Abstract
This article provides an overview of the use of mentoring programs as a tool to be used in the preservice preparation, induction, and ongoing in-service education of school administrators. Typical practices are described, along with the assumed value found in mentoring. In addition, the limitations and potential problems are identified. The article concludes with a consideration of some of the policy implications related to the adoption of mentoring and possible future research that may be carried out in this area.
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