I don’t have a mentor but would like to find one. What can I do?

Although school leaders recognize the value of mentoring, not every school district offers a formal mentoring program. Check with your school’s principal or professional development staff member to find out about mentoring in your district. Typically, formal mentoring programs are introduced during teacher orientation at the start of school. If you don’t have a formal mentoring program in your district, you can ask a more experienced teacher you trust to serve as a mentor or resource for you.

I rarely have time to meet with my mentor. Can my mentoring still be effective?

Every mentoring relationship is different, but you can benefit from your mentoring if you make it a point to turn to your mentor regularly with questions, concerns, and challenges you may be having in the classroom. You don’t have to set regular face-to-face time, but if both of you decide to stay in touch with periodic e-mail messages, phone calls, and intermittent meetings, the relationship will grow and be a beneficial resource to you.

I’m not sure what to discuss with my mentor. Classroom problems? Scheduling difficulties? Questions about curriculum?

All of the above, and more. Mentors typically are experienced teachers who can share their own insights, tools, and suggestions for improving your classroom practice, working with individual students, managing the classroom, assessing student learning, relating to parents and peers, and other concerns. Let your growing trust in your relationship be your guide.

Are there resources to help me know what to expect from a mentoring relationship?

Yes, many! See our Mentoring Resources page for a list of online and print resources that will help you get the most from your mentoring. We are always adding to the list, so check back regularly!

First, thank you for serving as a mentor—it’s an important role the makes a big difference in the success of new teachers!

My district doesn’t have a formal mentoring program, but my principal has asked me to serve as a resource for new teachers. What do I need to know?

You can begin by thinking through your early days in teaching. What were the biggest challenges for you? Chances are that the new teachers you mentor will need resources to help with similar issues. You also can begin gathering resources you find effective in key areas such as classroom management, assessing student learning, and differentiating instruction. See our Mentoring Resources page for more ideas and visit our Teaching Resources section for additional links.

I am looking forward to becoming a mentor but I’m not sure how much help I’ll be. What kind of information will most help the person I’m mentoring?

In addition to the topics listed in the previous response, it will be helpful for you to learn about the Life Cycle of the First-Year Teacher (Moir 1999). This model shows the development process most new teachers go through during the first year in the classroom. Finding out about what new teachers need developmentally at different times during the year will help you be effective in providing support and resources.

Our district has a formalized mentoring program and I’m thinking about participating. What should I expect?

Mentoring programs—formal or informal—vary greatly from district to district and even school to school. Some schools offer programs they’ve created themselves; others purchase mentoring programs they use throughout the district. Find out who the contact person is for your mentoring program and ask the following questions:
• Do we have a formal training program for mentors?
• How many hours are involved in training?
• How many hours will I meet with the teachers I mentor?
• What kind of report process is used?
• How are release times handled?
• Is compensation offered?
• Is there an ongoing cohort for mentors?
• Who provides support to mentors in our school?

The teacher I’m mentoring doesn’t seem to be following any of the suggestions I offer. What should I do?

If you feel that none of your suggestions or resources are being heard or tried, put yourself in the mentee’s shoes. Are you offering information from your own experience that is not connecting with the new teacher’s need? Is the new teacher open to receiving suggestions? Explore your communication style and that of the new teacher, and have a conversation about what’s helpful and what’s not in your mentoring relationship. You also can consult your mentoring resource person or principal for additional ideas and insight on how to make your mentoring relationship more fruitful.

This is my first year as a mentor. How will I know whether my mentoring is effective or not?

Assessing your progress as a mentor is an important part of staying motivated and improving your practice. Some signs that your mentoring is providing a valuable benefit for the new teacher include:
• Your mentee brings real questions and challenges to your meetings and uses the resources you offer.
• Your mentee is demonstrating increased professionalism and confidence in the classroom.
• Your mentee is feeling supported and able to address classroom challenges.
• Your mentee seems to be learning and incorporating that learning in classroom practice.
• You feel an increasing sense of trust and communication in your mentoring relationship.