Specific types of new-teacher support
The following sections describe the importance of each of these components, as well as strategies school leaders and mentors can use to develop a foundation for supporting beginning teachers.
Selection of High-Quality Mentors
The first component of an effective mentoring program is the selection of high-quality mentors. School leaders must carefully and intentionally select mentors and thoughtfully pair them with beginning teachers (Moir et al., 2009). There are a number of reasons for this. First, a mentor who teaches the same subject or grade level as a beginning teacher can provide advice specific to a mentee’s classroom needs. A fifth-grade mentor teacher, for example, is probably not the most useful fit for a new kindergarten teacher. Second, carefully chosen pairings can help foster a mutually beneficial relationship between mentor and mentee. Bob Garvey (2010) asserted that “genuine and authentic intent is an essential ingredient for mentoring and coaching within an organization because holistic development is only achievable in a wholesome and honest environment” (p. 351). Finally, a well-matched pair not only benefits the mentee but also the mentor teacher and the organization—in this case, the school—as a whole.
The mentee benefits from improving his or her performance, productivity, confidence, and general well-being, as well as from gaining opportunities for career networking and advancement. The mentor gets satisfaction from helping another teacher grow and develops new leadership skills, knowledge, and self-awareness. The school as a whole benefits because well-matched mentor-mentee pairs promote staff retention, foster motivation among teachers, and improve schoolwide communication, learning, and morale. Seeking to establish thoughtful, purposeful mentoring pairings can help attain these benefits.
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