The role of the mentor teacher is to TEACH the intern what you know about how to teach, COACH the intern so that their skills can be developed in a supportive, mentored environment and provide opportunities for the teacher intern to REFLECT on the many aspects of the teaching and learning process.  By encouraging the teacher intern to analyze his/her own progress and identify problems and possible solutions, the transfer into the role of decision maker in his or her own classroom will be more easily made.  The following guidelines will help to facilitate this process.

Orientation

A.  Introductory Conference between Mentor Teacher and Teacher Intern

Organize an introductory conference to share your professional philosophy and goals.

Explain classroom/case load responsibilities and procedures, and the role you want the teacher intern to take in implementing them.

Discuss professional expectations such as appropriate attire, school policies and procedures.

Discuss and reflect on each other's expectations of this experience so that you can provide a foundation for building a professional working relationship.  Special Education students will have a research project to complete during student teaching semester.

• Introduce the teacher intern as a co-professional/teacher.
• Provide the teacher intern with his or her own work space or desk.
• Provide a class list and seating chart, and discuss any special needs of individuals in the classroom.
• Plan an activity that will engage the teacher intern and the students in an informal conversation to become better acquainted.
• Review the class schedule, routines and procedures.
• Orient teacher intern to supplies, materials and policies regarding the use of these materials.

• Arrange  to have a conference to clarify the roles, responsibilities and expectations for this experience as stated in the Handbook.
• Discuss school and university calendar, important dates, seminar times,  observations, midpoint and final evaluation scheduling.
• Exchange phone numbers and decide how you will maintain ongoing communication during this time.

• Discuss the general philosophy of the school.
• Tour the school building explaining what facilities are available and where equipment and materials are located.  Provide orientation to use of audiovisual equipment, computers, video cameras, etc., and the procedures necessary for the teacher intern to gain access.
• Discuss and tour the communities which compose the school population.
• Introduce the teacher intern to all school personnel.
• Distribute the school's handbook (if one is available) and discuss policies regarding student conduct, routines such as arrival and dismissal, as well as other clerical and organizational procedures.
• Inform the teacher intern about special services available, including resource personnel such as the reading specialist, speech therapist, guidance counselor, and school psychologist.
• Explain county policy regarding special education and procedures for different services.
• Explain how to complete special service forms and how to access individual student information.
• Define the extent of the teacher intern's authority and responsibilities in the school building including the general and specific expectations that conform with school policies and procedures related to the professional role of the teacher.

• Give the teacher intern a list of directed observations to make during the initial days of the experience.  Refer to the Guidelines for Observing your Classroom in the teacher intern section of this Handbook.
• Encourage the teacher intern to keep a plan book/notebook in which to organize ideas, plans, and other information that will be a useful resource during student teaching and beyond.
• Share your written lesson plans and provide the teacher intern with a sample format for daily, weekly, and long-range plans.  See sample format in Teacher Intern section of this handbook.
• Provide access to curriculum guides, explain and model how these guides are to be used.
• Discuss the thinking behind your planning for instruction.  For example, how are objectives determined, why do you select specific activities and how do you assess student learning.
• Model the lesson before you expect the teacher intern to take over.  Provide opportunity to reflect on the lesson.
• Plan daily for the next day.  At the beginning of each day review the day's schedule.  Be sure the teacher intern knows what he or she is to do that day.  Duplicate the plans so that each individual's responsibility is clearly understood.
• Discuss how to formulate long range goals and plans for an entire semester or school year focusing on curriculum areas and skill development.
• Help the teacher intern develop plans for a unit of instruction that he or she will teach.
• Review and critique the teacher intern's lesson plans - individual, daily and weekly.
• Plan cooperatively, but also require the teacher intern to develop plans independently.
• Discuss your proactive classroom management techniques.
• Share resources for the teacher intern to incorporate in planning for instruction.
• Show how to modify plans to provide for ALL students.
• Discuss how to provide for a variety of learning styles when planning for instruction.
• Share ideas for integrating subject matter.
• Reflect on the effectiveness of daily, weekly and long range plans.
• Help teacher interns modify and revise plans as appropriate.

• Model instructional techniques and strategies:
• for individual, small group, and whole class instruction.
• that appeal to a variety of learning styles.
• that demonstrate integration of subject matter.
• that reflect a multicultural approach.
• that utilize technology.
• that create a positive classroom climate.
• Discuss your instructional delivery with the teacher intern and provide opportunity for questions and reflection on the teaching experience.
• Encourage your teacher intern to try his/her own ideas/techniques.
• Observe the teacher intern delivering instruction, take notes, and provide formative feedback during a conference to highlight specifics of  teaching effectiveness and identify areas for continued growth.
• Provide opportunities for the teacher intern to observe in other classrooms.
• Share your favorite time-tested teaching ideas and suggestions for beginning that challenging first year of teaching.  Explain in detail how to set up a classroom at the beginning of a school year.

• Share a plan for management and discipline and explain the rationale behind it.
• Furnish a copy of discipline procedures and consequences.
• Model techniques of management and discipline for the teacher intern.
• Encourage your teacher intern to develop his/her own management techniques.
• Observe the teacher intern implementing management strategies.
• Reflect on the effectiveness of the techniques.
• Discuss other possible discipline techniques and ideas for management.

• Familiarize your teacher intern with various methods and tools used in diagnostic evaluation.
• Discuss how to use test results as an effective teaching tool.
• Assist the teacher intern in writing and administering teacher-made tests.
• Discuss informal methods of assessment to determine student learning.
• Share grading procedures, grade book, and how to keep accurate records of student learning.
• Record report card grades and comments together.
• Discuss outcomes for student learning so that the teacher intern understands your performance expectations for all students.
• Provide opportunities for reflection on the teacher intern's effectiveness in assessment of student learning.

• Provide an opportunity for teacher candidates to meet parents, as appropriate.
• Allow the teacher candidate to observe you conducting a parent conference and to participate where appropriate.  Share parent-conferencing tips with teacher interns.
• Oversee all communication with parents, whether written or by phone.  Emphasize that all decisions concerning phone and written communication with parents must be a joint effort with the mentor teacher.
• Discuss confidentiality regarding sharing information with parents about other students.
• Provide opportunities for teacher candidate to participate in school functions where parents are present.
• Discuss and reflect upon the teacher intern's interpersonal skills with adults and students.

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Last updated on November 18, 2002