Mentoring Program

The Primary Goal of the NCMEA Mentoring Program is to identify and assist North Carolina music teachers in their first year of teaching.

The mentor team will consist of the new teacher, a second or third year teacher, and a veteran teacher. The third year and veteran teachers will serve as facilitators and resources for the new teacher. They will not be asked to evaluate the progress of the new teacher. The new teacher will move into the role of the second/third year teacher and ultimately, the role of the veteran teacher.

Participant Commitments:

  • Participate in the new-teacher retreat.
  • At least 2 personal visits: These visits can be made by the new teacher or mentor in a school setting or in an informal setting, (each visit will be documented on the contact form).
  • At least 6 telephone visits: (each visit will be documented on the contact form).
  • 1 Program Evaluation Survey: This survey provides information regarding the procedures and practices implemented in the program.

Sign Up for Mentoring

New Teachers and Mentors: Click Here

NCMEA Pre-Conference Sign-Up: *No Longer Accepting Applications*


NCMEA Mentor Committee

Chair: Beth Ulffers, [email protected]


About NCMEA Mentoring

The knowledge, advice, and resources a mentor shares depend on the format and goals of a specific mentoring relationship. A mentor may share with a mentee (or protege) information about his or her own career path, as well as provide guidance, motivation, emotional support, and role modeling. A mentor may help with exploring careers, setting goals, developing contacts, and identifying resources. The mentor role may change as the needs of the mentee change. Some mentoring relationships are part of structured programs that have specific expectations and guidelines: others are more informal.

The concept of mentoring is simple, but successful implementation can be challenging. A document on disability issues posted by the American Psychological Association lists characteristics of effective mentoring to include “the ability and willingness to:

  • value the mentee as a person;
  • develop mutual trust and respect;
  • maintain confidentiality;
  • listen both to what is being said and how it is being said;
  • help the mentee solve his or her own problem, rather than give direction;
  • focus on the mentee’s development and resist the urge to produce a clone.”

Retrieved from the University of Washington

Any Questions? Please contact Pat Hall, NCMEA Executive Director, for more information.