STAGES AND ROLES OF MENTORS

THE BEGINNING

The Protégé The Mentor

is uncertain and anxious.

may mask anxiousness as “bravado”

fears “losing face” in front of peers

discovers new roles, relationships, and environment

may fear mentor and hesitate

to “open up”

knows about the “journey”

has been there before recognizes the

importance of letting the protégé explore

gently urges protégé to speak of fears

acts as a guide to shift protégé away from dangers in the road

helps protégé build on strengths

Reprinted with permission from NAESP

THE MIDDLE

The Protégé The Mentor

begins to see patterns in problems.

relaxes and their initial fear of mentor gives way to acceptance

gains new perspectives on previously difficult issues.

sees the mentor as a partner and a colleague.

offers support and encouragement.

helps protégé focus on the process of solving problems rather than the problem

provides nurturing during difficult times.

begins to see independence in the protégé

Reprinted with permission from NAESP

THE END At some point the mentor must go in a

different direction. The process has been about the protégé, not the mentor.

BUSINESS/EDUCATION PARALLELS Education Goals

ReputationGraduation RatesMill LeviesGrants,

Scholarships

Business GoalsProduct BrandingProfitsMarket ShareOutperform

Comp.

MENTEE BENEFITS Having a role model Enhanced leadership practices to

improve instruction and student performance

Improved leadership capacity Constructive challenges Better understanding of personal

development Improved networking

MENTOR BENEFITS Increased personal learning Practice good development behaviors in

a new realm Positively affect the lives of students

through leadership development Help preserve a sacred right

SCHOOL BENEFITS Improved instruction Improved student success Creates a culture for learning

MENTOR BEHAVIORS

DO DON’T

Facilitate Be a safety net Give structure and

direction Empower protégés Exhibit empathy Enthusiasm Commitment

Fix Fight protégé’s

battles Dictate or control

learning Tell what to do Discount feelings of

protégé

GOOD PROTÉGÉ Excited to work with mentor Open to new ideas Positive attitude Wants to learn Not defensive Kid centered Collaborative Courageous Goal oriented

CULTURE AND CLIMATE

SCHOOL CULTURE

• SHARED VALUES, IDEAS & BELIEFS• IDENTITY• PAST EXPERIENCES• FUTURE ACTION (HOW WE DO THINGS)

SCHOOL CLIMATE The way students and staff feel about

being in the building each day.

FOUR ASPECTS OF SCHOOL CLIMATE PHYSICAL ENVIRONMENT THAT IS

WELCOMING AND CONDUCIVE TO LEARNING

SOCIAL ENVIRONMENT THAT PROMOTES COMMUNICATION AND INTERACTION

AN EFFECTIVE ENVIRONMENT THAT PROMOTES A SENSE OF BELONGING AND SELF-ESTEEM

AN ACADEMIC ENVIRONMENT THAT PROMOTES LEARNING AND SELF-FULFILLMENT

THE FACE OF YOUR MENTEE’S SCHOOL?

HORSE STORY Common Advice

WHEN THE HORSE YOU’RE RIDING DIES, GET OFF. Buying a stronger whip Trying a new bit or bridle Switching riders Moving the horse to a new location Riding the horse for longer periods of time Saying things like, “This is the way we have always ridden this

horse”. Appointing a committee to study the horse Arranging to visit other sites where they ride dead horses more

efficiently Increasing the standards for riding dead horses Creating a new test for measuring our riding ability Comparing how we’re riding now with how we did 10 or 20

years ago Complaining about the state of horses these days Coming up with new styles of riding Tightening the cinch Blaming the horses parents. The problem is often in the

breeding.

Many reform efforts target the superficial aspects of schools, but disregard the “values, beliefs, behaviors, rules, products, signs, and symbols” (Donahoe, 1997), which serve as the very foundation of the school – the culture.