“…In several studies (Freehill, 1974;Hansford, 1985;Newland, 1962;Torrance and Myers, 1978), gifted teachers were found to be characterized by emotional security, positive sense of self, superior intelligence, curiosity, cognitive agility, openness, flexibility, strong communication skills, and a constant search for new experiences. Gifted teachers were also found to have a sense of mission, empathy, drive, rapport, enthusiasm, creativity, high expectations, frequent innovations, and respect for students (Dorhout, 1983;Ferrel, Kress, and Croft, 1988;Maddux, Samples-Lachmann, and Cumming, 1985;Renzulli, 1969;Wendel and Helser, 1989 Some of these actions were also included in Mullen's (2005) analysis of "alternative mentors" who "strive to make a profound difference in the development of students, colleagues, and others" and "mentor beyond the demands of their position, seeking to enhance the development and education of protégés outside the traditional supervisory or advisory context" (p. 37). Mullen recognized that mentoring is a "separate or superordinate function because it requires an 'above and beyond' effort" (p.37).…”