Veteran teachers as mentors in New York City schools

Mentor's Responsibility

The purpose of this work is to research Mentor's responsibility to those they are held up as examples before such as is the case in regards to parents, school counselors, teachers and the like. This work chooses mentors of teachers which are other, more experienced teachers within the same school.

The characteristics which are typically assigned to one considered a mentor in a formal capacity are those of voluntary relationships that are purposeful and may be with or without time limitations and is a relationship supported by the organization. This relationship is between individuals where one is more experienced than the other. The relationship is to the benefit of all involved in terms of "personal growth, career development, enhancement of lifestyle, spiritual fulfillment, goal achievement" (Mentors Peer Resources, 2005) and other mutually agreed upon areas of the mentor and the mentored. This relationship is focused on "interpersonal support, guidance, mutual exchange, sharing of wisdom, coaching and role modeling." (Mentors Peer Resources, 2005)

Veteran Teachers Mentoring Colleagues in New York City Schools

The teachers in New York City schools have benefited greatly from the lead teacher program called CC9 which is supported by the New York University Institute for Education and Social Policy. It is stated that CC9 has "played such a central role that some of its members sat in on the negotiations between the teachers' union and the Department of Education to work out the sensitive details of how lead teachers would be hired and what they would be paid." (Herszenhorn, New York Time, 2004) According to Norman Fruchter, Director of the Institute for Education and Social Policy, "The problem of how you improve low-performing schools at its core is a problem of teacher capacity and teacher quality more than any other single variable. This has the potential to significantly improve teacher quality in these schools." (Herszenhorn, New York Times, 2004)

5) Reflection

The inclusion of mentoring program in a school is that which shows a clear commitment to students and staff and to traditional values of excellence. Confirmation of the importance of leadership, performance of staff and of a "robust and supportive collegiate community." (SOF Web, 2004)

Skills needed by mentors are:

Always have values-driven purpose

Be aware of the emotional and strategic landscape

Always be responsible

Always be flexible

Conclusion

Mentors are very important to those who are considered to be new in their position or 'rookies'. Mentoring is to be valued by those who are lucky enough to be participative in a mentoring relationship and this provides value to the school and the community as well as to the individuals in the mentoring process.