The purpose of this literature review was to examine education research on mentor identification, selection, preparation, and ongoing development. I organized the review in three main sections: (a) criteria for mentor identification and selection, (b) mentor preparation and development practices and processes, and (c) implications for music education. Potential mentors must possess a variety of professional and personal skills to effectively navigate their role and should be selected via a clearly defined and rigorous selection process. Sufficient preparation can increase mentor satisfaction, confidence, effectiveness, self-efficacy, and help enhance novice teacher effectiveness. The preparation and development process should be personalized and flexible, providing mentors a variety of materials and resources along with plentiful opportunities to reflect and interact with each other to share ideas, strategies, successes, and challenges.
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