The issue is not so straightforward. Other programs give mentor teachers a prominent role in these gatekeeping decisions on the grounds of professionalism and accountability. Clearly different ways of resolving the assistance vs. assessment issue involve different costs and benefits for mentors and novices, for states and districts, and for the profession of teaching. A second issue is whether something as personal as a mentoring relationship can be formalized in a program. Still, mentoring relationships are bound to be unpredictable.
Some programs hire retired teachers.
Others release mentor teachers from some or all of their classroom responsibilities. Still others expect mentors to combine mentoring with full-time teaching. Besides sending different messages about the purposes of mentoring, these arrangements create different situations in which mentors can learn and apply their skills. Most mentoring programs provide some orientation or training. Common topics include clinical supervision, research on effective teaching, beginning teacher concerns, and theories of adult learning.