Mentorship for School Leaders: The Functions, Content and Methods | Dr. Thomas L. Shortt
Program Description
School leaders are well aware of the growing shortage of qualified candidates for principal positions and the challenge of retaining highly experienced principals. In addition, recent federal (NCLB) and state legislative mandates are imposing greater burdens of accountability on school principals and, in some states, mandating the introduction and the use of mentors for new principals or active principals who need assistance along the journey to achieving performance expectations of students within their schools. Participants explore the theoretical foundation of adult development, adult learning, and mentoring. Once grounded in these theoretical foundations, the participants learn various practical techniques and strategies of the mentoring relationship.
Materials include mentor and protégé activities, professional readings, and electronic discussion postings. Study guides used during program delivery are also available.
Virginia Standard(s) Addressed
Professionalism (ISLLC standards 5 & 6)Program Goals and Objectives
By the end of this program, participants will demonstrate skills necessary for mentoring a protégé; establish well-defined goals that describe the specific learning outcomes desired for the mentor-protégé relationship; utilize both Mentor and Protégé action plans as a basis for establishing goals; respect the confidentiality and the integrity of the mentor-protégé relationship; possess a broad repertoire of mentoring strategies; and develop assessments to determine needs of protégé.Program Format
Participants engage in an intensive workshop with a focus on the actual mentoring process.Target Audience
All building level leaders K-12, aspiring principals, as well as central office personnel responsible for training and assessment of building level leaders.Self-Selection and/or Identification Through School Division
No/yes. Any designation of individuals or groups with specific performance expectations that match the intent of the standards is adequate.Duration of Program
Three full days of 8 hours.
- The first session addresses the journey of mentoring; the second and third sessions provide opportunities to acquire mentoring skills and the mastering of those skills as tools for serving as an effective mentor.
- Scheduling of the time required to complete the program is flexible and can be scheduled to meet the needs of the receivers.
Outcomes Measured
A written documentation of the participants' knowledge base of the intent and use of the system for identifying and resolving politically charged issues.
- Resources provided for participants for future implementation of standards.
- Participants' analysis - role playing for addressing leadership issues critical to the success of serving as a mentor.
Program Evaluation
The success of the program as measured by participant evaluation forms. The effectiveness of the mentor-protégé relationship as measured by the perceived successes of the protégé.Contact Information
Dr. Thomas L Shortt
1805 Chantilly Street
Richmond, Va. 23230
Phone: 804.355.6791
Email: tshortt@vaesp.org