What Beginning Teachers Can Expect From a Mentor

Mentors are prepared to support beginning teachers in a variety of ways over the course of their first year.  Learning needs, the time of year, unexpected situations, and demands at the school are just a few of the factors that will determine the focus of weekly conversations and periodic observations.  The following list includes ideas for ways a mentor can support the beginning teacher.

Knowledge of Students

• Identify and help  implement strategies that engage learners.
• Share learning style assessments, interest inventories, and preference assessments.
• Help develop and analyze profiles of student learning style, preferences, interests, academic strengths, cultural assets, and social skills.

Knowledge of Content

• Locate state and division curriculum resources.
• Connect with Instructional Coaches and other teacher leaders in at the school.
• Provide relevant links, books, and articles.

Safe, Effective Learning Environment

• Help develop routines and procedures that facilitate learning.
• Help define and establish expectations for behavior.
• Provide information about prevention and intervention strategies, motivational systems, conflict resolution, classroom design and organization ideas.
• Identify strategies that promote active and equitable participation.

Planning, Delivery and Assessment

• Help develop and refine curriculum maps and pacing guides.
• Co-analyze student work and assessment data to help make instructional decisions.
• Help design lesson plans and units that are standards-based and that are aligned with division frameworks and state Standards of Learning.
• Identify ways to differentiate for the diverse learning needs of students, including strategies and resources for English as a Second Language and special populations.
• Support utilization of technology and media.
• Locate and provide a variety of materials and resources to support instructional goals.

Collaboration and Communication

• Support effective communication with colleagues, administrators, and families.
• Rehearse communication scenarios such as parent conferences.
• Identify and connect with personnel who may be a resource to the teacher and the students.
• Provide resources and protocols that facilitate collaborative planning, co-teaching, collaborative analysis of student work, and participation in a Professional Learning Community.

Professionalism

• Create and help monitor professional goals.
• Clarify school and division policy and procedures.
• Provide and recommend options for professional development.