Abstract:

Elaine Webb, a North Carolina teacher, reviews this book about the basics of what novice teachers need to focus on in a mentoring relationship and the factors (age, gender, culture, school setting, struggling teachers, avoiding burnout, and more) that affect that relationship.

Citation: Boreen, J., Johnson, M.K. & Niday, D. (2003). Mentoring across boundaries: Helping beginning teachers succeed in challenging situations. Portland, ME: 2003.

Full Text:

By Jean Boreen and Donna Niday with Mary K. Johnson
2003 (224 pp/paper)
Stenhouse Publishers
ISBN: 1-57110-377-5
$18.50

By Elaine Webb
Southern Vance High School
Business – Grades 9­12
Vance County Schools, NC

In this recent book, Jean Boreen and Donna Niday set out to help mentors and novice teachers create a successful relationship and thus provide the novice teacher with the skills and abilities necessary to thrive in the classroom of today.

As it should, the book begins by discussing the choice of a good mentor. The authors believe that "a mentor who is not personally invested in the mentoring relationship will not provide the kind of support a beginning teacher needs to grow in the profession" (p. 7). One of the necessary ingredients for success, they say, is for administrators and teachers to realize that mentoring is not an "award" and should not be seen as a competition between those with seniority. Chapter One discusses the qualities administrators should seek in mentors and the administrator's responsibilities to novice teachers and their mentors. For those mentees who are preservice teachers, the book provides direction as to the responsibilities of the learning institution from which they came.

The book then describes some key steps in the mentoring of first year teachers. Quite often, Boreen and Niday say, novice teachers need to focus on the basics such as "curriculum development, classroom management and organization." Beginning teachers often overplan or underplan, and students can sense the lack of planning and/or the lack of confidence and take advantage of the novice teacher's uncertainty. The novice must often be taught to break objectives into smaller attainable portions so that students can grasp the concepts.

The book then takes an about face and discusses the factors that must be thought through when establishing mentoring relationships. The authors examine these issues, among others:

Age and Gender – "The key in all of these situations is for both members to remind themselves that they are in a professional relationship; as long as talk can center around classroom practice and professional insights, the relationship between educators should flourish." (p. 73)

Cultures – "Developing cross-cultural mentoring relationships may be one of the trickiest tasks two teachers ever have to navigate. Even with the best of intentions, mentors and mentees may inadvertently miscommunicate their needs or intentions, often resulting in misunderstanding and hard feelings." (p. 85)

School settings – "Helping beginning teachers 'get real' about their situations is important to their future success, and rural and urban sites must become even more effective in their approaches if they want to keep high-quality teachers in their classrooms." (p. 106)

Changes across buildings and/or districts (experienced teachers transferring into new environments) – "Mentoring transfer teachers may be different from mentoring new teachers. The mentor's role in such cases calls for sensitivity and thought regarding possible obstacles. The mentor needs to invite the transfer teacher to share successes, questions, and problems. By appreciating their talents while being conscious of changes, mentors can help transfer teachers adapt more readily to a new school culture." (p. 119-120)

Teaching at-risk students – "Many teachers have certain expectations about the rigor of working with at-risk students, but mentors need to be honest about issues of student population, potential violence, and expected support. 'Forewarned is forearmed.'" (p. 130)

Avoiding burnout – "By adopting a questioning and listening stance, mentors can help coach beginning teachers in effective ways to rekindle their passion for teaching and learning." (p. 153)

Self-mentoring (coaching oneself toward growth) – "By becoming self-mentors, all teacher can expand their reflective thinking. By viewing their beliefs and practices through new perspectives, questioning former pedagogical practices, and attempting a team action research project, they can creatively consider how to help students learn." (p. 169)

Struggling teachers – "Mentors especially need to be aware of teachers who lack confidence, knowledge or skills. Mentors also need to be cognizant of problematic areas such as adequate planning or management issues that are not easily rectified. Pressures from parents and/or administration may cause further complications." (p. 188) The authors believe that "at-risk beginning teachers do not necessarily need to stop teaching." However, "it is better that unsuccessful people leave the classroom than to become negative influences in students' lives. As members of the same community, we want dedicated, caring educators in the teaching profession." (p. 188)

Throughout each of these chapters, Boreen and Niday share scenarios of actual novice teachers and their mentors, along with suggestions about how each scenario could have/should have been handled. These stories allow the authors to apply their ideas in practical situations and help readers see and understand the issues facing our newer counterparts.

The final portion of the book deals with how technology can be used to support the mentoring process. Listservs and email are used to show how even those novice teachers who feel isolated can be aided by professional mentors who are just a click away. Face-to-face conversations should never be phased out of the mentoring relationship, the authors are quick to say, but listservs and email can supplement the process and be part of a "sensible support system" (p. 202).

Overall, Mentoring Across Boundaries should be considered a must read for individuals who are currently mentors or those who may be entering into a mentoring relationship. Mentoring Across Boundaries can serve as a guide book, a reference book and a source of encouragement during one of the most important professional relationships a teacher can have.

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