Mentor Teacher
Mentor Teacher
Overview
Provide apprentice teacher with observational feedback, curriculum development support, classroom management strategies, and continuous support.
Role as a Mentor Teacher
As a mentor teacher my purpose was to increase the instruction skills of a novice teacher. I provided assistance, from facilitating learning to demonstrating lessons, co-teaching, and planning instruction. In addition to instructional support, I assisted in managerial aspects of classroom management. I taught the teacher candidate how to access and understand district and school expectations and resources. Through assessing the needs of my student teacher I was able to respond to the identified needs. We collaboratively assessed students, wrote Individual Education Plans (IEPs) as well as assessment reports.
Learned
Being a mentor teacher is challenging. Moving novice teachers from dependence to independence is difficult as you are allowing them to take over your students. I learned that it was easier to be more direct with my student teacher by giving her specific instructions rather than having her identify her own practices. It is a process of gradual release, which is essential for the teacher to make decisions that positively impact student learning. Providing explicit feedback that is evidence based in valuable for the teacher candidates, making the time to observe and write up observations was time consuming but necessary to create a meaningful experience.
CPSEL Connection
Standard 2: A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.
2.3- Facilitate the use of a variety of appropriate content-based learning materials and learning strategies that recognize students as active learners, value reflection and inquiry, emphasize the quality versus the amount of student application and performance, and utilize appropriate and effective technology.
2.4- Guide and support the long-term professional development of all staff consistent with the ongoing effort to improve the learning of all students relative to the content standards.
Standard 5: Modeling a personal code of ethics and developing professional leadership capacity.
5.5- Demonstrate knowledge of the standards-based curriculum and the ability to integrate and articulate programs throughout the grades.
5.6-Demonstrate skills in decision-making, problem solving, change management, planning, conflict management, and evaluation.
Standard 6: Understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.
6.2- Influence and support public policies that ensure the equitable distribution of resources and support for all subgroups of students.
6.3- Ensure that the school operates consistently within the parameters of federal, state, and local laws, policies, regulations, and statutory requirements.
