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, when possible, will consist of the new teacher, a young teacher (2-4 year) and a veteran teacher. The young teacher and veteran teacher will serve as facilitators, mentors 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 young teacher and ultimately, the role of the veteran teacher.
- Participate in the mentoring sessions during conference. Virtual or in person.
- Weekly check ins (can be via text, virtual, phone, or in person)
- At Least TWO Observations. These can be conducted in person, via virtual meeting or via informal settings where teaching videos can be reviewed together. These are NON-evaluative and purely supportive
- Mentors will be expected to attend three informal training webinars. While we would love to have mentors attend ALL the webinars, we understand the busy lives you lead. For credit to be given you will be required to attend two live sessions. If needed, you will be able to view recorded sessions for the other. Certificate of hours will be given at the conclusion of the webinars.
- NCMEA will host at least four webinars/coffee chat for new teachers to share ideas, collaborate and network. Mentors are invited to attend these in addition to the Training Webinars.
- One Program Evaluation Survey: This survey provides information regarding the procedures and practices implemented in the program.
Sign Up for Mentoring
Links will go live later in June.
- Mentor Administrator Letter
- Payment/Expense Reimbursement Request Form
- Substitute Reimbursement Form
NCMEA Mentor Committee
Chair: Windy B. Fullagar, [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 Susan Heiserman, NCMEA Executive Director, for more information.