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“A mentor is not someone who walks ahead of us and tells us how they did it. A mentor is someone who who walks alongside us to guide us on what we can do.”

- Simon Sinek

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Welcome

Welcome to the LBL New Teacher Mentoring Program. Our goal is to offer the tools, resources, and training that are needed for each district to support their novice teachers at the highest level.We look forward to working with you as you take on the role of mentoring the newest members of our profession to successfully launch their careers.

The collaborative nature of our program is designed to help mentors not only gain professional knowledge from training and resources but also from the expertise of other mentors in the region.

Research shows that teacher expertise is the most important factor in student learning. This notebook is a library of carefully curated tools and resources that aid in providing the support and feedback necessary for novice teachers to grow in their professional practices.

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Getting Started

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Getting Started Tools

Mentoring in Action: Building a Mentoring Relationship

Getting to Know Your Mentee

Building a Mentoring Relationship

ODE: Getting to Know You

Mentoring in Action: The Relationship Profile

See the Monthly Mentoring Guide for more beginning of the year ideas.

Mentoring In Action : Novice Teacher Profile

Mentoring in Action: Board of Mentors Process

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Confidentiality

The relationship between Mentor and Beginning Teacher is based on confidentiality. Both Beginning Teachers and Mentors will sign letters affirming their commitment to this idea.

Information can flow freely between Beginning Teachers and Mentor, but the Mentor must tread carefully when deciding how to respond to questions about the Beginning Teachers, especially if they come from a supervising administrator (See graphic above).

The administrator is also free to share any information or concerns with the Mentor. The Mentor may need to anticipate possible questions from the administrator and plan responses.

Sample Confidentiality Agreement

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The First-Year Teacher’s Journey

The school year can be a roller coaster of experiences and emotions for all teachers but especially for our novice teachers. It is important to recognize the phases new teachers go through and find ways to support them throughout each. From September to December new teachers are inundated with intense demands which over time see them plummeting from the high of anticipation at the beginning of the year to a low of disillusionment by mid-year. It is in the disillusionment phase that our teachers are most vulnerable, and we may need to offer less technical support and more emotional support. The good news is that disillusionment typically gives way to rejuvenation in the spring providing renewed energy, hope, and determination.

ODE: Mentor Roles and Stances-The 3 C’s

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Mentoring Stances

Jim Knight: 3 Approaches to Coaching

Video: Associate Teacher Partnership Project-The 3 C’s

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Types of Mentor Support

Note. Developed from “Perceived Problems of Beginning Teachers,” by Simon Veenman, 1984,

Review of Educational Research, 54 (2).

Routines and Procedures
Curriculum, Instruction, and Assessment
Moral Support
Collaborative Partnership

As new teachers progress through the year, the type of support they need ebbs and flows.This graph depicts predicted changes in support over time but as always, mentoring needs to be differentiated based on each teacher’s journey.