Supporting Our Own: A Manual for ESP Mentoring Programs

Why Should We Mentor ESP?

"True success comes only when every generation continues to develop the next generation, teaching them the value and the method of developing the next group of leaders."
—John C. Maxwell, Developing The Leader Within You

Education Support Professionals play a vital role in the school community, but often are accorded less than equal status in the staff hierarchy. A mentoring program can help make ESP feel more included in the school culture and bridge the gap between teachers and support professionals.

Education Support Professionals form 40 percent of the public school workforce and yet, except for certification or licenses required by law, receive little or no job training. A mentoring program can help ESP develop the skills necessary to do their jobs more effectively, which in turn can lead to more job satisfaction and less employee turnover.

Most importantly, a mentoring program can further the underlying single mission of the school district as a whole: closing student achievement gaps. A well-qualified ESP workforce can directly benefit all sectors of the school community.

How School Districts Benefit

The individuals involved in mentoring are not the only beneficiaries— the entire school community gains from the program. In addition to enhancing employees’ professional expertise, mentoring helps orient new or transferred employees to the school, the district, the Association, and the local community. This leads to higher employee job satisfaction and stability, and a higher rate of retention of skilled employees. Mentoring complements existing new employee training and provides opportunities for continuous improvement of jobrelated skills.

Additionally, mentoring enhances ESPs’ abilities to serve as role models for students. When students can see support professionals performing responsible, demanding jobs and receiving the respect they deserve for the work they do, they may gain a broader understanding of rewarding career possibilities.

How Mentors Benefit

While time-consuming and demanding, mentoring is not a one-way street. Mentors can come away from time spent with mentees with fresh insights, new information, and increased appreciation of their own jobs. They often can gain new perspectives on problem-solving, improve their listening and communication skills, and develop new roles and responsibilities in the school setting. Personal interactions with other ESP and an enhanced understanding of other employees’ jobs can foster a sense of teamwork and across-the-worksite solidarity.

How Mentees Benefit

Mentees are the clearest winners in the mentoring process. Mentoring increases their knowledge, both technical and organizational, which improves their job performance and may also hone skills that are not job-related. Working with a mentor can develop a mentee’s ability to work collaboratively and cooperatively. It can also help ESP adapt to the changes and evolution of their jobs. While it is not a tool for obtaining promotions, mentoring does provide feedback on a mentee’s abilities and potential, increasing job satisfaction and opening his or her mind to possible career alternatives. It can enhance other skills as well, such as leadership or conflict resolution. Mentoring broadens a mentee’s knowledge of the Association and what it can offer, and clarifies the roles and responsibilities of Education Support Professionals in the school district. Finally, it can improve a mentee’s ability to help children succeed—the primary purpose of public education.

Go to the next section: "Who Should be a Mentor?