





is uncertain and anxious.
may mask anxiousness as
“bravado”
fears “losing face” in
front of peers
discovers new roles,
relationships, and
environment
may fear mentor and
hesitate
to “open up”
The Protégé






knows about the
“journey”
has been there before
recognizes the
importance of letting
the protégé explore
gently urges protégé to
speak of fears
acts as a guide to shift
protégé away from
dangers in the road
helps protégé build on
strengths
Reprinted with permission from
NAESP
The Mentor

begins to see patterns in
problems.

offers support and
encouragement.

relaxes and their initial
fear of mentor gives way
to acceptance

helps protégé focus on
the process of solving
problems rather than the
problem

gains new perspectives
on previously difficult
issues.

provides nurturing during
difficult times.

sees the mentor as a
partner and a colleague.

begins to see
independence in the
protégé
The Protégé
The Mentor
 At
some point the mentor must go in a
different direction. The process has been
about the protégé, not the mentor.
 Education
Goals
Reputation
 Graduation Rates
 Mill Levies
 Grants, Scholarships

 Business
Goals
Product Branding
 Profits
 Market Share
 Outperform Comp.

 Having
a role model
 Enhanced leadership practices to improve
instruction and student performance
 Improved leadership capacity
 Constructive challenges
 Better understanding of personal
development
 Improved networking
 Increased
personal learning
 Practice good development behaviors in a
new realm
 Positively affect the lives of students through
leadership development
 Help preserve a sacred right
 Improved
instruction
 Improved student success
 Creates a culture for learning
Facilitate
 Be a safety net
 Give structure and
direction
 Empower protégés
 Exhibit empathy
 Enthusiasm
 Commitment

DO
Fix
 Fight protégé’s
battles
 Dictate or control
learning
 Tell what to do
 Discount feelings of
protégé

DON’T
 Excited
to work with mentor
 Open to new ideas
 Positive attitude
 Wants to learn
 Not defensive
 Kid centered
 Collaborative
 Courageous
 Goal oriented
•
•
•
•
SHARED VALUES, IDEAS & BELIEFS
IDENTITY
PAST EXPERIENCES
FUTURE ACTION (HOW WE DO THINGS)
 The
way students and staff feel about being
in the building each day.
 PHYSICAL
ENVIRONMENT THAT IS WELCOMING
AND CONDUCIVE TO LEARNING
 SOCIAL ENVIRONMENT THAT PROMOTES
COMMUNICATION AND INTERACTION
 AN EFFECTIVE ENVIRONMENT THAT
PROMOTES A SENSE OF BELONGING AND SELFESTEEM
 AN ACADEMIC ENVIRONMENT THAT PROMOTES
LEARNING AND SELF-FULFILLMENT
 Common
Advice















Buying a stronger whip
Trying a new bit or bridle
Switching riders
Moving the horse to a new location
Riding the horse for longer periods of time
Saying things like, “This is the way we have always ridden
this horse”.
Appointing a committee to study the horse
Arranging to visit other sites where they ride dead horses
more efficiently
Increasing the standards for riding dead horses
Creating a new test for measuring our riding ability
Comparing how we’re riding now with how we did 10 or 20
years ago
Complaining about the state of horses these days
Coming up with new styles of riding
Tightening the cinch
Blaming the horses parents. The problem is often in the
breeding.
 Many
reform efforts target the superficial
aspects of schools, but disregard the “values,
beliefs, behaviors, rules, products, signs, and
symbols” (Donahoe, 1997), which serve as
the very foundation of the school – the
culture.