Mentor Training #1

Part 2 Mentoring Matters

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  • Last updated June 6, 2024 at 8:19 AM
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When it comes to teacher retention and job satisfaction, teacher mentorship makes a big difference.

In This Task...

You will be asked to read three articles and reflect on how all three are tied together.

Your Task...

  1. Article 1: 5 Reasons You Need a Teacher Mentorship Program
    1. “Schools that have mentoring programs have a strong effect on novice teachers, primarily in the areas of teacher retention, classroom instructional practices, and student achievement.”
    2. https://www.explorelearning.com/resources/insights/teacher-mentorship-program
  2. Article 2: Phases of First Year Teaching
    1. While beginning teachers are in need of support from mentors throughout the school year, there are certain junctures at which this support is especially critical. “Just-in-time” support at critical phases in the first year of teaching can help beginning teachers maintain a positive attitude toward teaching.
    2. https://ntc.widen.net/s/2qfbwfmx9k/phases-of-first-year-teaching_rb2023
  3. Article 3: Why New Teachers Need Mentors
    1. “...is directly related to the caring, high-quality mentorship I received during my first year of teaching. Without it, I would have become another statistic, quitting after my first few years on the job.
    2. https://www.edutopia.org/blog/why-new-teachers-need-mentors-david-cutler
  4. Reflect and Answer the questions below.

Evidence of Learning...

After reviewing all 3 articles, reflect on what was shared.  Select at least three prompts from below.  In 3-5 sentences explain your reflection.
  • In what ways can you relate to the information shared? 
  • In what ways do you think you can support a new teacher. 
  • Where do your strengths lie? 
  • In what ways as a mentor will you need additional support? 
  • What concerns do you have about meeting the needs of your intern?

All posted evidence

Part 2 Response

  • In what ways can you relate to the information shared? 

    • I very much can relate to the feelings and phases described in the articles.  I believe a improved mentor program would have been a huge help to me as a new teacher at SH.  I don't know if it was the person I was working alongside when I was new or the program but I did not feel as though I received much support for my first year and at times felt lost.

  • In what ways do you think you can support a new teacher. 

    • I think that I can support a new teacher in multiple ways.  Being in the district for 20+ years and taking on different roles provides me with a perspective that I feel can be helpful in discussions, especially as a new teacher experiences the frustrations that come with the role.  As an instructional technology coach, I can help with lesson planning and integrations.  Learning the platforms and HOW to do many of the necessary things is a large hurdle to get over as a new hire and I feel I can help mitigate that tremendously.

  • What concerns do you have about meeting the needs of your intern?

    • I think that my biggest concern would be time-related, both on my end and the intern's.  I know the time it takes for a new teacher to feel prepared and I am sure giving some of that time up is challenging when they have all the other meetings and responsibilities that a new teacher has.  Likewise...I feel time is precious and I would want to ensure that I am not simply meeting for meetings sake and that we could be productive so that experience is worth while on both ends.
brent-peterson 4 months ago

Part 2

In what ways can you relate to the information shared?
I am always looking for ways to be involved and be a leader. Being a mentor allows me to, as the 3rd article says, be a confidence builder. If I invest my time into my intern, I could be making them more comfortable, confident, and secure in their position which could have a positive impact on their career as a whole.

In what ways do you think you can support a new teacher?
I believe that I am very in tune to the culture of my building. Overall, I would say the teachers in my building have cultivated a collaborative and supportive climate that I have been fortunate to be able to benefit from professionally and personally. I would like to think that I can now pass this on to an intern and help them feel the support and feel a sense of belonging in the building.

Where do your strengths lie?
My strengths lie in collaboration with peers. As a special education teacher, I have to work with so many people in a given day. I have really had to hone in on my collaboration and communication skills as a result. I think that these skills would make me an ideal mentor.
slipinski 4 months ago

Part 2: Mentoring Matters

amanda-woodward 4 months ago

Part 2

In what ways can you relate to the information shared? 
I can relate to the information shared in the three articles in multiple ways. The graphic specifically at the end of "Phases of First Year Teaching," reminds me of the "creative process rollercoaster" graphic that I keep hung in my art classroom. There are a lot of highs and lows throughout the first year (and years to come) of teaching... just like there are a lot of highs and lows when creating a piece of art. In this way, I, again, feel really comfortable helping a new teacher navigate through this wave of emotions, just like I help countless students navigate through this process.

