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A brief narrative description of the journal article, document, or resource.Mentoring and co-mentoring have gained a firm base in the educational of the new millennium. Many teachers use these concepts each day with students, peer teachers, parents, and administrators. In fact, the term teacher, in some cases, is now becoming synonymous with the word mentor. Yet there remains a lack of clarityabout the overall goal of mentoring. The author of this paper suggests that mentoring may be used as a tool for the educator to communicate the concepts of self-awareness and diversity for United States citizens. Through this awareness, tolerance for others who are different might be attained. (Contains 25 references.) (Author/GCP) Abstractor:
Source of the abstract: ERIC or Author; prior to2005, abstractor initials appeared at the end of the abstract.N/A





The mentor is an experienced person who is able, willing and available to teach, train or coach a person with less knowledge in a specific area – regardless of age, gender, or expertise in other unrelated areas. The mother with four children may be a mentor to young parents, the young computer champion to a senior staff,and the senior expert to the young professional. Mentoring aims at (1) skills development, (2) fostering the understanding of the organisation and its culture, and (3) career development.
Beside this traditional mentoring (with fixed roles), peer mentoring (with interchanging roles) and team mentoring (with a network structure) are practised, the latter two having common features with otherapproaches (peer assist / peer review).
New teachers once shared the unhappy experience of being set adrift in their first classrooms, relying only on what they had learned in preservice courses or picked up from brief stints of student teaching. This is fortunately no longer the case, for preservice and inservice programs have wisely enlisted practicing veteran teachers as mentors to help beginningteachers start their careers with confidence and support. Mentoring enables beginning teachers to explore their beliefs and challenge their assumptions about teaching under the watchful guidance of more experienced colleagues.
This book offers strategies for those K-12 teachers who work as mentors with beginning teachers in their school districts. The authors provide a view of mentoring beginningteachers that is enlightening and rewarding for both the mentor and the novice. By modeling reflective thinking practices mentors enhance both their own and the beginning teacher's professional growth. And drawing from their own experiences, mentors respond to questions from novices with practical ideas supported by sound theoretical principles.
The authors illustrate how to move the beginningteacher beyond the typical plan-teach-evaluate mode to a higher level of joint assessment and reflection. The authors provide philosophical insights, a theoretical framework, and mentoring models and strategies for working with beginning educators. Specific teacher anecdotes, journal entries, reflective writings, and other illustrations provide examples of ongoing mentor/beginning teachercommunications. Also included are recommendations for mentor/beginning teacher pairings, questions to open collegial conversations, prompts for teacher reflection, and a section on the most commonly asked mentor questions. These practical ideas, substantiated by theoretical principles, encourage a rich, rewarding mentoring experience for both the mentor and the beginning teacher.

Table of Contents|[pic] |Contents |
| |1. Why Do I Want to Be Part of a Mentoring Experience? |
|Click on the green links |2. Why Do We Need Mentors? |
|to the right for readable...