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2018•Phi Delta KappanRequires access

Making mentoring work

Nina F. Weisling, Wendy Gardiner

Open publisher page 16 citations

Abstract

Research has established that teacher-mentoring programs can have a beneficial effect on new-teacher performance and retention. However, too often, mentoring programs don’t live up to their potential. This article presents four research-based strategies that improve mentoring programs’ prospects for success. By setting clear expectations, getting mentors into the classroom, mentoring the mentors, and focusing on relationships, school leaders can help new teachers receive the support they need.

About this research paper

What this paper is about

Research has established that teacher-mentoring programs can have a beneficial effect on new-teacher performance and retention. However, too often, mentoring programs don’t live up to their potential. This article presents four research-based strategies that improve mentoring programs’ prospects for success. By setting clear expectations, getting mentors into the classroom, mentoring the mentors, and focusing on relationships, school leaders can help new teachers receive the support they need.

Why it matters

OpenAlex reports 16 citations for this work. Citation counts describe recorded attention and do not establish research quality.

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Method / approach

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Available abstract

Research has established that teacher-mentoring programs can have a beneficial effect on new-teacher performance and retention. However, too often, mentoring programs don’t live up to their potential. This article presents four research-based strategies that improve mentoring programs’ prospects for success. By setting clear expectations, getting mentors into the classroom, mentoring the mentors, and focusing on relationships, school leaders can help new teachers receive the support they need.

Key concepts: Work (physics), Psychology, Peer mentoring, Pedagogy, Professional development, Faculty development, Mathematics education, Medical education

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