Publisher(s): Wallace Foundation
Funder(s): Wallace Foundation
View Report (28 pages; 1.1MB; PDF)
Area of focus: Teacher Quality
The report provides an overview of the why’s and how’s of mentoring in public schools, with an emphasis on moving away from a more casual “buddy” system of mentoring. It identifies problems with current mentoring systems and offers suggestions to improve effectiveness using a review of existing literature and interviews. Focused reviews of mentoring programs in Jefferson County, Kentucky, and New York City, New York are included.
Key Findings and/or Recommendations
+ States and school districts are recognizing the need for on-the-job training for principals, as evidenced by the implementation of teacher mentoring programs.
= High-quality training for mentors should be required.
= Meaningful information about the efficacy of mentoring should be gathered.
= Mentoring should be provided for a minimum of one year, and ideally two or more years.
= Funding should be sufficient to provide quality training and stipends, and available long enough to provide a meaningful professional induction.
= The primary goal of training should be to provide new prin¬cipals with the knowledge, skills, and courage to become leaders of change who put teaching and learning first in their schools.
- Existing mentoring programs nationwide often are not effective in reaching their potential to prepare principals to be school leaders.
Geographic Focus: New York, NY; Jefferson County, KY
Subjects/Keywords: Teacher quality; leadership development; increasing teacher effectiveness; mentoring
+ Successful strategy
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