Mentor Teacher

Summary of Selection and Retention Process

When co-selecting mentor teachers, we hold to the following guidelines:

• The Mentor Teacher has at least 3 years’ experience
• The Mentor Teacher has a recommendation from the current Principal of the school where they work
• The Mentor Teacher does not have a history of bad reviews from the BYUI Teacher Candidates.
• Our partner principals give us a list of mentor teachers that they recommend, and the Area Coordinator and the principal finalize the placement lists, trying to best match up the best compliment of skill sets and personalities between the Mentor Teachers and the Teacher Candidates.

Mentor Teachers are retained based on the following:

• Positive feedback given from the Teacher Candidate Survey given at the end of each semester.
• Positive feedback from the Supervisor Survey given at the end of each semester.
• Positive feedback (informal) from the Principal and/or the Area Coordinator.
• When it is determined to NOT retain a Mentor Teacher for future semesters, the Area Coordinator and/or the Principal communicates that to each other. The Area Coordinator keeps a log of mentor teachers to not use in upcoming semesters and checks current placements against that log.

Details of Selection and Retention Process

Mentor teachers are identified master teachers qualified to mentor a Teacher Candidate as part of a teacher preparation training program. Mentor teachers must be experienced and highly competent teachers, but also have the skills and knowledge to help others learn to be effective teachers. They must be good at mentoring other adults. Listed below are criteria that should be used as administrators select mentor teachers:

1. Possess the level of academic preparation recommended for the teaching position they occupy.
2. Possess full certification and teach in the major content area of their preparation (are highly qualified). Teacher Candidates they mentor will be certifying in similar content area.
3. Have a minimum of three years teaching experience.
4. Recommended as a mentor teacher by the school administrator.
5. Show evidence of mentor qualities including personal experience with adult learners, respect for and from peers, and knowledge of developmental sequences and processes.
6. Willingly schedule the time to give one-on-one mentoring of Teacher Candidates.
7. Complete initial and on-going training on how to observe, evaluate, and mentor others, either from BYU-Idaho or through state initiative.
8. Build trust, rapport, and communication with Teacher Candidates, the University Supervisor, and other stakeholders.
9. Is recognized as being innovative and using best practices in assessment, instruction, and professionalism.
10. Effectively collaborate with grade level team members, school administration, staff, and parents.
11. Demonstrate the value of professional learning communities (PLC) to Teacher Candidates through their participation.

Mentor Teachers are the cornerstones of the Student Teaching experience. As certified and experienced teachers, they guide and mentor the Teacher Candidates on a day-to-day basis, assign duties and responsibilities to them, and, with the University supervisor, monitor the Teacher Candidate’s progress providing continual feedback.

Mentor teachers are governed by a contract signed by the school district and the University. By accepting a Teacher Candidate, the mentor teacher assumes the responsibility to mentor and coach someone who will soon be teaching in a public school. This role will require a new dimension of planning, teaching another adult, and hard work. Mentor teachers frequently become the most significant influence in the development of a competent and qualified teacher. Thus, it becomes critical that they give honest, frank feedback on a daily basis to the Teacher Candidates. A mentor teacher serves as a coach and support to the Teacher Candidate.

A trusting and open relationship is key to the mentorship process. Mentor teachers will not be asked to conduct formal observation of the Teacher Candidates, however, a mentor will be asked to give formal feedback to the supervisor regarding the Teacher Candidate’s skill and disposition. Typically, this feedback will be collected 2 times during the semester. Mentors collaborate with the Teacher Candidates by assessing strengths and weaknesses and providing constructive, accurate and timely feedback with the common goal of professional growth and development. Mentor teachers’ input will be critical as they provide to the supervisors feedback regarding their Teacher Candidates.

Evaluation of Mentor Teachers

In the event that a supervisor or Area Coordinator feel a candidate is not in a good situation with a mentor, they can propose to a Director in Student Teaching Services that a change me made. After careful consideration, including a visit with the school administrator, a move to a different mentor could be made in an effort to ensure that a candidate has the best experience possible during student teaching.

Candidates have the opportunity to share concerns in regards to mentor teachers at any time during the semester, and give formal feedback on the Exit Survey at the conclusion of Student Teaching. Student Teaching Services carefully evaluates this feedback and consults with Area Coordinators to determine whether or not a particular mentor may be used in the future, or if it is in the best interest of our candidates and programs to not use that mentor again in future semesters.

January 18, 2021