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Practical Tips

Mentoring the Mentor:

13 May 2026

Kimmy Clough, PhD

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Match leadership styles to the appropriate developmental levels�
Identify your default leadership style�
Prepare questions for gauging a peer mentor’s developmental level

Session Overview

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Assistant Director of Assessment Institutional Effectiveness & Evaluation

Taught FYEX courses since 2021
Taught core courses for 5 years

Drawing from HROE’s Leading Others program

My Background

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THEM:

Not just standing and observing
Actively engaging and contributing

YOU:

Meaningfully contribute to peer mentor’s learning
Successfully and confidently share teaching responsibilities

Benefits

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Unsteady Practitioner

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This is how we do it”*

Define the task
Provide steps
Observe and step in to correct

“

What you do

You’ll cover slides 2-4. Mention these points. Practice before class to see if you can deliver it in under 5 minutes. I’ll watch and provide feedback!

Example

Directing Mentor

*Yes, this is a song reference.

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Let’s do it together, and I’ll explain why”

Provide rationale in the structure
Ask for input/co-plan
Normalize mistakes

“

What you do

There are 10 minutes of the class session left to plan. I’d like to end with small group discussion. What do we want them to leave class with? What are questions that could prompt that reflection?

Example

Coaching Mentor

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You’ve got this; I’m here to back you up”

Let them decide “how”
Ask reflective questions
Share decision-making

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What you do

How would you describe the class’s dynamic? What’s something we could do in class to improve it? Tell me how much class time you’d need for this, and we’ll see where it fits.

Example

Supporting Mentor

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Take charge, and keep me posted”

Give outcomes not steps
Give autonomy and ownership
Check-in on learning

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What you do

The topic for the class is time management. Come up with a plan for a 50-minute class. I’m happy to help if you are having trouble with anything or want to run something by me!

Example

Delegating Mentor

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QUIZ TIME!

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This approach allows flexibility for:

> different peer mentors

> growth during the semester

The style you gravitate toward may not match the development level.

You have to know your peer mentor & yourself for this work!

Considerations

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Peer Mentor Assessment

COMPENTENCY

Ask about experience
Ask about training/education
Ask about their FYEX experience

COMMITMENT

Ask why they want to be a peer mentor/motivations
Ask about confidence level

GROWTH

Ask what they want to get out of this experience (competency, skill, resume line, etc.)
Examples: public speaking, 1:1 mentorship skills, event planning, etc.

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Peer Mentor Development Level	Style	Goal-setter	Goal Type	Example
Low competence/high commitment (new but eager/confident)	Directing (high direction)	Instructor	Task	“Use this exact name-learning routine and timing. Follow the script and prompts.”
Low competence/low commitment (new and unsure/lacking confidence)	Coaching (high direction and high support)	Co-created	Skill/ confidence	“Helping students learn each other’s names builds classroom community. Let’s plan an activity together, rehearse instructions, and pick 2 backup moves if engagement drops.”
High competence/low commitment (capable but hesitant)	Supporting (high support)	Peer mentor (instructor refines)	Judgement	“We want to help students learn each other’s names. What activities would work well for this? I’ll be a sounding board.”
High competence/high commitment (reliable and self-directed)	Delegating (take a step back)	Peer mentor (instructor approves)	Outcomes	“We want students to learn/know each other’s names by the end of the first month. I’d like you to take point on activities to help with that goal. How much time per class do you need?”

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SELF-ASSESSMENT

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What were your quiz results? Do you feel like that is accurate/inaccurate?

What developmental style does your default leadership style work with best? Which style might not match well?

How could peer mentors apply this model with students in the class?�

With your group, discuss…

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Regularly meet with your peer mentor”

Observe what it takes to plan a class
Time for their questions
Feel included
Time for engagement

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Benefits for them

Student input (keep you from only teaching to your college-aged self)
False deadline to plan class for the week
Opportunity to ask for help

Benefits for you

If you hear nothing else

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Meetings

CHECK-IN

Meet weekly for 15-30 minutes
1:1s with students
Class “vibe”
What support they need (gauge development level)

PLAN CLASS

Actually plan class
Ask for their feedback
Ask where they’d like to contribute (or challenge them to do so)

LOGISITICS

Anything happening on campus that students should know?
Schedule next meeting

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Developmental level needed coaching (support and direction)
Goal: improve public speaking skills by leading a class independently

We chose her skill-based goals as:

1) Lead small group discussion 2) Facilitate a required lesson plan

By midterms, I delegated a class session to my now committed and competent peer mentor.

IRL: Fall 2025

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It’s OK to challenge or let “controlled burns” happen

1:1 appointment/social event logistics�
Minute-by-minute breakdown for a class session

�

Your peer mentor is the student you might see the most!

Lessons Learned

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How can you clearly communicate your expectations with your peer mentor?

How can you create space for your peer mentor to tell you their expectations?

Feel free to use this time to share things that have worked (or not) with mentors in the past!

Final Discussion

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THANK YOU