The Teacher Down the Hall: Mentorship Matters
Oprah Winfrey credits Maya Angelou, Mark Zuckerberg credits Steve Jobs, and Bill Gates credits Warren Buffet, while both athletes and individuals frequently credit coaches, parents, and teachers. Mentoring is universal, whether formal or informal, and these relationships have shaped the success of many. Formal mentoring programs exist across professional fields—education included. When done right, mentoring is a reciprocal relationship that benefits both mentor and mentee by fostering personal and professional growth.
Having served as both mentor and mentee, I can attest that while established frameworks exist, there is room for significant improvements in this area of our field. First and foremost, let us address mentor recruitment and training. When mentors don’t volunteer but are “voluntold” or assigned a mentee by their administrator, this can set up the relationship to fail from the onset. There must be both a desire on the part of the mentor and specific goals and training to set up both parties for success. According to a study conducted by the University of Wisconsin, bad mentorship, or what they have coined as “marginal mentoring,” is worse than not having a mentor at all. An effective mentoring relationship requires that the mentor avoid being a “fixer” and use both questioning and active listening to allow their mentees the opportunity to experience productive struggle and the resulting growth.
Perhaps the greatest hinderance is the lack of time and space to foster the relationship. Due to the overwhelming demands of the profession, the meeting of mentor and mentee becomes little more than another task on an already long to-do list. According to the 2024 Texas Teacher Poll conducted by the Charles Butt Foundation, less than half of teachers serving as mentors have any dedicated time for planning, reflection, or observation with their mentee. Only about a third reported having received any training or resources regarding best practices in coaching adults, and only 37% received any additional compensation for their role.
Education could learn lessons from corporate entities, such as Google, surrounding successful pairings and planning. The corporation celebrates its mentors by highlighting the value Google’s volunteers find in their mentoring role. Pairings are made carefully based on personality and specific skill strengths. They also provide dedicated time for the mentoring relationship within the work week, additional pay, and a framework for training. The framework includes methods for gathering feedback and opportunities for innovation.
Some industries and corporations are innovating the types of mentoring opportunities available. One such model is group mentoring. Group mentoring is the opportunity to work within a productive team and is especially impactful not only for those new to the profession but also for those who are mid-career and seeking opportunities for continued growth and advancement. A true professional learning community can serve in this capacity as well as leadership programs. One such program, Leadership ATPE, exists for members to advance their skills, knowledge, and best practices to serve ATPE, their district, and their communities. Learn more by visiting atpe.org/leadership-atpe.
Reverse mentorship is another unique opportunity for education to flip the traditional hierarchy and highlight the value and perspectives that younger or less experienced educators can provide to seasoned professionals. For the mentor, this instills confidence early in their career, knowing their contributions are valued. Experienced educators benefit from being exposed to evolving trends and tools that can enhance their own teaching and reignite their passion. Reverse mentorship can also help bridge generational gaps to foster more mutual respect and understanding, which creates a better environment for everyone involved. Education would benefit from more intentional planning around highlighting the strengths of the newest members of our profession, and Gen ATPE is one such initiative that highlights the value of younger educators to our association and the profession as a whole. Through Gen ATPE, we provide dedicated learning and networking opportunities for educators ages 30 and younger.
A discussion of the types of mentoring would be incomplete without addressing the opportunities provided within the digital realm. Online communities create new opportunities across geographic regions, ensuring equity in access to peer mentoring and support. Within the current landscape of education communities, it can be a challenge to find knowledgeable Texas educators serving in a variety of roles. This is one of the reasons why we are excited to launch the ATPE Online Community. The community provides Texas educators with a place to ask questions, refine skills, and gain new perspectives.
Education as a field can benefit from a stronger mentoring culture—one that prioritizes the success of both mentors and mentees and elevates the entire profession. Education leaders, teachers, and stakeholders must actively support effective mentoring relationships and leverage additional opportunities, such as the ATPE Online Community, to create a more connected and supported educational environment that benefits all Texas public education employees.
