As an assistance oriented model, the focus of this proposal is on mentor skill-building rather than mentee evaluation. Thus the emphasis is upon building a collegial relationship between the mentor and the mentee. Through this trusting relationship, mentors can better address the critical needs of beginning teachers, including: Classroom management, student motivation, lesson planning and assessment (Veenman, 1984). Additionally, the specially trained mentor is better equipped to model and address current issues in the field, such as Minnesota Graduation Standards, emerging technologies and INTASC standards. Ultimately the goal of this project is to provide building-level mentors with the skills needed to foster professional collaboration and shared inquiry with their mentees. In doing so we have helped to create what Feiman-Nemser and Parker (1992) refer to as mentors who are educational "change agents."
Created: Tuesday, 28-Apr-97 18:31:00 --- Last modified:
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