This book includes step-by-step instructions to help experienced teachers become just as skilled at mentoring beginning teachers as they are at teaching. It describes how teacher mentors can: relate to their proteges in ways that establish good working rapport; assess how the mentoring is progressing and make necessary adjustments; coach proteges to help them continually improve their performance; and guide proteges from dependence on their mentors to self-reliance as effective teachers. The book includes specific activities and exercises to teach mentors behaviors that elicit trust, help them become more effective at the mentoring process, and boost proteges' day-to-day effectiveness in the classrooms. An introductory section examines support for mentoring and describes what mentoring is and what mentors do. Five chapters are: (1) "Relating" (e.g., establishing trust and communicating nonverbally); (2) "Assessing" (e.g., generic needs of new teachers and specific needs of one's mentee); (3) "Coaching" (e.g., the preclass conference and the postclass conference); (4) "Guiding" (e.g., guiding the mentee's journey and identifying the mentee's problems); and (5) "Tips and Observations" (e.g., set ground rules early and avoid information overload). Two appendixes included an annotated bibliography and The Connecticut Competency Instrument for assessing beginning teacher competencies. (SM)