Fostering Leadership Through Mentoring
by Ellen Moir and Gary Bloom
Educational Leadership - May 2003

This article shows some terrific instructional leadership strategies in practice in Santa Cruz, California. They began the New Teacher Project in 1988, which "provides new teachers with an induction program delivered by trained mentors (who are) the district's best teachers" (p. 58). What was meant to help beginning teachers has developed into unexpected benefits of creating leaders from the mentors. Once mentors complete their three year position, they return to their classrooms and are very successful as school leaders, or they become principals or pro-d leaders. The program not only is helpful for the new teachers (The mentors provide 1-2 hours of individual mentoring every week and a seminar to their group of 15 novices once a month), but the mentors:
- have a deep understanding of teaching and learning
- know how to help classroom teachers grow
- are attuned to the need of beginning teachers
- know how to participate in and create learning communities
- have a head start, if becoming a principal, in dealing with issues such as time management and communication
I liked the section on mentor selection, training and development. Mentors are not selected by seniority, and I think for a position like this, that is appropriate. Mentors must provide letters of support, undergo a panel interview, have a minimum of seven years of classroom experience and produce evidence "that they are outstanding teachers" (p. 59). Mentors attend five days of training and have weekly half-day mentor forums. "Rather than filling them up with information, we help mentors construct their own pro-d plans" (p. 59). They are released from their classroom positions and hold their full-time mentorship position for three years.

I see this program as being a great tool for infusing instructional leadership into a school and district. I know we haven't had paid mentors in Quesnel, but I have heard that mentorship is in place for new principals this fall. I am pleased to see that support is being offered by our district, and would hope the same could be offered for the many new teachers who will have positions in the fall. Is something in place for new teachers or principals in PG or WL? I see it has a necessary step in ensuring we have quality support and leadership at each school. As the article says "Teacher [leader] development is the key to student success" (p. 60)

Unfortunately, not all ministries or districts have the money for such a program.
Do you see a program like this being beneficial to your school district?
How can a mentoring program be initiated without funding for full-time mentoring positions?
How can school districts promote mentorship without the funding?