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Most schools have mentor programs in place thelp beginning teachers The challenge now is tensure that beginning teachers are assigned high-performance, highly qualified mentors High-performance mentors are not born that way—they need training tgain the skills and knowledge needed As with teaching, mentors exist on a continuum from low-performing thigh-performing, but can move though the developmental stages as they gain experience and reflect on prior mentoring experiences James Rowleys mentoring framework has been used ttrain thousands of mentors tdevelop the essential characteristics of high-performance mentoring: committing, accepting, communicating, coaching, learning, and inspiring Mentoring can be a challenging, rewarding, and mutually satisfying experience that contributes tthe personal & professional growth of each participant Or it can be a frustrating, disappointing, and mutually unsatisfactory experience that contributes nothing tpersonal & professional growth Use this book tensure that your mentors and mentees grow in their teaching practice as a result of the mentoring experience
