I've recently updated this guide which I created a number of years ago for the ministry of education in Ontario. It's an attempt to walk a mentor through their year with guiding thoughts and key prompts to explore in the consulting, collaborating and coaching stances.
The intention of this resource is not to act as a checklist but rather as a practical starting point for mentors as they consider the types of conversations and activities they might engage in with beginning teachers. Mentors are encouraged to adapt the ideas below to best meet the needs of the beginning teachers they are supporting.
September
Building relational trust is essential for the development of any mentor/new teacher relationship
Consultant
- Reassuring a new teacher that your role is supportive not evaluative will increase the feeling of comfort you both feel as you enter into the mentoring relationship
Collaborator
- Collaborating with a new teacher as they prepare for open house may help alleviate anxiety of meeting parents for the first time
Coach
- Engaging in a goal setting conversation with a new teacher about their prior experiences, personal strengths and hopes, wishes and dreams for their students is a powerful tool as you begin your mentoring relationship
October
Opportunities for a new teacher to engage in classroom observation and debriefing with an experienced teacher with a similar assignment can provide powerful opportunities for reflection and growth
Consultant
- Sharing specific examples of assessment and evaluation tools and strategies can provide useful starting points for a new teacher
Collaborator
- Acknowledging that you as a mentor also have questions and concerns can be encouraging for a new teacher who may be feeling insecure about classroom issues
Coach
- Providing non-evaluative feedback and engaging in learning focused conversations will assist a new teacher in their own reflective practice and growth
November
Listening is one of the most effective ways to mentor and support a new teacher
Consultant
- Sharing practical resources (e.g., sample report comments) can help "lighten the load" of reporting
Collaborator
- Fostering collaboration with other beginning teachers, mentors and colleagues builds a web of support that enhances personal and professional growth for all
Coach
- Helping a new teacher “look in the mirror” and reflect on positive aspects of their classroom experiences can be an avenue for professional growth and renewal
December
Effective mentors actively seek to move beyond consulting and look for collaboration and coaching opportunities based on the needs of the new teacher(s) with whom they are working
Consultant
- Encouraging a new teacher to "have a holiday" helps model the work/life balance for which we all strive
Collaborator
- Co-developing instructional strategies and approaches to meet the diverse learning needs in the classroom can provide rich opportunities for reflection on current classroom practices and planning for further growth
Coach
- Paraphrasing is a coaching tool that can assist a new teacher in clarifying their thoughts and understandings as they reflect on their first months in the classroom and begin planning for the balance of the school year
January
Mentoring relationships that flourish are reciprocal – all parties learn and grow
Consultant
- Emphasizing the importance of planning can be a major component of success as a beginning teacher anticipates instructional goals for the balance of the year
Collaborator
- Reflecting collaboratively on the lessons learned in the first term can provide valuable insights
Coach
- Revisiting learning goals can assist beginning teachers in their self- assessment of their personal and professional growth to date
February
Effective mentors differentiate their stance and role based on the needs of the beginning teachers they are supporting
Consultant
- Highlighting specific strategies and tips for supporting individual students provides valuable scaffolding and support
Collaborator
- Co-developing and adapting assessment strategies helps to ensure the needs of all learners are met in the classroom
Coach
- Using Appreciative Inquiry to reflect on “themes of success” can provide a feeling of renewal and rejuvenation for a new teacher
March
Mentoring helps bring to consciousness what we are doing and why we are doing it
Consultant
- Revisiting the importance of work/life balance and educator well-being can encourage beginning teachers to rest and reflect over the Spring break
Collaborator
- Brainstorming ideas to enhance parental/guardian involvement can benefit both beginning teachers and their mentors
Coach
- Inquiring about specific instructional objectives for the balance of the year can help bring into focus for a beginning teacher what is truly important in their classroom
April
A key goal of the mentoring relationship is to foster autonomy and confidence
Consultant
- Sharing a kind word (or two) can provide a real feeling of acknowledgement for a new teacher
Collaborator
- Working together on a lesson or unit of study models the reciprocal nature of the mentoring relationship
Coach
- Asking a beginning teacher about the options or choices they have as they describe a concern or problem encourages self-directed thinking and independence
May
Intentional sharing of knowledge and practice is an integral part of effective mentoring relationships
Consultant
- Sharing knowledge about school/board vacancy and surplus procedures will help alleviate potential concerns a beginning teacher may have at this time of year
Collaborator
- Co-designing culminating activities can provide a rich learning opportunity for both mentors and beginning teachers
Coach
- Engaging in a reflecting conversation about successful experiences and remaining challenges with a beginning teacher can assist as the school year nears its close
June
Mentoring provides a remarkable opportunity to re-connect with what we truly think is important about teaching and learning
Consultant
- Sharing tips about year-end procedures and routines ensures a smooth transition into Summer
Collaborator
- Celebrating the end of the school year is an important acknowledgement of the personal and professional growth experienced by all parties in the mentoring relationship
Coach
- Inquiring about future goals can assist a beginning teacher in a self-assessment of their professional learning needs