In what ways do you think you can support a new teacher. 
I will be able to support a new teacher by creating a safe place for them to make mistakes, and to learn from them. I feel very comfortable taking proactive steps to help my mentee navigate the ups and downs of the year to come, and supporting them as they grow in their practice, and become a better version of themselves. I feel like I am especially good at providing encouragement and critique when necessary.

Where do your strengths lie? 
My strengths lie in my ability to listen, not just *hear*, meeting people where they are, and creative problem solving. I am also really intentional when it comes to creating a safe, inviting classroom environment, and I am excited to help another teacher do the same.
kristen-noltee 4 months ago

Part 2

  • I can relate to the info shared because I can recall my first year or two of teaching feeling those phases talked about in the New Teacher Center article...and the article is spot on. Feeling excited...to overwhelmed...exhaustion...I think most new teachers go through these phases. Wanting to be prepared and have perfect lessons, wanting to nail all your observations, wanting to make a good impression, etc. These are all normal for new teachers to feel...but this leads to prompt #2....
  • The support of a good mentor won't fix everything or alleviate all stress/anxiety for a new teacher. What it can provide is knowing that perfection doesn't exist. We can strive for it, but mistakes are OK. Learn from them. Get better as you go. A good mentor can be a cheat code to help navigate some school specific hurdles like who to go to for help with certain things that come up. A good mentor can help a new teacher work through inevitable challenges that will come up whether it be a challenging students, parents, etc. 
  • My strengths as a mentor lie in my diverse experience. I've taught. I've coached. I've done both of these at a private school. I've done them at a charter school. I've done them in the city for public schools. And now I'm at Sweet Home where we have a little bit of everything. My experiences have well prepared me not only to be successful handling most of what I encounter as a teacher, but also in assisting others, especially younger and more inexperienced teachers. Above all, I want them to know if they have a heart for this, it will work out. Nothing will be perfect. But if they have a passion for working with kids, they'll find their style. They'll figure out what works. But the passion for what they do as a career, if they hopefully have that, is what will carry them forward year after year. Also, to always be a learner open to improvement and changing as we go through our career. 
cmonaco 4 months ago

Part 2 Mentoring Matters

Part 2 Mentoring Matters

1. In what ways can you relate to the information shared?

I think acknowledging and sharing the information from the New Teacher Center article would be a great place to start!  Sharing the phases of first-year teaching with the new teacher and acknowledging the way they are feeling and the struggles they are facing is important.  Feeling seen and understood by your mentor can help strengthen the trust in the relationship.  Planning a few of the initial meetings around this framework would help formalize the process, create some norms around the meetings, and hopefully allow time for some real reflection.

2. In what ways do you think you can support a new teacher?

I can support a new teacher by being a trusted confidant, creating a safe space to express doubts, experiment, and even fail, without fear of judgment or evaluation. I’d help them identify and close knowledge gaps by offering targeted guidance, whether that’s curriculum alignment or navigating school culture. Moreover, I’d help with specific developmental milestones, serving as a guide especially during stressful periods like back-to-school events or evaluations, by offering practical and empathetic support as they progress through different phases of their first year.

3. Where do your strengths lie?
I think my strengths are empathy and trust-building, as well as my years of instructional experience. I am a naturally empathetic person.  As I develop relationships with people, I can often sense their doubts and concerns, even when observing them in action.  This ability, along with my years of experience, should allow me to help strengthen my mentee’s classroom practices and confidence through shared strategies and feedback.

4. As a mentor, in what ways will you need additional support?
I think the two most important supports as a mentor are time and resources. David Cutler writes that, “New teachers must feel confident in expressing doubt or admitting mistakes to experienced teachers, without fearing embarrassment or repercussions.”  Having the time and space to privately acknowledge and address the issues a teacher is having in their practice is crucial to their development.  

