Page 17 - Journal 89-3 Full

shared, “I think it would be a lot more difficult if we weren’t on the same site. I think
that being on the same site and having the same job? That’s a big deal. Like, I think
that’s everything.” The theme of availability emerged in 10 of the 12 participants’
responses.

Understanding
The theme of understanding emerged from ...mentors and mentees
both mentees and mentors as a key to a positive
mentor-mentee pairing. Participants spoke agreed that having a positive
frequently of the importance of the mentee and relationship is key to a positive
mentor being able to understand each other’s
jobs and challenges. Charley, a second-year pairing and effective mentorship.
mentee, expressed the importance of special
education teachers having special education
mentors, explaining that, because he and his
mentor are in the same classroom, “we work
closely together with some of the same students…we have been able to create a
great relationship with each other.” Bobbi, a participant who went through the
program as a mentee and now serves as a mentor, shared that having the same or
similar job description “made me more willing to share my struggles and challenges
when I knew my mentor teacher had the same challenges and experience in the
position.” Beck, a participant who had served as a mentor for 4 years, agreed that
understanding is important to the pairing, stating, “I definitely believe the mentor
and mentee should have the same or very similar job descriptions. A resource teacher
and an SDC [special day class] teacher have completely different jobs!” The theme
of understanding emerged in 12 of the 12 participants’ responses.

Relationships
A third theme that emerged from both mentees and mentors was that of
relationships. In many different words and phrases, mentors and mentees agreed that
having a positive relationship is key to a positive pairing and effective mentorship.
Several mentees also noted that a negative relationship can negatively impact the
pairing and efficacy of the mentorship. Beck, a mentor, shared that she believed
“a mentor has to be more of a guide than a boss, and that there has to be trust
between the mentor and mentee.” Mentee Shawn also discussed the importance of
relationships, saying that overall, “It [being a mentee in the program] was a positive
experience with a lot of support” and that she felt “guided along the way” by a
“friendly, supportive, and helpful” mentor. The theme of relationships emerged in
10 of the 12 participants’ responses.

Mindset
The fourth theme that emerged from the perspectives of all three participant
groups—mentors, mentees, and administrators—was the theme of mindset. Mentors
and administrators agreed that the mentor had to have an open, non-evaluative, and
positive mindset; be open to new ideas; and be able to listen to and learn from
the mentee while also mentoring him or her. Mentees shared that they believed it
was important for them to have a growth mindset and be ready to learn from the
experience of their mentors. Mickey, a mentee, shared that she appreciated that
mentors are “enthusiastic people that enjoy helping others achieve their goals,” while

Educators’ Choice 15