Virginia, like many states and school districts has enacted beginning teacher induction programs which include the assignment of an experienced teacher or mentor to assist each beginning teacher. Unique to Virginia programs is that while support for program development has been provided by the Virginia Department of Education, specific guidelines on mentoring activities have not been mandated. Instead, local school districts have had the autonomy to make their own decisions regarding the exact structure of the program. The purpose of this study was to investigate the mentoring activities and perceived benefits and concerns related to mentoring as reported by mentees and mentors in ten Virginia mentoring programs. Three hundred sixty-six mentor/mentee dyads representing K-12 general and special education teachers in ten school divisions throughout Virginia were contacted. Of them, 157 mentees and 198 mentors participated in the study. using survey research methods participants were asked on a 23-item questionnaire to describe activities, benefits and concerns related to mentoring and their mentor programs. Data collected through the written survey questions were analyzed using both quantitative and qualitative methods. The results indicated that most mentees and mentors thought the mentoring program was beneficial. Many activities came about as a result of the mentoring relationship. These include collaborating and conferring about lesson plans, materials, classroom management, instructional techniques, and discussion of curriculum. The program provided a collegial relationship giving mentees emotional support and encouragement. In addition, mentees felt they learned new teaching techniques and strategies, better Classroom management, and how to pace instruction more effectively. Mentors liked the recognition they received from being selected as a mentor and enjoyed the sharing of professional information with mentees. The major concerns expressed by both mentees and mentors were a lack of release time to observe, have conferences or collaborate and the lack of specific role definitions for the job as mentor. Given these concerns, it makes sense that school divisions ought to give more direction to defining the role of a mentor and insure release time to give them more opportunities for professional development. / Ed. D.

The resurgence of public concern about the effectiveness of schools has brought with it a renewed appreciation of the importance of the principal in the educational process. Most preparation programs for school administrators now require some type of internship or field experience. The purpose of this study was to gain a better understanding about mentor-protege relationships and the personal and contextual factors affecting those relationships in a regional program for the preparation of principals. Mentor-protege relationships were examined through the collection and analysis of demographic data, scores on a semantic differential, scores used to measure compatibility of personality traits (FIRO-B), and in-depth interviews. The personal and professional questionnaire and semantic differential were both developed by Martha Cobble. Data for four of the six dyads in this study were collected but not analyzed by Cobble in her exploratory study describing mentor-protege relationships in a regional program for the preparation of principals. The findings of this study indicated that mentors were important to the career development of proteges in educational settings. Close personal and professional relationships developed between mentors and proteges, and both populations stressed professional aspects of their relationships over social aspects. The mentors' ability to plan meaningful activities and experiences based on their administrative experience was more important to the development of the relationships than were demographic factors such as age and gender. This study should extend the generalizability of Cobble's work and be of interest to mentors, proteges, and others wanting to learn more about mentoring in educational administration. / Ph. D.

Lack of academic success among Black male students has become a focus of educational debate. Concerned educators have led the search for effective models of intervention and prevention. Current literature indicates that positive interaction with adult male mentors in the educational. setting might foster academic success among Black male students. This study investigated the effects of a mentor program on the academic success and self concept of selected Black males in the junior high school. A mentor program was implemented in an Alexandria, Virginia junior high school. Based upon teacher and administrator referral, 50 students who might benefit from participation in a mentor program were identified. Twenty-five students were randomly assigned to the treatment group and participated in the full mentor program. The control group of 25 students was monitored. Eleven city agency and school staff members served as mentors to the experimental group. / Ed. D.

The purpose of this study was to learn about mentoring relationships in a principal preparation program, the contexts in which they developed, and the influence of personality traits on relationships. Relationships between four pairs of mentors and proteges were described using data collected with a questionnaire, a semantic differential, the FIRO-B (Fundamental Interpersonal Relations Orientation), and in-depth interviews. Analyses of data identified variables associated with mentor-protege relationships and their influence on relationships. The variables that played a role in the formation of relationships were age, gender, experience, proximity, school division support, program design, time, and family support. The semantic differential proved to be an indicator of relationships while FIRO-B was inconclusive. This study should be beneficial to mentors, proteges, and others interested in learning more about mentoring relationships in educational administration. / Ed. D.