This document provides guidelines for designing mentoring programs to facilitate the professional development of adult basic education (ABE) and English-as-a-second-language (ESL) instructors. Chapter 1 discusses the rationale behind mentoring in ABE programs. Special attention is paid to the following topics: how mentoring fits with adult learning theory; how mentoring compares with peer coaching; and what principles underlie quality mentoring systems. Chapter 2 examines the following issues related to ways programs can support mentoring: integrating mentoring into a program’s professional development system; allocating staff and time for mentoring; and rewarding and recognizing mentors and proteges. Chapter 3 details the following steps for developing and implementing mentoring: (1) identifying mentoring goals; (2) selecting mentors; (3) selecting proteges; (4) matching mentors and proteges; (5) establishing frequency and duration of the mentor/protege relationship; (6) providing professional development and ongoing support for mentors; (7) identifying mentoring content; (8) identifying mentoring strategies; (9) assessing and evaluating mentoring; and (10) financing mentoring. The following items are appended: 21 questions for strategic planning; a list of 30 instructor competencies; profiles of mentoring in ABE and ESL programs; and 17 references. (MN)
