Teacher Mentoring and Induction by Portner Hal;

Author:Portner, Hal; [Portner, Hal]
Language: eng
Format: epub
ISBN: 1655205
Publisher: Corwin Press
Published: 2005-08-15T00:00:00+00:00

As veteran teachers transition into the role of mentor, they often lament the loss of being able to touch the lives of children. A mentor in the efficacy stage is satisfied with touching the lives of novice teachers. In thinking over her experience as a mentor, one wrote, "I am feeling comfortable in my skin. I have less hesitation as I go into rooms. I am able to offer materials and not feel bad or take it personally if they are not used. I feel confident that I can do the job and know what I am doing. I am no longer measuring my worth or exacting satisfaction from the students in the first-year teacher’s classroom who would hug me. I feel a sense of [accomplishment] in just working with the teachers."

Experienced mentors understand that while they are in a helping role, there is also profound learning that comes from the process of giving. Mentoring no longer means saving young teachers from themselves. It also encompasses receiving as mentors cultivate in themselves a new sense of professionalism and competence. One teacher sums it up after a year of fighting to define her new role: "Perhaps I have learned more, grown more from working in this position this year than have the teachers I have been supporting. Perhaps in approaching every encounter from the perspective that ‘it is all about the teacher with whom I work’ rather than being about me, has indeed created a most unexpected learning experience for ME!"

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