Component

Description
An overview of the
program, including
mission and goals

Mentor Program Information

Mission and Goals:
1. Retain qualified novice teachers.
2. Develop and refine pedagogical theory and practice
3. Provide resources to new teachers for support and prevent
teacher isolation
4. Facilitate transition into professional educational environment
5. Promote and model collaboration
(Virginia Department of Education, 2000)
Program Overview:
A successful mentoring program will help retain new educators to
the professions and assist in the process of moving from
educational theory to educational practice by providing resources
and coaching of best practices and professional reflection of
teaching strategies and methods in instruction, classroom
management and professional etiquette. The mentor will assist
the mentee in designing units, and lessons that implement
current content standards with backwards design.

The qualities of
successful mentors,
including a mentor job
description that
outlines program
expectations and
requirements

Mentor Qualifications:
Three years minimum classroom teaching experience.
Thorough comprehension of content standards, frameworks and
pacing
Thorough comprehension of content and pedagogy for all
learners.
Creates units and lessons incorporating standards and learning
objectives.
Demonstrated proficiency in classroom management.
Thorough comprehension of formative and summative
assessments.
Demonstrated positive peer relations, collaboration, and
interpersonal skills
(The National Foundation for the Improvement of Education,
1999)
Job Description:
The mentor actively listens in order to understand the needs of novice
teachers and decides how and what support is needed by the mentee.
The mentor shares expertise and analyzes instruction and gives nonevaluative feedback on instructional and assessment methods. Mentors
will complete Mentor Training Course including modules on the role of a
mentor, communication styles, developing novice teachers planning
skills, monthly action plans, and working with administrators and mentor
leaders.
(Virgina Department of Education , 2000)

The level of
commitment
expected (time,
energy, flexibility,
frequency)

Mentors will spend three to four hours a week meeting with, observing,
and modeling pedagogical best practices for novice teachers. (Future
Teacher 1999)

Benefits and rewards

of participation

Mentor teachers will be compensated for their time and energy working
with novice teachers 7% of base salary or have reduced or modified
teaching responsibilities (FT)

A summary of
program policies

Create a climate and structure for effective mentoring

Meet in person at least once a week
Mentor-mentee confidentiality
Complete Mentor training
Complete logs, reports, and other documents required for school,
district, and state agencies.
(Virginia Department of Education, 2000).

References
The Mentoring Leadership and Resource Network. (October, 2001). Bostons mentor program
operating model.
Retrieved from http://www.mentors.net/library/boston.php
The National Foundation for the Improvement of Education. (1999). Crating a teacher mentoring
program. Retrieved
from http://www.mentors.net/library/boston.php
Virginia Department of Education. (2000). Guidelines for mentor teacher programs. Retrieved
from
http://www.doe.virginia.gov/teaching/career_resources/mentor/program_creation_guidelines.pdf