Research has shown that, "Teacher leaders with specific training before working as mentors to novice teachers may have greater success in impacting professional growth, development, and success" (Gielbelhause & Bowman, 2002). Due to the influence mentor teachers have in a school, mentoring is powerful professional development for teacher leaders. An Eric Digest Report from 2001 revealed that, "...the benefits mentors derive from mentoring may be of equal or even greater importance than those experienced by novice teachers." (Teacher Mentoring as PD, 2001).
Benefits of teachers becoming mentors
- Increased professional competency
(Mei, 1993; Yosha, 1991; Clinard & Ariav, 1998; Ganser, 1997; Tomlinson, 1995)
- Sense of renewal
(Ford & Parsons, 2000; Steffey, Wolfe, Pasch, & Erz, 2000)
- Psychological benefits
(Wollman-Bonilla, 1997; Carger, 1996; Scott, 1999)
(Boreen, Johnson, Niday, Potts, 2000; Ford, Parsons, 2000; Mei, 1993; Scott, 1999; Freiberg, Zbikowski, Ganser, 1996)
- Contributions to teacher leadership
(Eric Digest, 2001)
Teachers completing mentor training are encouraged to participate in the paired learning times offered as part of the Statewide Beginning Teachers Assistance Program (BTAP) beginning Fall 2017. The research is clear that, "...highly-qualified mentors may be associate with an increase in student achievement, improved student behavior, and greater teacher enthusiasm." (White & Mason, 2003). Don't miss this opportunity to give mentor teachers the information and training they need to support new teachers while increasing their own professional learning and development as teacher leaders.