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2025-2026�� BEGINNING TEACHER SUPPORTS:

Where Mentorship Meets Potential

Lakecia Brown & Necia Swain

CCS BT Coordinators

https://bit.ly/2025MENOB

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The Role of a Mentor: Let’s Define it Together

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8 Different Types of Mentors

adapted from: https://www.togetherplatform.com/blog/how-to-mentor-someone

ADVISOR strength: acts as a sounding board	offers suggestions on what the mentee should do based on their personal experience or expertise
PROTECTOR strength: offers a safety net	ensures the mentee does not make a mistake that could be detrimental to their career
DEVELOPER strength: teaches how to solve problems independently	listens well and points out “red flags”
BROKER strength: builds a strong network	connects with experts in different areas
CHALLENGER strength: encourages solutions rather than complaints	plays “devil’s advocate”
CLARIFIER strength: provides valuable organizational information	acts as a guide for more independent mentees
SPONSOR strength: aims to open doors	always looking for new opportunities to grow their mentee
AFFIRMER strength: boosts self-esteem	provides a safe space to discuss challenges

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Remember:

Be POSITIVE

Be CONSISTENT

Be HONEST but TACTFUL

Be HELPFUL

Be ENTHUSIASTIC

Be WILLING TO SHARE

Be INVESTED

Be CONSTRUCTIVE

Be KIND

Be a GOOD LISTENER

Be RESPECTFUL

Be COMMITTED

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Requirements

Beginning Teacher Induction

Mentor Qualifications, Assignment, Guidelines

Professional Development Plans

Observations and Evaluations

Professional Development Opportunities

State Board of Education POLICY

TCED-016

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Mentor Plan & Pay

Assigned by the Principal

Leadership Opportunity

Tiered Stipend and CEUs

NOTE: Attending Mentor Onboarding does not guarantee assignment. Assignment is at the discretion of the principal. Although you may not have an initial assignment at your school, you may be called upon later in the year or to serve at another school.

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Mentor Qualifications

Must hold an SP2 license.

Must have 4 years of teaching experience.

Must be employed with Craven County Schools for at least 1 year.

Mentor teachers must be rated at least at the “accomplished” level on the North Carolina Educator Effectiveness System (NCEES). For the purposes of this policy, “accomplished”means a teacher has received ratings of accomplished or higher on all five standards on the most recent summative evaluation, or on Standards 1 and 4 for teachers on an Abbreviated Evaluation.

Public school units may use the most recently available evaluation for teachers who lack an evaluation from the prior year. Teachers without evaluation data for two or more consecutive years shall not be eligible to serve as mentor teachers, unless the mentor is a retired teacher.

No mentor whose evaluation falls below the “proficient” level may continue to serve as a mentor to a beginning teacher, regardless of existing mentor-mentee relationships with the beginning teacher..

Must complete State Mentor Training Module and Participate in District Training/Onboarding.

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Mentor Responsibilities

State Mentor Training Module

**also linked in the Interest Survey**

Mentor Onboarding on August 5th

Maintaining Contact Logs

Attending “Teacher Talks”

Classroom Visit/Observation Form

Monthly Attestation of Contact Log

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Support Team Agreement

(Mentor/BT/Principal/Coordinator)

Non-Instructional Duties Form

Signing off on PDP in NCEES (MOY, BOY, EOY)

Attention:

Mentors can sign off of PDP, but can not be a Peer Observer in NCEES for their Beginning Teacher.

Principals will assign you as a mentor in NCEES.

Additional Signed Documentation

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District BTO Agendas

Day 1 / Day 2 / Day 3

Two Day Building Level Agenda

School Level Orientation

Late Hire Beginning Teacher Orientation

Ten Day Onboarding

Participation in the LATE HIRE Beginning Teacher Orientation is mandatory for all beginning teachers hired after July 30th, 2025.

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Support Throughout the Year

240 Tutoring

ECU New Teacher Support

Professional Library & BT Store (Submissions and Criteria)

Portfolio Support

TA to Teacher and Licensure & Enrollment Support

Monthly Newsletter

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Mentoring for Growth:

Supporting New Teachers with Confidence

Activity: Mentoring Scenarios

Collaborate on Scenarios (at your table)

identify mentee needs
pinpoint specific mentor challenges
discuss possible mentor approach/action

Summarize and Present

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Prioritize their needs

Set

goals

Establish

expectations

Show authentic interest

Provide feedback

Instill confidence

Celebrate

successes

Create

opportunities

Steer

and

direct

Empower

growth

Instill

accountability

Listen for unspoken cues

Guide and support

Share

anecdotes

Be

real

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Contact Us:

Mrs. Lakecia Brown CCS Beginning Teacher Coordinator ~ Elementary Schools lakecia.brown@cravenk12.org 252.215.0032
Mrs. Necia Swain CCS Beginning Teacher Coordinator ~ Secondary Schools / VFL necia.swain@cravenk12.org 252.229.3465

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What can we clear up for you?

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Th

Please designate one representative from your school to pick up your support team agreements from the back bookshelves as you exit!