5. What concerns do you have about meeting the needs of your intern?

I worry about balancing support and critique and offering feedback that helps build confidence and resilience without undermining the new teacher’s efforts to grow and evolve as a teacher. I also worry about anticipating the needs of the new teacher. Will I be able to predict and respond to challenges quickly and effectively? Lastly, I worry about maintaining a consistent connection throughout the year. I’m concerned about whether I can remain consistently available and present for the mentee throughout all phases of their first year, given all of my responsibilities. 
sarahl1973 4 months ago

Part 2 - Mentoring Matters

Something that I took away from the article is helping them discover the growth mindset and being open to new ideas and suggestions.  New teachers can be like a sponge with all these fun and new ideas they want to implement and that can be inspiring to the veteran teachers.  I find it that way.  Someone new coming in with ideas and good energy are contagious and make you want to strive to do better.  It is hard being the new fish in the big pond, especially here at the MS where we have a lot of staff spread out all over.  It really can take a year plus to meet everyone and remember who they are.  With that said, it is so helpful to have a connection from the beginning that can help you navigate the building, how the building is run, policies, and feeling connected.  I do feel that is one of the most important part of being a mentor.  

I found the phases chart to be interesting.  I wouldn't say that is just for new teachers, I think that at some point in the school year, all teachers go through those at some capacity.  It might not be for as long, when in the "slump", but we all go through situations and periods of time.  Having experience in these phases, that is what makes us helpful to new teachers because we can keep up encouragement and offer suggestions when they are in the "slump" of the phases.  Coming in as a new teacher, there is always that reality check of "what they thought it was" versus "what it is really like".  I think that is pretty common with every job.  We are excited and really optimistic and when reality hits, it can sometimes be discouraging, but the positive and the good always circle back.
msionko 4 months ago

Part 2

• In what ways can you relate to the information shared?

I can absolutely relate, especially when I think back to my first year of teaching. I was a long-term substitute teaching graphic design—a subject I had limited experience with—and I often felt like I was just one step ahead of the students. On top of that, the technology in the lab rarely worked the way it was supposed to, which was incredibly frustrating and overwhelming. Despite all the challenges, I formed strong, meaningful relationships with my students, and that connection is what motivated me to keep going.

• Where do your strengths lie?

One of my biggest strengths is my genuine desire to see others succeed. I know how tough those early teaching years can be, and I’m committed to supporting a new teacher through the ups and downs. I’m patient, encouraging, and open about my own experiences, which I hope helps remind them that they’re not alone—every teacher faces struggles, and that’s part of the process.

• In what ways, as a mentor, will you need additional support?

As a mentor, I will benefit most from having dedicated time to collaborate with my mentee and observe them in the classroom. This will allow me to give thoughtful feedback, offer practical suggestions, and share encouragement based on what I actually see. That time and space for reflection and connection is key to helping both of us grow.
kpiurek 5 months ago

Mentor Training #1 Part 2 response

   I connected with the second article, “Phases of First-Year Teaching” quite a bit. I vividly remember my first year and having those emotions not only throughout the course of the school year but many times within a marking period, month, or even week. As a veteran teacher, I still experience those phases, albeit not as frequently. Having the vulnerability to share this with my mentee could help him/her to accept the fact that a) it is normal and natural to feel these intense emotions, and b) no matter how many years one has been teaching, these emotions are inevitably going to impact you. Being open and honest with my feelings, frustrations and moments of doubt is a strength not only to be shared but to foster a trusting relationship with my mentee.    
   I thought the third article was a beautiful example of how mentorship can impact and support the start of one’s career, and through that person’s experience I could link the items from the first article. Mr Cutler clearly had mentors that boosted his confidence, provided additional supports, and kindly acknowledged - and helped work through - knowledge gaps. I hope that I am able to provide this kind of guidance to my mentee. As I am new to this role, I am somewhat uncertain as to how to best approach some of these needs…but I suppose like teaching, it is going to take practice.
awodarczak 5 months ago

Part 2

  • In what ways can you relate to the information shared? 
    • I really related to the different phases of a new teacher. I feel like when you are straight out of college and student teaching you have these grandiose ideas of what your classroom and experience will be, but the vast majority of my teaching was not anything I learned on college.  I also think that even veteran teachers that move to a different district or even building within a district could benefit from a mentor teacher in that building. 
  • Where do your strengths lie? 
    • As a teacher that travels between buildings, I have the unique opportunity to be able to know first hand how different school culture and procedures are.  This is something that I think will help a new teacher become more comfortable in their building.  
  • What concerns do you have about meeting the needs of your intern?
    • No matter who my mentee is, I will not be in the same building as them all the time.  My biggest concern is not being able to be there for them quickly, or to be able to have the time to travel to them.  To sum it up, I just need time. 
jwzientek 5 months ago

