Abstract
Through portraiture (Lawrence-Lightfoot & Davis, 1997), the author creates a word portrait of a veteran teacher’s beginning career mentoring experiences. The portrait illuminates long-term effects of the teacher’s early career mentoring experiences on her teaching practice as a now veteran teacher. The study concludes that the teacher’s early career mentoring experiences helped shape her 25 year teaching career. Three themes emerged from the portrait and may offer insights for current mentors in developing mentoring practices and programs: (a) an invitation to develop a mentoring relationship, (b) supportive mentoring actions, and (c) mentors as models. The study concludes with recommendations for mentoring practices and for teacher education and school district mentoring programs.
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