How Teacher Development Influence The Self Confidence For The Beginning Mentees Teachers Essay

Woullard, R., & Coats, L.T. (2004). The community college role in preparing future teaches: The impact of mentoring program for preservice teachers. Community College Journal of Research and Practice, 28, 609-624.

Communication is key at the beginning of the relationship, mentees have to express to their mentors their “needs, future goals, and the kind of help they want from the mentoring relationship” (Moore, Miller, Pitchford & Jeng 2008, p.78). Mentees should not be consumed with having the perfect mentor, but should use their energy to invest in the mentoring relationship, and give it time to grow and develop where trust and respect are one in the same (Janasz, Sullivan, & Whiting, 2003, p. 84). Mentors and mentees should establish a structure to their relationship in order for both parties to achieve something out of it.

Mentoring Overview "Leadership mentoring is the formal and informal social construction of professional performance expectations developed through the purposeful interactions between aspiring and practicing principals in the context of authentic practice. This interactive mentoring develops collegial relationships, fosters reciprocal learning between expert and novice, expands leadership capacity and creates a community of practice in which steadily improving role performance is the ultimate goal"(Browne-Ferrigno and Muth, 2006, p. 276). Mentoring focuses more on the informal role in which the mentor provides feedback to the student based on future career planning, interpersonal growth for future success. One-on-one mentoring has been documented as playing a significant in advancing leadership development capabilities in mentees. "[Managers] often motivate their students, unlock previously unrealized skills, and help them achieve world-class levels" (Arnove, 2010, p.47). Mentorship is a personal development teachers have with their students. Mentoring relationships are relatively easy to establish, but keeping the mentee motivated and letting them know long term it's a great transition into young adulthood.

To close, I would like to thank you for the chance this report gave me to educate myself on reverse mentoring and its benefits, and to enhance my research skills, which will be vital for future developments.

Once quality teachers who share the goals and vision of the District are hired, a strong mentoring and new teacher support program must be implemented. Quality teachers are hungry for mentoring and support to help them remain focused on achieving and using essential skills and strategies necessary. Mentoring and support needs to be available on a continual basis, encouraging new teachers to take risks and try new

The authors point out that the history of mentoring is extensive and began with a more mature and experienced person engaging in a relationship with a less experienced person. The central purpose of both coaching and mentoring is to transfer specific knowledge and skills from one to the other with the intent of fostering independence (Garvey, Stokes, & Megginson, 2014). Garvey et al., (2014) distinguish the difference between coaching and mentoring. According to the authors, coaching is the act of facilitating and mentoring is the practice of giving advice and expert recommendations (Garvey et al., 2014). The authors believe that coaches listen, ask questions, and enable mentees to discover for themselves what is right for them, whereas mentors talk about their personal experience assuming it

Mentors Succeed: Mentors not only are successful themselves, but they also foster success in others.

The term “mentoring” has surged into the literature in many disciplines (e.g., sociology, social psychology, education, management, social work, healthcare management, etc.) over the last several decades. Mentoring emerged in the organizational literature in the late 1970s (e.g., Clawson, 1979; Collins and Scott, 1978; Kanter, 1977; Phillips, 1977; Roche, 1979; Shapiro et al., 1978). Since that time, hundreds of books and articles (popular press, practitioner-oriented, and academic) have been published on mentoring in various organizational settings alone, not to mention other settings in which mentoring has been examined (e.g., teaching, nursing, social work, etc.) (Kelly, 2001). Published works in the organizational literature on mentoring have been anecdotal, conceptual, and empirical; and several journals have dedicated special editions to mentoring. By and large, these published works have highlighted the overwhelming perceived benefits (e.g., increased mobility, promotion opportunity, and total compensation), and minimal perceived drawbacks of mentoring (Campion and Goldfinch, 1983; Kelly, 2001; Scandura, 1992, 1998; Whitely et al., 1991, 1992). Hence, mentoring has been proclaimed as one of the key career development and advancement tools in the

Most schools that hire first year teachers will have a mentor program in place, however, according to Thomas M. McCann and Larry R. Johannessen, authors of “The Role and Responsibility of the Experienced Teacher” explain how simply having a mentor program is not enough to guarantee the success of a first year teacher. McCann and Johannessen explain what makes a poor mentor program; one in which there is an over emphasis on specific meeting times, and the time commitment of such a program is actually counter-intuitive as both sides of the mentor relationship will become frustrated

As part of my introduction, I would like to mention that my research project is about mentoring where I have chosen ‘questioning’ as my strategy. In this report, I will discuss in detail about my ‘Mentoring through Questioning’, which is a key for my research project report. Here, I will cover the project’s context in which it was set, my aims and focus of the project, my justification on why I have chosen mentoring through questioning and the types of questions being used during this project, in support of the relevant literature. And then eventually, I will mention about the interactive sessions between a mentor and mentee, the reflection or the perspectives, specifying the self-analysis as well as the required feedback from mentee as part of the research strategy. Later, I will conclude this report by mentioning about the effectiveness of mentoring sessions and the future actions planned for my skills development.

Many people prefer to have mentors of the same gender because they tend to understand the challenges most commonly faced. Men do not face the same barriers, have the same family issues, and many times simply do not want to mentor a woman. The needs of women from their mentors also tend to differ from the needs of men. Many women claim to need more encouragement, an example to follow, and simply more tasks to complete. Male mentors tend to be resistant to mentor a woman because they perceive women as more emotional, not as skilled at problem-solving, and because of the risk of workplace sexual harassment issues (Hanson,

In an establishing a mentoring and coaching program it is vital that Fentrud ensures that the appropriate mentor is chosen for each new employee that is the Clerical Officer, Secretary and the Administrative assist to officially welcome them in the organisation and can impart wisdom and knowledge even beyond the program. An appropriate mentor and mentee can lead to a counterproductive relationship. The selected mentor, if to be chosen from the company, should not be the employee’s supervisor or manager. The mentor should not have any link with the mentees manager or supervisor and will be required to maintain integrity and is not bounded to provide feedback to the mentees manager. Training can be offered to mentors and mentees as desired by the company overtime. A mentorship program is recommended to be established for a duration of 9 months to a year for it to have lasting and beneficial

Nonetheless, teacher self-efficacy is a topic of considerable weight as it affects the tasks and goals of teachers in the classroom, the activities and methods they use and the care and effort teachers are willing to make so that the results in classroom improve (Darling-Hammond, Chung & Frelow 2002; Eisenbeis & Cappellini 2013 ). Teachers, seen as facilitator rather than lecturers, are promoting acquisition of knowledge to all students and in turn encourage students to develop their self-efficacy to acquire knowledge, respond to high order questions, participate in substantive discussion and be in touch with the world at large (West, Lunenberg & Hines, 2014) .

However, the credibility and ability of the novice teachers are always questioned. They are said to be emotionally weak, passive, no commitment, failed to stimulate student learningand are unable to adapt the knowledge and skills in the classroom effectively(Yusof, 2008).The problem has

The Effects and Implications of Mentoring for Beginning In-service teachers in Western Mindanao State University – Philippines