3.6 A mentoring mindset: preparing future principals to be effective  (Page 6/10)

Ethical dilemmas that could arise in the mentor-protégérelationships were covered in class and in online discussions. Examples included how to handle a breach in confidentiality, what to do if a mentor starts to take advantage of the protégé’s subordinate status, how to handle issues regarding cross-gender mentoring, and how and when to graciously back out of a mentoring relationship that has gone sour or is no longer satisfactory.

Discussion of the Results of the Mentoring Assignment

Students were very responsive to the in-class activities designed to help them develop their knowledge, skills, and dispositions for effective protégéship. However, despite their preparation for seeking a mentor, students still had reservations about the major assignment which was to seek out and approach a mentor and participate in an initial mentoring session.

Protégés Have Fears

When this assignment was explained on the first night of class, looks of fear and apprehension were observed on the faces of the students. Some students shared candidly that they were being asked to move out of their comfort zones. However, as the students learned that they would be led through a process of preparation for approaching a desired mentor, their initial reticence appeared to subside. Each student began sharing names of leaders they admired, considering those they could approach as a mentor.

Although the students were apprehensive of engaging in a possible mentorship in the beginning of this course, they were generally surprised that the mentors they approached were so willing to meet with them. The following comments are excerpts from their reflective papers:

“I was really nervous before making the initial phone call. I wasn’t sure that my mentor would have time to really sit down and talk with me this summer. I am happy that I chose her as my mentor. She was very excited about the process and I feel that it will be a rewarding experience.”

I was immediately apprehensive when I learned that I had to approach someone to become my mentor. I remember feeling very vulnerable at the thought of having my insufficiencies exposed during this process. Nevertheless, I had to complete the assignment. When I made my initial contact with Dr. Parker about meeting with me concerning this assignment for class, she was very glad to be of assistance.

I was feeling a little nervous because our meeting had to be more structured than informal. I arrived 10 minutes early, as I remembered my mentor’s favorite quote was“to be early means to be on time, to be on time means to be late, and to be late is unacceptable.”I did not want to start off on the wrong foot. When I arrived at his office, he was smiling, pointing to his watch. He told me he was glad that I remembered his biggest pet peeve. I then recited his being on time quote and he laughed. My nervousness seemed to go away. After about 15 minutes of small talk, I brought up the purpose of our meeting. He told me he felt honored that I chose him to be my mentor.