Appendix 4-7
Twenty Steps Toward a Successful Mentoring Program

 Susan Villani. 2002. Mentoring Programs for New Teachers: Models of Induction and Support.
Thousand Oaks, CA: Corwin Press.

  1. Set goals for your mentoring program. What do you want to accomplish?

  2. Identify the new teachers who will be included in your program. Whom do you want to serve — beginning teachers, teachers new to your district, teachers who have changed grade level or subject area, teachers returning to the profession after being absent for several or more years?

  3. Identify your resources — money, other forms of compensation, and most importantly, personnel.

  4. Identify a coordinator or steering committee. Determine whether the committee is advisory or will have decision making responsibilities.

  5. Consider the models in Part 2 and determine if any of them address your goals in ways that are feasible. Continually research ways to provide professional development that supports new and veteran teachers.

  6. Formulate a plan to pilot.

  7. Establish a timeline for the implementation of your plan.

  8. Meet with school administrators, teachers’ association leadership, and the school committee or board to make the case for the program.

  9. Revise your plan and timeline based on the input of the key shareholders, if necessary.

  10. Communicate the beginning of your program with all school staff and the community.

  11. Establish criteria and an application process to select mentors in the spring. Select extra mentors for unanticipated summer and last-minute hiring.

  12. Create handbooks for mentors and new teachers that include the goals of the program, the expectations for participation by mentors and new teachers, and the schedule of meetings and professional development activities. Including other resource materials will increase the likelihood that it will be referred to throughout the school year.

  13. Train mentors/support providers.

  14. Plan and offer new teacher orientation.

  15. Form cohort groups of mentors and new teachers, and schedule periodic meetings throughout the school year.

  16. Plan professional development for new teachers and mentors.

  17. Develop ways to evaluate your program. Begin collecting data when your program starts, and collect it periodically throughout the year. Determine who will analyze the data, and how it will be communicated to the administration, staff, and larger school community.

  18. Revise your program based on your analysis of the evaluations and your own perceptions.

  19. Begin Year 2 with increased confidence in the fit of your program to your school district’s needs and resources.

  20. Honor your mentors, who are passing the torch and welcoming new colleagues into the profession, and celebrate the induction of your new teachers into your school and district communities.