Mentoring in Educational Leadership Development: What Are the Responsibilities of the Proteges?

Autor/inn/en	Daresh, John C.; Playko, Marsha A.
Titel	Mentoring in Educational Leadership Development: What Are the Responsibilities of the Proteges?
Quelle	(1995), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Education; Administrator Role; Educational Administration; Elementary Secondary Education; Leadership Training; Mentors; Professional Development + Suchen Sie Ihr Suchwort? Bildungsverwaltung; Schuladministration; Schulverwaltung; Führungslehre
Abstract	Mentoring has become an accepted and desirable part of the preservice preparation of educational administrators. This paper focuses on the responsibilities of those who are being mentored, often referred to as "mentees" or "proteges." It is argued that mentoring is a teaching-learning process to which participants bring specific responsibilities. Data were collected through telephone and onsite interviews with 45 experienced school administrators (mentors) and 10 aspiring principals (proteges). Findings indicate that proteges need to bring the following skills and attitudes to the mentoring relationship: (1) a basic understanding of the teaching process and the nature of leadership in general and in effective organizations; (2) good listening and communication skills; (3) openness and collegiality; and (4) a commitment to mentoring. It is recommended that universities provide training for proteges before they begin a mentoring partnership. Findings also suggest that mentoring may not fit the learning styles and needs of all individuals. In conclusion, proteges are partners in the mentoring process of learning, and they bring an important set of responsibilities to the relationship. (LMI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC