2.1 Mentors’ views of factors essential for the success of beginning  (Page 2/11)

What exactly is meant by mentoring? Mentoring can be said to occur when a senior person (the mentor in terms of age and experience) provides information, advice, and emotional support to a junior person (i.e., the mentee) in a relationship lasting over an extended period of time and marked by a substantial emotional commitment by both parties (Bowen, 1985). Several characteristics appear to be present in effective mentors. These components include: (a) a generosity of time; (b) a willingness to learn; (c) a complete trust; (d) an ability to praise and encourage; and (e) an openness to recognize the limitations of others (Madison, Watson,&Knight, 1994). More recently, Brown, Hargrove, Hill, and Katz (2003) remarked that quality mentors are approachable, able to listen, maintain a high degree of integrity, and have sincerity. Mentors also display a willingness to spend time with their protégés while being enthusiastic and positive about their role. Other characteristics included being flexible, tactful, experienced in teaching, being trustworthy, and able to maintain confidentiality between themselves and the mentee (Brown et al., 2003). Mentors need to be trained in the roles and responsibilities of being mentors, rather than being assigned that role without being trained (Holloway, 2001).

Five stages have been documented in the process for developing a mentor teacher program (Sindelar, 1992). The five stages include: (a) establish a rationale; (b) select mentors and protégés; (c) train mentors; (d) monitor the mentor process; and (e) evaluate and revise the program (pp. 13-17). Sindelar wrote that school districts might want to examine the process and customize it to fit their own needs based on their own resources. More recently, best practices have been developed regarding mentoring programs. Regarding as best practices for mentoring programs are:“(a) selecting mentors with the same certification and in close proximity to their mentees (Conway, 2003; Serpell&Bozeman, 1999), (b) providing mentors and mentees schedules that allow common planning time and opportunities to observe each other (Andrews&Quinn, 2005; Conway, 2003; Gilbert, 2005; Mills, Moore,&Keane, 2001; Villani, 2002), (c) reduced workloads for mentees (Feinman-Nemser, 2003; Moskowitz&Stephens, 1997; Renard, 2003; Serpell&Bozeman, 1999), and (d) providing orientations for both mentors and mentees (Odell, 1990; Serpell&Bozeman)”(cited in Flynn&Nolan, 2008, pp. 173-174).

Statement of the problem

Several challenges in mentorship programs that need to be addressed were determined from an extensive review of the research literature. Davis (2001) wrote that definite criteria must be present for the selection of effective mentors. Another challenge is the retention rate in the profession (Krantrowitz&Wingert, 2000). An estimated 2.2 million teachers will be needed in the next decade to teach over 48.1 million students (Protheroe, Lewis,&Paik, 2002). This demand for teachers, along with an increased need for accountability and an assumption that teacher quality is high on the list of variables influencing student achievement, have presented school administration and policy-makers with a formidable challenge (Protheroe et al., 2002).