. He (2010) states that preservice teachers require extensive guidance in pedagogical and content knowledge. The mentor plays that crucial role in assuring that the preservice teacher is given that guidance from the start. He (2010) continues that the mentoring
experience serves as a crucial impact on how successful the preservice teachers experience is as a beginning teacher.
Although a lot of focus is placed on the preservice teacher as the benefactor of a mentoring relationship, it is important to note that the mentor can also benefit from the relationship as well. In fact Hastings (2004) states that a successful mentoring relationship can actually increase growth and professional development for the experienced mentor. As an educator, it is essential to continuously assess your own teaching practice. Mentoring can serve as an opportunity to analyze your teaching style. We all strive to incorporate best practices within our teaching practice, and it is crucial that preservice teachers are acquiring best practice teaching skills at every given opportunity.
Apprenticeship Teaching Overview
ESEE Lesson Observation Form
Mid-Term Evaluation
ESEE 353 and 354 Final Evaluation
ESEE 355 Final Evaluation GEN
ESEE 355 Final Evaluation SPED
Spring 2016 Mentor Handbook
Think back to your first years of teaching. How did they go? Were they enjoyable, or was every day a constant struggle? If they were enjoyable, a mentor must’ve been at least part of the reason. If every day was a struggle, I’m sure a mentor’s guidance would’ve made those
days a little easier. He (2010) states that preservice teachers require extensive guidance in pedagogical and content knowledge. The mentor plays that crucial role in assuring that the preservice teacher is given that guidance from the start. He (2010) continues that the mentoring
experience serves as a crucial impact on how successful the preservice teachers experience is as a beginning teacher.
Although a lot of focus is placed on the preservice teacher as the benefactor of a mentoring relationship, it is important to note that the mentor can also benefit from the relationship as well. In fact Hastings (2004) states that a successful mentoring relationship can actually increase growth and professional development for the experienced mentor. As an educator, it is essential to continuously assess your own teaching practice. Mentoring can serve as an opportunity to analyze your teaching style. We all strive to incorporate best practices within our teaching practice, and it is crucial that preservice teachers are acquiring best practice teaching skills at every given opportunity.
Apprenticeship Teaching Overview
ESEE Lesson Observation Form
Mid-Term Evaluation
ESEE 353 and 354 Final Evaluation
ESEE 355 Final Evaluation GEN
ESEE 355 Final Evaluation SPED
Spring 2016 Mentor Handbook