One West University Boulevard, Brownsville, Texas 78520 | 956-882-8200

Overview of Effective Mentoring

This information is intended to guide the mentors or cooperating teachers assigned to student teachers/interns during their unpaid, full-day field assignments in classroom of area school districts, private and charter schools.

An Effective Mentor should have these:

Qualities

  • Committed to the profession of education
  • Confidence in personal abilities as an educator
  • Be an active listener
  • Communicate in a non-judgmental manner
  • Open to new ideas and willing to share personal experiences
  • A model of professionalism
  • Able to respect confidences
  • Able to enjoy co-teaching and modeling of effective strategies
  • Open Willing to share personal time to plan, observe and reflect with your student teacher

Qualifications

  • Certified teacher in the area in which student is seeking certification.
  • Minimum of three years (preferred, no less than two) effective teaching
    experience

Welcoming the Student Teacher:

Introductions

  • Be sure your student teacher has met the campus administrators and the office staff.
  • Tour the campus and introduce the student to colleagues, support staff, and special assignment professionals such as counselors, nurse, librarian.
  • Locations such as the teacher work areas, the faculty lunch area, parking area and campus buildings such as the gymnasium, library, cafeteria.

Locations

  • Media center, central office/ school district administration and professional development facilities.

Review Student Teaching Requirements

  • Discuss what is expected of the mentor and the student teacher with the assigned university supervisor
  • Review timelines and observation documents that will be used during the semester
  • Work with the student and the supervisor in planning out of classroom observations (ex. Four hours of SPED for non-SPED student teachers)

Welcome to the Mentor’s Classroom

  • Review the physical arrangement of the room
  • Demonstrate use of the available technology in the room and resource areas
  • Share and clarify the classroom/campus/district discipline policies and the strategies you use with your students
  • Share teaching materials including accessing lesson plans, instructional manipulatives and texts

Record Keeping:

  • Introduce to district on-line grading program
  • Parent contact and conference guidelines
  • As allowed, share information in a student permanent or cumulative record document, IEP (individual education plan) Behavior Modification plan, etc

Our campus expects teachers to:

  • Be on campus by this time
  • Teachers may leave at this time
  • Faculty meetings are scheduled
  • Dress professionally (be sure to make student aware of any restrictions such as no jeans)

Following is a document that addresses strategies, relationships, collaboration and addressing concerns. It also includes Five States of Student Teaching.

  • EDBC
For comments and questions, please contact the Webmaster.