Mentoring Best Practices

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Best Practice can be defined as strategies that have proven to lead to a desired objective or outcome. If best
practice for mentoring initial educators could be defined as effective strategies for leading the initial educator toward
success then two areas of concentration for best practice immediately emerge, 1) awareness of the concerns of
initial educators and 2) attributes essential to effective mentoring.
*Studies show that new teachers often feel extreme stress and isolation during their transition years into teaching
(Krueger, 2003). In fact, feelings of isolation are a major cause of attrition among new teachers. A major role of the
mentor is to help alleviate their mentees feelings of isolation by helping them face their challenges and being aware
of those challenges is essential to the mentors repertoire of knowledge about mentoring.
Several studies surveying new teachers articulate these challenges. In two separate studies, DeLorenzo (1992) and
Krueger (1996) categorized areas of concern of beginning music teachers. The following list summarizes their
findings (no rank order is implied):
Isolation
Student discipline/Classroom management
Effective rules and routines
Motivating students
Budget concerns (formulating a budget; advocating for resources; fund raising)
Curriculum concerns (sequencing instruction; adapting lessons for exceptionalities)
Advocacy
Lack of input (being left out of decision making processes)
Scheduling
Time for professional development, including time for personal music making
Physical and mental exhaustion
Not teaching in primary areas of expertise
Inadequate equipment and facilities
The most valued mentors are those who embrace effective mentoring qualities and seek to understand and relay
strategies to help the mentee manage stress. By now, many experienced teachers across the state have received
mentor training and have discussed the attributes of effective mentoring. An overview of those attributes can be found
within the survey data of mentoring programs nationwide as reported by The National Foundation for the
Improvement of Education (1999). Those qualities are organized into four categories and are as follows:

Attitude and Character

Willing to be a role model for other teachers
Exhibits strong commitment to the teaching profession
Believes mentoring improves instructional practice
Willing to advocate on behalf of colleagues
Willing to receive training to improve mentoring skills
Demonstrates a commitment to lifelong learning
Is reflective and able to learn from mistakes
Is eager to share information and ideas with colleagues
Is resilient, flexible, persistent, and open-minded
Exhibits good humor and resourcefulness
Enjoys new challenges and solving problems

Communication Skills
Is able to articulate effective instructional strategies
Listens attentively
Asks questions that prompt reflection and understanding
Offers critiques in positive and productive ways
Uses email effectively
Is efficient with the use of time
Conveys enthusiasm, passion for teaching
Is discreet and maintains confidentiality

Although not overtly mentioned in the attributes above, leadership is also an essential best practice of effective
mentors. **Indeed, the initial educator, or mentee, should expect that their mentor has the ability to lead them to an
increased understanding of their job responsibilities, their school climate, effective teaching strategies (including
classroom management) and to overall serve as a professional model! There are many theories of leadership ranging
from those that articulate inborn personality traits of a leader to the theory that people can choose and learn to be
leaders. No matter the theory, there are certain principles of leadership that can guide self-reflection regarding
effective leadership. The following questions for reflection can aid in understanding ourselves as leaders and are
based upon information from the Wisconsin Association for Supervision and Curriculum Development (2006):

Have you developed a sense of responsibility for your mentee? Helping them feel accepted at their school
and becoming their friend, sounding board, and advocate will contribute to their success.

Do you know your mentees job? Having solid familiarity with their job responsibilities will enable the mentee
to trust your advice.

Do you know how your mentee responds to stress and how to help them handle that stress?

