ABSTRACT
Leaders should consider three important factors when establishing a mentorship program for new teachers: mentorship expectations; mentor quality; and mentor support. Mentorship is a program that guides new teachers through their entire first year. School leaders should clearly articulate that a mentor’s chief purpose is to support the new teacher, not to manage or direct them. Without clear guidance, a mentor and mentee may have different expectations for the mentoring relationship, and the quality of the mentoring may be diminished. Leaders need to choose their mentors carefully to ensure they have the proper disposition. Because a mentor’s chief purpose is to guide novice teachers through the challenges of their first year of teaching, these experienced faculty need to be committed and trusting advisors who can understand and prioritize the unique development of beginning teachers. To make a strong statement about the importance of the work of mentorship, mentors should be given release time from extra duties.
