Mentoring and the Instructional Specialist

Each mentoring relationship occurs in a unique context. Beginning Instructional Specialists' experience in adult education can vary a great deal. Some may have taught adults for many years, other may have little experience. Some may have taught in only one area, such as GED, while others may have taught in multiple areas. Many may have worked closely with an instructional specialist, others may have had little contact, while still others may have held the job of "unofficial" instructional specialist. Mentors work with mentees to improve their performance whatever their experience, skill and knowledge.

New instructional specialists may be new to their particular program, or may have worked there for many years. It is important for mentors to know if their protégé is new to a program so they can identify any programmatic knowledge gaps and assist the mentee in accessing needed information.

The job duties of instructional specialists also vary from program to program. The specific responsibilities are determined at the program level based on demographics, enrollment trends, and the needs of the target population. Despite variations however, there is a core set of required duties specified by the Maryland Department of Labor, Licensing and Regulations (DLLR), Office of Adult Education and Literacy Services (AELS). These include both local program duties and DLLR-AELS duties.