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Originally, Mentor was the name of the advisor to whom Odysseus entrusted his son Telemachus as he left on his epic journey. Homer’s Mentor was a wise and trusted figure who displayed the admirable qualities of counselor, teacher, nurturer, protector, advisor, and role model. In the May 2003 issue of Exchange (p. 20) Margie Carter discusses the difference between supervising and coaching or mentoring. She draws the distinction between the two, stating that “supervising and training has a focus of upholding standards and managing resources, while coaching and mentoring keeps the focus on the staff person as a learner, working from his or her strengths, learning style, and desired goals.”

It is important for the director to clarify when they are doing each of these activities. As a supervisor, a director will hold a staff person accountable for acceptable work and performing the responsibilities of their job description. To the degree possible, evaluations should be based on specific observations and entwined with program and professional goals and outcomes. However, coaching comes into play as plans are developed with the employee to reach those goals. Collaboratively you can explore the staff member's learning style and strengths and then determine the most appropriate course of action. It may be taking a class, observing another program, or some other method. But before these strategies are developed, one must clearly determine the issues involved. Thus, mentoring can be a process of inquiry. Carter lists several helpful questions a supervisor might ask him or herself as they mull strategies and ideas for assisting their employee. These include:

• What do I know about this person’s learningstyle and disposition?
• Who on our staff is this person mostpositively connected to?
• How might I further develop support forthis person?

Additionally, the supervisor in their role as coach can ask a number of questions of their evaluee to help develop an appropriate professional growth plan:

• What values influence your planning or how you respond?
• How do you think this reflects your learning goals for yourself?
• What did you find satisfying, surprising, confusing, or frustrating?
• Is there a question you could have asked yourself, your teammate, or the children to discover more about what was going on?
• How might this have gone better for you?
• How could you begin a dialog with others about what you are learning?

Contributed by Joel Gordon

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