7020 Week 1 Hargreaves, A., & Fullan, M. (2000). Mentoring in the New Millennium. Theory Into Practice, 39(1), 50-56. Retrieved from http://www.jstor.org/stable/1477441

issues

Mentoring practice may fall short of its ideal if we fail to regard mentoring as integral to
our approach to teaching and professionali

Mentoring of new teachers will never reach its potential
unless it is guided by a deeper conceptualization
that treats it as central to the task of transforming
the teaching profession itself

The 4 ages of professionalism

pre-professional age

mentoring by few encouragements

refinements on the job within their control, own classroom

autonomous professional 1960s

1960s

individualistic, classes isolated

course-goers not successful in implementing new ideas because colleagues were not as enthusiastic like them

misconception that only the new & weak needed mentoring

collegial professional

mid 1980s

the increased complexities of schooling

growing pressure to create collaborative
cultures

the knowledge
explosion,

the widening of curriculum demands,

the increasing range of special education students
in ordinary classes,

and the accelerating pace of
change

teachers develop common
purpose, cope with uncertainty, respond to rapid
change, create a climate of risk taking, and develop
stronger senses of teacher e

4th prof'l age

21st century

where boundaries between institutions
are dissolving, roles are becoming less segregated,
and borders are becoming increasi

challenges in the new millenium

support as well as standards

communities as well as classroom

mentors not tormentors

The old model of mentoring, where experts who are certain about their craft can pass on its principles to eager novices,
no longer applies

There are only a few teachers who are conversant and comfortable with many teaching strategies, and they can easily be overburdened

teachers need emotional support because they face students from different emotional backgrounds too

Even experienced teachers need emotional support due to the many demands in classrooms

Connecting with what's
"out there" means teachers' work and relationships
are extending beyond the classroom to help their
students with

Teachers are always the experts, and working effectively with
other adults means they will sometimes be the ones
who are learning, not teaching.

dealing with the demographics

Young teachers develop a large dynamic group which opens more innovative ideas and opportunities

The challenge is putting together the young culture and the experienced culture

that mentoring must become less hierarchical,
less individualistic, more wide-ranging, and
more inclusive in its orientation than it has been
viewed in the past

New approaches to mentoring

existing

We believe many of these mentoring programs will fall short of their potential, however,
because of a failure to realize that they must be integrated with other developments in policy and
practice that are required to transform the teaching profession

1999 Participating in teacher induction

a growing body of resources
on how to select, train, and support mentors;
how to set goals and assess outcomes; and
how to define and spread best practices in mentorin

author's recommendation: identified three strategic approaches for developing mentoring programs that can
make a lasting differ

we can conceptualize
and design mentoring programs

device: to help build strong professional cultures of
teaching in our schools, dedicated to improving
teaching, learning, and car

instrument of school reculturing

mentoring must be explicitly connected
to other reform components in transforming
the teaching profession

addresses the need of both new and old teachers

linked to the redesign of initial tchr educ and ongoing improvement in educ

All those involved directly and indirectly
in teacher mentoring must realize they are
looking at a vital window of opportunity to recreate
the profession

conclusion

The goal is not to create high quality mentor programs as
ends in themselves but rather to incorporate mentoring
as part of transforming teaching into a true learning professi

The age of professionalism is described from being individualistic to collaborative; from being confined to being shared; from needing no mentoring to being interactive among colleagues

Lucy: two major groups of teachers in my workplace

experienced

but growing

but retiring

new/millenial

eager and competitive

open to new ideas

network according to specialization

Lucy: other challenges

the use of technology is new to 'mentors'

Although mentors are more experienced, these experience may no longer apply to classrooms

new

Lucy: Without mentoring, teachers have freedom to articulate and innovate, opening new and fresh ideas through action research