Teachers Mentoring Teachers by Daresh John C.;

Author:Daresh, John C.; [Daresh, John C.]
Language: eng
Format: epub
ISBN: 1994880
Publisher: Corwin Press
Published: 2003-08-15T00:00:00+00:00

SO WHAT SHOULD YOU USE?

The answers to this question are about as diverse as the number of school districts that are likely to adopt mentoring programs in the future. One district might have special conditions and characteristics that make it necessary to match mentors and protégés by using criteria that are quite different from those used in another school system.

Regardless of local conditions, there are some issues that might serve as possible considerations of ways to bring pairs of teachers together for mutual support:

1. Learning styles: One way in which there can be some effective sharing between partners in mentoring teams is if they are brought together based on learning styles. Concrete and sequential learners might be better when working with each other, for example. One of the instruments that is often suggested for this purpose is the Adult Learning Style Inventory developed by David Kolb. (Additional information concerning this resource is found in the “Suggested Readings” section at the end of this book.)

2. Common philosophies/educational platforms: The articulation of one’s personal educational platform as a frequent activity is an excellent form of professional development. It is a way in which a person is able to indicate a variety of personal values and beliefs regarding significant educational issues. Part of the training for mentors should be devoted to the development of these personalized statements. These statements should be shared, and that sharing can serve as an excellent start for matching between mentors and protégés.

What other issues and factors might serve as the basis for matching the teachers who serve as mentors and protégés in your school district?

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