Using a Formal Agreement To Enhance the Mentoring Process: A Prescription for Success.

N

13

Contracts; Elementary Secondary Education; Higher Education; Mentors; Power Structure; Preservice Teacher Education; Student Behavior; Student Responsibility; Student Teachers; Teacher Behavior; Teacher Responsibility; Teacher Student Relationship; Trust (Psychology)

This paper examines the mentoring relationship between preservice and practicing teachers, noting the importance of using a formal agreement to enhance the process. This agreement helps avoid the problem of conflicting expectations between the two parties. Information for the paper comes from case studies derived from mentoring student teachers and music education students and from interviews with mentees. The paper includes a list of 12 proactive behaviors for mentors to follow and a list of 12 behaviors for mentees. The proposed 12 points spell out the obligations and responsibilities of each party. These behaviors are in the areas of respect and trust, power, boundaries, and professionalism. The paper suggests that using such a mentoring agreement will help both student and professor enter the mentoring experience with realistic expectations. (Contains 12 references.) (SM)

2002

ED464083