This document provides an overview of mentoring for novice teachers. It defines mentoring as a confidential, non-judgmental process that ensures support for novice teachers. Mentoring focuses on effective teaching practices and meets both state requirements and individual teacher needs. The benefits of mentoring include orienting teachers, building competence and confidence, retaining teachers, and creating a mutual learning experience between mentors and novice teachers. Formal mentoring provides structure to conversations and support, while regulations establish mentoring programs and requirements.

1. The heart and soul of
mentoring is the outgrowth of
belief in the value and worth
of people and an attitude
toward education that focuses
upon passing the torch to the
next generation of teachers.
Head, Reidman, and Theis-Sprintall, 1992

2. OBJECTIVES FOR
TODAY
• Introduce the concept of mentoring
and induction and the role of the
state regulations in the mentoring
process;
• Identify the needs of the novice
teacher and learn strategies to meet
their needs;
• Discuss the roles and
responsibilities of mentors, novice

3. WHAT IS
MENTORING?
• A person-to-person experience that is…
• A confidential, non-judgmental process
which…
• Ensures novice teacher support and
guidance on effective teaching practice…
• Based on state, district and school needs
and the needs of the individual novice
teacher.

4. WE MENTOR BECAUSE…
• Novice teachers deserve guidance and support
that orients the novice to the school culture.
• Novice teachers need guidance to build
confidence and competence in effective classroom
instruction and an understanding of their
students.
• Mentoring is a mutual professional learning
activity that is relevant and timely.
• Mentoring helps to retain our newest
professionals.
• Mentoring is a professional responsibility.

5. FORMAL MENTORING VS.
INFORMAL MENTORING
• Is an action – by a person, for a person
• Provides the mentor and the novice with
a roadmap for conversation on effective
teaching.
• Provides the novice with a sense of
security.
• Provides the novice with effective
models of practice.
• Provides the mentor with a focus for
dialogue and support.

6. AND THE BENEFITS ARE…
• Mentoring ensures that veterans positively impact
a new generation of teachers.
• Mentoring highlights professionalism to its
stakeholders.
• Mentoring enriches professional relationships
through collaboration through a learning
community.
• Mentoring provides powerful learning
opportunities for mentors and novice teachers .
• Mentoring supports student learning and success.

7. THE MENTORING
REGULATIONS…
• Establish a one-year mentoring program
for all novice teachers, including special
education teachers.
• Establish a minimum criteria for the
mentoring program (mentor criteria,
mentor expertise, mentor application)
• Specify responsibility for payment of a
mentoring stipend
– $550 – traditional route

8. THE MENTORING
REGULATIONS…
• Require comprehensive training and
support for mentors
• Require a rigorous mentoring process for
novice teachers
• Require ongoing evaluation of the
mentoring program
• Require the district to develop and
implement a mentor plan through the Local
Professional Development Committee

9. WHO IS THE NOVICE?
• The average age is 28
• 1 out of every 5 teachers is new to the
profession
• 40% are Alternate Route in NJ
• Have expertise in content areas
• More likely to speak a second language
• Are tech savvy
• Believes he/she will make a difference for
students
• Understands the theory of teaching
• Wants the freedom to try new strategies
• Desires the ability to be part of the decision-
making process
• Want the involvement of parents and have a
better understanding of multicultural issues
• More likely to be single and in debt
• Will not limit their options
• Confident, scared, overwhelmed and ready go!