This program was initially developed with new or relatively inexperienced leaders in mind, however we have become acutely aware that leaders at all different levels of experience and responsibility, at times, if not continually, need the support, counsel and wisdom of their colleagues. Laura and I can both testify to that and still practice it! This program therefore is designed to bring leaders together to have conversations about their challenges, their growth, and the nuances of their work. It is not intended to replace a carefully coordinated executive coaching experience but rather to connect individuals who can assist and support one another. 

We hope that leaders gain from their mentor’s experience. We hope that leaders feel free to ask questions and get resources and advice in areas that they identify as being most important to them at the time. We hope that they feel they have a support system in the mentor and can share concerns as well as successes. Also, we hope that leaders are able to increase their professional network through the relationship they build with their mentor.

We hope that mentors experience the personal satisfaction that comes from sharing one’s experience and insights and knowing that it was helpful. We hope that mentors also learn from the person they are mentoring and gain understandings that contribute to their professional and personal development. And finally, we hope that mentors have a positive experience and know that they played a significant role in the success of an International Head of School.

If you are interested in mentoring or would like a mentor we ask you to contact Andy at andypage-smith@academyish.org or Laura at laura@aaie.org to discuss the details. Remember that it is not experience or age based. Andy or Laura will be in contact with you to follow up personally around your needs and strengths and then allocate different individuals to mentor, and help you get connected. 

The most successful mentors are good listeners. They empower the mentee rather than tell the mentee what to do. They acknowledge that every Head of School is different, and they are not looking for a copy or clone of themselves. They are consistent and they are honest. They ask questions to ensure that they understand the situation and ask the mentee to tell them how they can be most helpful. They ask questions such as, “what is some other data that might be possible to gather to help you decide?” and “what would be a proactive approach to this situation?” and “you’ve described three possible outcomes. Let’s talk through the implications of each one” and “let’s set the action steps that we discussed.” They are aware of their own limitations and make sure that the mentee doesn’t become dependent upon them but that they facilitate the mentee finding the answers that are right for them at the time. And, successful coaches stay positive!

For the mentors, our hopes are that they:

• experience the personal satisfaction that comes from sharing one’s experience and insights and knowing that it was helpful;
• learn from the person they are coaching and gain understandings that contribute to their professional and personal development; and
• have a positive experience and know that they played a significant role in guiding and contributing to the quality of the International School Head’s performance.

The most successful mentees are honest in expressing their goals and in providing enough information that the mentor understands the situation. They think through in advance how the coach can be most helpful to them and prepare for the meeting.

They set the agenda, knowing what they want to discuss. They don’t expect the mentor “to solve the problem” but rather are open to exploring different options and possibilities. They are vulnerable and at times, may express that they need help in clearly identifying what the issue or problem really is. They ask for feedback or a different perspective when they want it. Successful mentees don’t take up too much of the mentor’s time—they understand that they are busy people and that they have a rare opportunity to have wisdom shared.

Our hopes for the mentees are that they:

• gain from their mentor’s experience as a Head of School;
• feel free to ask questions and get resources and advice at the time it is needed;
• feel they have a support system in the mentor to share concerns as well as successes; and
• are also able to increase their professional network through the relationship they build with the mentor and related connections that grow from this opportunity.

The mentor will send the first email. And then, you’re on your way! We encourage you to share resumes as a way of introduction.

Both mentors and mentees talk about their professional background and personal details. Mentees be prepared to share your career, life and development goals and mentors be prepared to listen and ask questions.

Talk about confidentiality. Mentees should be able to talk openly and share their mistakes, weaknesses and areas of vulnerability. Both mentees and mentors need to know that they can discuss situations and people and that it doesn’t go outside of the relationship.

Discuss logistics. Establish when and how you will communicate. Relationships can break down because a regular time isn’t set to communicate and because one partner doesn’t keep up with their emails or text messages. If it is a particularly busy time and you need to cancel a meeting, let your partner know, even if it is just a one-­‐sentence email.

• Decide how often you will talk (we encourage bi-weekly).
• Decide how to schedule meetings. Is it best to email each other directly or via a personal assistant? Is an email or ZOOM call best? If you have to change the meeting time, how is that best done?
• Decide how long your meetings will be.

Mentee describes first goals. How can the mentor help? Mentee should be prepared by knowing what you what to discuss and any relevant data. The mentor’s time is valuable and mentees who are prepared will benefit the most.

One element of a mentor/mentee relationship that can speed up the building of trust is a dialogue around defining how the agenda/topic for mentoring conversations is to be established. To what extent is the mentee totally setting the stage with questions for input and to what extent is the coach raising questions in areas where the mentee might be unaware?

Support includes:

• Continued reminder messages that include conversation tips and starters.
• Mid-Point Survey to assist with any needs that have emerged.

Please know you can always contact Andy or Laura with any questions during the program.

The program will conclude one calendar year from the start of the program or for a duration determined by the two people working together.

Please feel free to reach out to us with any questions.

Andy Page-Smith, AISH
andypage-smith@academyish.org

Laura Light, AAIE
laura@aaie.org