The role of the mentor implies expertise in knowledge, skills and effective communication but it also implies psychological and social services provided by mentor to novice teacher. The characteristic nature of mentoring as a caring, dynamic, learning relationship makes it distinct from that of a supervisory relationship or even, that of a student-teacher relationship. The difference lies in the reciprocal nature of the mentoring relationship, that each member in the relationship gives and takes from the other in order to grow, to risk, and to change. In a true mentoring relationship, participants are capable of being transformed personally and professionally through risk-taking, empowerment, and vision change. Though transformation does not occur within every mentoring relationship, the potential to transform is possible.
Growth is change.
Change is risk. Taking risks empowers one to see in new ways, to try new things and changes one s vision. Mentoring offers the field of education strategies and supports to professionalize and expand its membership. It provides strong incentives for mentors to remain in the field by giving back expertise in the form of shared wisdom to new teachers. Mentoring effects include the improvement of teacher practice through increased knowledge, skills and personal development.