PART 2: MENTORING MATTERS Evidence of Learning

Prompt: In what ways can you relate to the shared information?
Reflection: I wish someone would have shared with me the 5 phases new teachers experience when beginning their professional career during my first few years of teaching. Having this information would have been useful in understanding the tidal wave of doubts and insecurities over a year’s progression. Although I did not have a formally assigned mentor in 2 of my 3 teaching jobs, I did have access to seasoned veterans who were willing to listen, give feedback, and share stories to help me through the various ups and downs of my first years. Having access to a mentor is vital not only for having that “go to” person to answer questions and give advice, but it is important in developing a connection to the work environment including the people, services, routines, and programs available within that environment. This is important for boosting a new teacher’s identity and interest in the maintaining and improving the school’s culture. A mentor should not only be someone knowledgeable about the job but someone who can “ground” new teachers when the workload and responsibilities feel overwhelming. Many teachers are people pleasers; teachers have chosen to work in a people-centered career that relies on creating trusting and valued relationshipsIn an effort to achieve overall success.

Prompt: In what ways do you think you can support a new teacher?
Reflection: In exploring the 5 phases new teachers experience, I believe I can use this information to help a future mentee prepare and plan for these feelings. To know that these feelings are common to all teachers, I can assist a mentee in taking proactive steps to combat and/or support the feelings associated with these phases. Doing so will allow the new teacher to accept these feelings as normal and help them adjust and cope with the varying feelings associated with initial teaching jobs. It is also noted in the same article that the relationship between new teachers and parents compounds the disillusionment phase. As a potential mentor, I feel I can provide a mentee with strategies that boost the parent-teacher relationship. There are certain actions I take annually to set the stage in building the relationship as a team committed to the student’s success, but I have also had negative interactions with parents that have helped me to refine my skills when approaching, sharing, and responding to parents.

Prompt: Where do your strengths lie?
Reflection: One strength I can contribute to a mentor-mentee relationship is the time and experience I have available to do this work with fidelity. From my experiences in bringing individuals together as a team, I believe I can help new teachers to understand the value, and appreciate the sentiment, that students aren’t just mine, but they are ours. This reduces the “mine versus your” mentality while boosting school-wide student success as cited in the article “5 Reasons You Need a Teacher Mentorship Program.” As a special educator, it is vitally important that the building as a whole understand and invest in the idea that all students are the responsibilities of all teachers, not just the responsibility of a select few. Additionally, I will be the first to admit that I do not always have the answer. When I think I have a possible answer, I know it may not always be the right answer. I am not perfect, and I understand that education is not perfect; therefore, it is important to use my strong listening skills. I believe I am a good listener because I will not tell others what to do; rather, I will ask questions that encourage a mentee to look inward using self-reflection for answers and solutions. These strong listening skills also encourage the idea that even veteran teachers can learn from a mentor-mentee program/relationship. I am always eager and open to finding new solutions as well as sharing and trying new ideas, which is an expressed benefit in improving teacher retention, school wide success, and improving school culture.
debra-spence 5 months ago

survival phase, confusing acronyms, applying therapeutic approaches

  • In what ways can you relate to the information shared? 
    The portion about "survival phase" resonanted with me. I think a lot of new therapists come from working with a very different population so you can feel unprepared for how many new therapy targets you now have. I had to remind myself that i couldn't have everything ready for every new thing I will encounter, and needed to become OK with it being a process that would always be changing and 
  • In what ways do you think you can support a new teacher. 
    I think it's important to be explicit about what you are talking about. I've found that every school and district uses different acronyms for the same thing, and when you start somewhere new you feel almost silly asking "what is that?" because you feel you should already know. Chances are, you do know, you just were trained to call it something else. 
  • Where do your strengths lie? 
    I have been very methodical in building supports and materials that progress through the hierarchies of varied treatment approaches and I think this will help a new therapist feel more prepared and ready to try a new approach.  

lkilian 6 months ago