Do you lead through two-way communication? What and how you communicate is important as you build a
relationship with your mentee. It may be helpful to consider the following countdown of important words
when communicating with a mentee:

1. The six most important words: You can talk with me anytime.

2. The five most important words; Lets collaborate on that project.

3. The four most important words: What do you think?

4. The three most important words: Lets go together . . .

5. The two most important words: Great job!

6. The one most important word: We

What qualities do you possess that enables you to be an effective role model? Do you have a solid understanding of
who you are, what you know and what you can do? To be a successful mentor, convincing the mentee that you are
confident in yourself and your abilities enables them to see you as a role model. Leadership is complex and it can be
nurtured through professional development opportunities. Beyond self-reflection, we can seek outside opportunities
for improvement, for effective leaders seek opportunities to strengthen their attributes as best practitioners.
*see the January issue of Wisconsin School Musician for this article in its entirety.
** see the April issue of Wisconsin School Musician for this article in its entirety.

References
Clark, D. (2005). Concepts of Leadership. Retrieved February 26, 2006,
from www.nwlink.com/~donclark/leader/leadcon.html.
DeLorenzo, L. (1992). Perceived problems of beginning music teachers. Bulletin of the Council for Research in Music
Education, 113.
Haack, P. (2003). Challenges faced by beginning music teachers. In Conway, C. M., (Ed.). Great beginnings for
music teachers: Mentoring and supporting new teachers. Reston, VA. MENC. p. 23.
Krueger, P. (1996). Becoming a music teacher: Challenges of the first year. Dialogue in Instrumental Music. 20 (2).

Source: http://www.wmea.com/mentoring/bestpractices.html
Retrieved: July 28, 2015
National Foundation for Information Education
Website: http://www.neafoundation.org/

Mentoring helps reduce the anxiety and sense of isolation that can keep teachers
from trying new approaches in their classrooms. Mentoring also serves as a nonformal or semi-formal method of ensuring accountability: teachers can complete
TPD, demonstrating mastery of the targeted knowledge and skills that they never
import into their classrooms. Once an effective mentor-mentee relationship is

established, however, novice teachers are both better supported in and more
accountable for those fi rst steps toward implementing something new. Face-to-face
mentoring, when focused on instructional issues, can help teachers develop basic,
intermediate and advanced skills.
Source: Models and Best Practices in Teacher Professional Development
By Mary Hooker, Education Specialist, GeSCI
Mentoring at a Glance
Strengths:
o
o
o
o
o

Provides access to information,

role modeling,
good instructional practice, assistance as needed, and personal support
Can allow new teachers to collaborate and form relationships with colleagues
within and across schools
Where Mentoring programs are in place, teacher attrition rates drop and
teachers report greater job satisfaction

Limitations:
o
o
o
o
o
o
o
o
o

Requires participation of knowledgeable teachers with good teaching and

personal skills
Labor intensive
Mentor and mentee (the teacher being mentored) may not get along
May reinforce teachers isolation unless Mentoring supports team-based or
collaborative activities
Needs incentives to function (e.g., paying mentor increases accountability)
Mentor teacher must feel he/she is getting something from relationship, so
any Mentoring program must build in strategies for mutual learning
Harder to maintain a relationship if mentor and mentee do not have
opportunities to meet
Telementoring is highly dependent on functioning technology. If technology
fails, communication will most likely cease.
Telementoring involves degree of literacy and facility with computers
(composing and sending an email, using chat)

Costs considerations:
o
o

Stipend for mentor to assure continued participation

Cost of computers, Internet , or other communication tools (cell phones, twoway radio) Training coststraining on computers, Internet, email and chat
Face-to-face Mentoring: low cost

Source: Mentoring Model Source: Gaible and Burns, 2005

Gaible, E. and Burns, M. 2005. Using Technology to Train Teachers [Online].

Availabel from infoDEV: http://www.infodev.org/en/Publication.13.html accessed
on July 29, 2015

Mentor Guidelines
Thoughts on Mentoring:

Mentoring is a way of giving back the knowledge and support that a mentor

has received.
Good mentors dont imagine themselves as rescuers; they are listeners who

care, who are non judgmental, and who encourage others to grow.
Mentors are happy to share their expertise and experience.

Mentor responsibilities:

As a NEPTA member and Mentor you are bound to adhere to NEPTAs Code of

Ethics.
You, the Mentor, are responsible for supervising your piano students at all times.

