RATIONALE

“Theory is important,
but it’s practice that makes perfect!”

Calling on the ‘voice of experince’ to speak to the needs of today’s new teachers, MENTOR, translates classic learning concepts into a skillfully structured process that successfully guides beginning teachers through the perils and pitfalls of learning how to teach.

The idea itself is not a new one. Indeed, mentoring – the pairing of novice exuberance and veteran expertise – is a learning concept that has stood the test of time. It is also a remarkable effective concept that nurtures the novice and enriches both participants – if properly implemented.

As unprecedented numbers of new teachers – 2.2 million in the next ten years – enter our schools, the urgency to assure their success has never been greater. Small wonder that so many educators are embracing mentoring as a critical strategy for providing young teachers with essential support, guidance, and encouragement. MENTOR was created to address key issues for new teacher development.

Research by Carolyn Evertson, Ph.D. & Margaret Smithey, Ph.D. at Peabody College of Vanderbilt University and their practical experience from working with teachers confirms that there are important skills and understandings needed if we are to develop positive mentoring relationships and help new teachers be successful. Professors Evertson and Smithey established MENTOR in 1991 to support mentoring for the development and retention of new teachers.