Effective Mentoring for New Music Teachers

Abstract

The purpose of this review was to examine the effectiveness of mentoring programs in the induction of new music educators. The literature found that most mentoring programs, although beneficial for general classroom teachers, are often perceived as ineffective by new music educators. In addition to describing inconsistent mentoring standards, the literature found that ill-fitting mandated mentoring programs frequently do not combat the feelings of isolation or address the lack of emotional support often experienced by new music teachers. Without the guidance of mentoring programs that address these concerns, many new music educators may fall prey to frustration, burnout, and attrition.