The Mentee should not be left alone with the student.

The Mentee should not interfere in the piano lessons.

Any questions should be asked after the lesson so that piano lessons are not

interrupted.
The Mentee should not teach your students at any time while he or she is a

Mentee.
Confidentiality is crucial to the programs integrity. The Mentor takes full
responsibility for maintaining the confidential and private nature of all records

and information about the students and their families who are participating in
the NEPTA Mentoring Program.
Full names and contact information of students will not be given to the Mentee.
The comfort of the piano student is of the highest priority at all times. If the
student is uncomfortable in being observed during a lesson, you, the Mentor,
need to speak to the parent, and if necessary, request that the Mentee not

observe that particular student.

Make any requests of the Mentee clear. For example, you may request a certain

dress code, that the Mentee be punctual, and that the Mentee notify you if she or
he cannot observe lessons as planned.
Any documents the Mentee signs will become, and remain, part of the NEPTA
Mentoring Program files.

Before any lesson observations can begin, you must:

Fill out the Application for Mentors.

Sign Billing Agreement.

Sign Confidentiality Agreement.

Fill out the introductory letter to parents, about the NEPTA Mentoring Program.

Send the introductory letter and Parental Permission Form to all parents of

participating students.
In the case of two parents not living together, a Parental Permission Form must
be obtained from both parents.

Return all signed forms, including the Parental Permission forms to the NEPTA

Mentoring Program Chairperson.

At the end of the mentoring period, you need to fill out the Evaluation by Mentor
form and return it to the NEPTA Mentoring Program Chairperson.

An Advisor (a NEPTA Mentoring Program Committee member) will be assigned to you. If

you have any questions or concerns about the program, you should contact your
Advisor.

NEPTA Code of Ethics

Commitment to Students

The teacher shall conduct the relationship with students and families in a

professional manner.
The teacher shall respect the personal integrity and privacy of the students and

families unless the law requires disclosure.

The teacher shall clearly communicate the expectations and policies of the studio

to both students and parents.

The teacher shall encourage, guide and develop the musical potential of each

student.
The teacher shall treat each student with dignity and respect, without

discrimination of any kind.

The teacher shall respect the students right to obtain instruction from the
teacher of his/her choice.

Commitment to Colleagues

The teacher shall maintain a professional attitude and shall act with integrity in

regard to colleagues in the profession.

The teacher shall respect the reputation of colleagues and shall refrain from

making false or malicious statements about colleagues.

The teacher shall refrain from disclosing sensitive information about colleagues

obtained in the course of professional services unless disclosure serves a

compelling professional purpose or is required by law.
The teacher shall respect the integrity of other teachers studios and shall not
actively recruit students from another studio.

Commitment to Society

The teacher shall maintain the highest standard of professional conduct and

integrity.
The teacher shall accurately represent his/her professional qualifications.
The teacher shall strive for continued growth in professional competencies.

The teacher I encouraged to be a resource in the community.

The teacher is encouraged to further the aims of NEPTA by active participation

whenever possible.

Adapted from the Music Teachers National Association Code of Ethics, with permission
6/6/2005.

Mentoring Program Mission Statement

The purpose of the NEPTA Mentoring Program is to give NEPTA members the opportunity
to broaden their teaching experience through observation of and discussion with
experienced master teachers, to give master teachers the opportunity of passing on
their teaching legacies and to establish close collegial relationships between NEPTA
members.

A Mentor is someone who is happy to share his or her expertise and experience.
Mentoring is a way of giving back the knowledge and support that a Mentor has

received, in a non-judgmental manner.

A Mentee is someone who is interested in growth and is open to learning. A
Mentee will silently observe a Mentor actively teaching.

Source: NEPTA New England Piano Teachers Association

http://www.nepta.info/mentoring-guidelines/ retrieved on: August 11, 2015