The Role of the Mentor

Abstract

This is the fifth in a series of articles reporting on the Richardson Study, a national investigation of educational programs and practices designed for high ability students, including the gifted and talented. Previous articles focused on continuous progress and nongraded schools, Advanced Placement, concurrent enrollment, the International Baccalaureate Program, and specialized schools. This article explores a variety of programs that involve pairing students for instruction with adults, generally business and professional people in the community, rather than with the students' own faculty members. The Richardson Study is based on a national survey, conducted in 1982, of over fifteen thousand schools and districts, public and parochial, throughout the nation; on visits to schools to examine diverse approaches to educating able learners; and on conferences attended by Richardson Study Committee members and invited school representatives. In preparation for this article, the committee gathered in Fort Worth, April 22–24, 1983 with six educators. Each educator presented a model or concept related to programs described as mentorships, internships, and assistantships. Bruce Boston from Wordsmith, Inc. in Fairfax, Virginia, challenged the group to keep in mind that “mentor” refers to a very special relationship between two individuals, that it does not refer to a program. Donald Davis, Chairman of the Executive High School Internship Association, from Springfield, Illinois, reviewed the history of the Association and discussed the services it currently offers. Martha Fulbright from Weslaco, Texas; Joan Shelley from Carrollton, Texas; and Mike Stuart from Dallas, Texas, presented the programs they coordinate in their districts. Bill Nash from Texas A & M University presented a career education model he and others developed there. The committee and invited educators worked diligently to identify the issues encountered in developing internships and related programs. They considered the kinds of recommendations they would make, based on their experiences, to others wishing to implement such programs. The recommendations at the close of the article reflect those drawn up by the group. About Definitions Very often terms denoting adults paired with students for instructional purposes are used interchangeably. However, in this article, an assistant is understood to mean one who assists, a helper or an aide. An apprentice is one who is bound by legal agreement to work for another for a specific amount of time in return for instruction in a trade, art, or business. An intern is an advanced student or recent graduate undergoing supervised practical training, while a mentor is a wise and trusted counselor or teacher.