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Program Guidelines

The ACTFL Mentoring Program is designed to help early career language educators succeed in their current assignments and learn the skills to be successful long-term in their careers.

This mentoring will be conducted virtually over e-mail, Skype and/or phone. Mentors and mentees will be matched by needs, skills, and experiences. The following guidelines were developed for both mentors and mentees to help guide their interactions. 

  • Mentors are responsible for conveying and upholding the standards, norms, and values of the profession.
  • Mentors are responsible for establishing and maintaining a level of trust and confidentiality that enables the mentees to speak freely about the problems they are facing, their frustrations and challenges without fear that others will learn about them.
  • Mentors nurture the talents and abilities of the mentees offering support, challenge, patience and enthusiasm while guiding them to new levels of competence.
  • Mentors are pro-active sharing resources, articles, research, and professional development opportunities etc. that are beneficial for the mentee.
  • Mentees must be within their first 5 years of teaching.
  • Mentors are leaders sharing their personal experiences, knowledge and skills while at the same time listening to the thoughts and experiences of the mentee.
  • Mentors gain insight into the needs and expectations of the mentees.
  • It is expected that the mentor/mentee relationship will develop and change over time as they establish a positive relationship as peers and colleagues who share ongoing experiences and professional growth.
  • Mentor and mentee determine the best form of communication.
  • Mentor and mentee determine the frequency of communication, although communication should occur a minimum of once per month
  • Mentor and mentees are encouraged to arrange a meeting, if both are attending the same event.
  • Mentor and mentees are encouraged to attend and meet at the ACTFL Convention.

Mentors and mentees are expected to use the provided publications, The Keys to the Classroom, by Paula Patrick, The Keys to Assessing Language Performance: A Teacher's Manual, by Paul Sandrock and the participant manuals. These publications provide valuable readings, discussion topics, and activities.