This paper reports results of original phenomenological research resulting in the creation of a definition of a mentoring mindset in new principals in mentorship, as well as identification of the indicators of the presence/absence of that mindset. Attitudes, behaviors, and competencies a protégé needs to possess in order to contribute to an effective mentoring relationship are described.  The protégé with a mentoring mindset takes initiative, possesses a learning orientation, has a goal orientation, and iss relational and reflective. Implications for educational leadership programs and new principal mentor and protégé training are discussed.

Keywords: mentoring mindset, protégé competencies, protégé preparation, new principal mentoring

Mary Thomson was eager to start her new position as the principal of Sugarloaf Middle School, having had the summer to get herself and her school ready for the opening in August. With 3 years under her belt as an assistant principal at another middle school in the district, she felt fairly confident that she could handle the job. Thus, she was somewhat surprised when her superintendent called a week later to inform her that he had turned her name into the state principal’s association so she could be assigned to a mentor. Many questions danced through Mary’s head: “Does he think I am incompetent before I have even started this job? What is the mentor going to do? Will my mentor be reporting my performance to the superintendent? When will I possibly find the time to meet with a mentor?” But, being a leader who was committed to continuous improvement of herself and her leadership skills, she politely thanked him, hung up the phone, and waited to hear from her mentor.

A review of the literature on mentoring reveals that the majority of the written discussion is from the mentor’s point of view or for the benefit of the mentor.  Research exists on what makes a good mentor (Galbraith, 2001; Johnson, 2006), the stages and phases of the mentoring relationship (Chao, Walz & Gardner, 1997; Kram, 1985; Mertz, 2004), and successful mentoring programs (Kochan, 2002; Sprague & Hostinsky, 2002). There appears to be very little emphasis placed on helping a protégé prepare for a mentoring relationship (Daresh & Playko, 1995; Mullen, 2006). Are we preparing  protégés to be effective in the mentoring relationship? How can they develop the knowledge, skills, and dispositions that will enable them to get the most from their mentoring relationships?  If these qualities can be identified, then we can start to incorporate training for protégés as well as training for mentors when we initiate our mentoring programs.

When mentors and mentees enter a mentoring relationship, they bring their assumptions with them. An assumption is a belief one possesses that is thought to be true and from which a conclusion can be drawn.  It can also be a belief that someone should behave in a particular way. Often unspoken, these assumptions can be powerful predictors of success or subtle forces contributing to failure in the mentoring process. Therefore, it is important to examine the role of assumptions in adult learning relationships. Assumptions held by a mentor and mentee are influenced by many factors. Prior life experiences, fears, cultural interpretations, myths, and core values are wrapped up in the personal packages adults bring into the mentoring relationship.  This paper will assist conference attendees in learning how to examine assumptions (or help others do so) at the outset of a mentoring relationship.

The emphasis in the mentoring literature appears to focus more on the mentor and creating mentoring programs than on the need for the protégé to prepare for the mentoring relationship. However, mentoring is a learning partnership. A partnership indicats that two parties have a mutually shared investment. The protégé needs to be proactive in preparing him/herself for the mentoring relationship in order to get the best return on that investment of time and effort. A professor in an educational leadership course developed content which taught students the knowledge, skills and dispositions of protégéship. The Framework for Protegeship is included and described. The professor then required students to approach someone to formally mentor them. This article sheds light on the fears that the protégés experienced as they approached a mentor and includes excerpts from their reflective journals, where they report the benefits they received for having entered into mentoring relationships.