3.6 A mentoring mindset: preparing future principals to be effective  (Page 8/10)

“As a protégé, the class has caused me to see the need for a mentor. It has also helped me in addressing the fears of approaching a prospective mentor and in developing a professional attitude of interacting with someone in a mentor relationship.”

“I recognize the fact that I need help and I am willing to accept this assistance.”

“Having to do the assignment decreased some of my apprehensions about securing a prospective mentor.”

“I now understand that mentors usually have a sincere desire to help the protégé.”

Theme 2: Developing New Knowledge, Skills and Dispositions of Protégéship. In the Mentoring for Educational Leadership course, I designed the learning activities in agreement with Daresh and Playko’s (1995) premise that protégéship skills and dispositions can be learned. Knowledge about the many aspects of mentoring was shared in a variety of formats such as lectures, text readings, and guest speakers. Development of skills such as goal setting, learning to communicate effectively, and seeking and reflecting on feedback became the objectives for class assignments and in-class peer mentoring and role playing. Throughout the course, students demonstrated their increasing acquisition of the dispositions of protégéship such as willingness to learn, self-knowledge, taking initiative, maintaining confidentiality, and becoming aware of ethical considerations in a mentoring relationship. Sample journal entries reveal this:

“This class helped me to become a better protégéby allowing me to achieve a greater understanding of myself and the impact I have on others in a leadership role.”

“This class taught me to listen more effectively.”

“This class provided me an increased awareness of how to seek mentors for a specificgoal or direction for professional and personal growth.”“I now have added confirmation that "risk-taking" can be enriching in relationships and

knowledge development.”

“I will make sure that I set ground rules along with the length of time of the mentoring relationship.”

“I have learned valuable information that I can use in every facet of my life.”

Theme 3: Gaining awareness of the mentor’s role and the protégé’s role. Students were required to conduct an initial mentoring session with a chosen mentor, and all did so. Most students stated that they planned to continue meeting with their mentor, and that they were pleased with the prospect of developing a longer term relationship with the mentor. Several students expressed a new understanding of mentoring and an appreciation of what mentoring could mean to them in their professional careers. Fresh insights emerged from seeing themselves in the role of proactive protégéin relationship to a new-found mentor:

“I will make sure that I follow the leadership of my mentor and know that she will lead me in a positive direction.”

“I have advanced tremendously by choosing an influential mentor who has helped me have a more positive impact on the performance, motivation, job satisfaction and self-esteem of those with whom I work.”