Mentor Teacher Support

Evidence suggests that when mentors have substantial preparation and when the mentoring is instructional and standards-based, beginning teachers can also have a significant impact on student achievement. Outstanding classroom teachers benefit from the additional instruction and support they need to develop into outstanding teacher educators.Mentor development requires intensive and sustained preparation that takes many forms:

Mentor Study groups: Mentors meet regularly in a study group format to learn about relevant research around topics of teaching and mentoring. In this forum, mentors practice new mentoring skills and strategies to apply in their work with beginning teachers.

The experiences I had in this program strengthened my mentoring skills enormously. I felt more able to use questioning as a tool to encourage my BT to construct her own understandings rather than “spoon feeding” her my views. I felt so much more competent and confident, after only one year, in my ability to intensively mentor a beginning teacher.
-Mentor Teacher

Huddles: Smaller focused group meetings include mentors and their “coach.” In this format, skilled coaches facilitate discussions around success and challenges that mentors experience in their practice. This provides additional opportunities to “fine tune” and practice the new learning from the mentor study groups to fit specific mentor/beginning teacher needs.

One-on-One conferences: Individual mentoring needs are addressed in the One-on-Once conferences held regularly between the mentor and their coach. This is a time when a coach and mentor set goals and co-plan in finding ways to help facilitate the growth of the beginning teachers.

Coaches support the intensive mentors in their new roles utilizing strategies to deepen mentor thinking and role play challenging conversations. Coaches also observe the mentors in their work with beginning teachers and provide structured feedback to improve practice.

Further support for mentoring can be found on the ASSIST website, including observation tools, articles and additional resources to promote educative mentoring.

Finally, the option to videotape their practice both within their own classroom as well as in conferring with their beginning teachers enables mentors to further study their own practice. Mentoring and teaching, are a reflective profession that requires accountability and inspiration to further practice. LIT supports mentor teachers in a variety of ways to further their skill development in promoting lasting new teacher growth.