Section 5: Mentoring Program

Beginning a new teaching position is both exciting and challenging. The mentoring program is designed to provide every new teacher with the guidance, encouragement, and professional support needed to build confidence, strengthen instructional practice, and grow as an educator.

A successful mentoring relationship is built on trust, collaboration, and intentional planning. The initial mentoring meeting establishes the foundation for the partnership by developing shared expectations, identifying areas of focus, and creating a plan for ongoing support throughout the school year. 

Mentoring conversations and professional growth should be centered on the four domains of the Charlotte Danielson Framework for Teaching:

1. Planning and Preparation
2. The Classroom Environment
3. Instruction
4. Professional Responsibilities

These domains provide a common language for reflection, goal setting, instructional coaching, and continuous professional growth throughout the mentoring experience.

Access the overview of the Danielson Rubric Access the full Danielson Rubric

To prepare for the initial mentoring meeting, both the mentor and mentee are expected to complete the following activities:

• Mentee Introduction Exercise – Share professional experiences, strengths, interests, and goals to help establish a meaningful connection. *See Tool 1.1
• Partnership Agreement Planning Template – Establish communication preferences, meeting expectations, confidentiality, and shared commitments that will guide the mentoring relationship. *See Tool 1.2
• Areas of Focus Exercise – Identify professional growth priorities aligned to the Danielson Framework for Teaching. *See Tool 1.3

Completing these activities before the first meeting ensures that both the mentor and mentee arrive prepared to establish a meaningful partnership focused on professional growth and improved outcomes for scholars.