Become a Mentor Teacher: What's Holding You Back?
Starting My Mentorship Journey
My passion for mentoring student teachers began when I was a student teacher myself. I was fortunate to work with two incredible mentor teachers, both of whom had mentored anywhere from 15 to 25 student teachers throughout their careers. To me, this was inspiring—having the opportunity to guide so many new educators and help shape their journeys. That experience sparked a fire in me to do the same for others.
Within my first seven years of teaching, I’ve had the privilege of mentoring six student teachers, each one teaching me something new—both about myself as a teacher and as a mentor. There have been placements where we’ve clicked right away, and it feels like we’re co-teaching, but there have also been challenging experiences that require extra patience. These moments have helped me grow, teaching me how to stay composed and professional, even in difficult situations. It is my goal to continue inviting at least one new educator into my classroom each year for the rest of my career and hope to inspire others to do the same.
Become a Mentor Without Fear of Extra Work
When talking to colleagues, a major hesitation in taking on the responsibility of mentoring is not wanting to add more work onto an already overfilled plate. The truth is, developing strong systems for your student teachers can make it easier than you think. One of the things I did right away was create a Google Classroom that I can add student teachers when I first receive their email so they can start to prepare prior to even meeting me. It’s a place where I keep resources, exemplars, university materials, evaluations, and even clear expectations. This includes the essential conversations I want to have early on, like arrival times, lesson plan submissions, dress code, what I want them doing while I teach, and how I expect them to interact with other staff. Having these expectations clearly written out helps avoid difficult conversations later in the process.
Part of the workload of mentorship that may seem daunting is the final evaluation, which, depending on the university you are working with, can be a hefty document. By the halfway mark of a practicum, I begin taking notes in a TQS competency checklist (click the button below for your own copy). This helps me track observations, list evidence, and find specific examples of the competencies the student teacher is fulfilling, while also allowing me to better communicate areas where they may need improvement. I then utilize AI resources like ChatGPT to develop a complete and polished evaluation, reducing the time required to complete it to less than half of what it took 5–10 years ago.
Student Teacher Google Classroom Hub
What If We Don't Click?
It’s important to understand that even if you’re worried about getting a student teacher who might not be the right fit, it’s a learning opportunity for both of you. I once had a memorable experience with two student teachers during their first practicum. It was during COVID, which already made everything more complicated. Social distancing was a must, students had the choice of whether they were attending in-person or learning virtually, and the schoolboard had implemented a four-quarter system. To top it off, I was eight months pregnant. Yep, you read that right—eight months pregnant, trying to balance everything in the classroom while navigating a pandemic.
One of my student teachers was struggling with classroom management and, despite providing all the support I could, it became clear he just wasn’t ready. He wasn’t preparing lessons properly, and some of his classroom management techniques were... let’s just say, they didn’t quite land. It was frustrating, but also an opportunity for me to reflect on how I was handling the situation. I had to lean heavily on the university facilitator, who was incredibly supportive, and we worked together to give the student teacher as much guidance as possible.
But let’s be real—this situation was a bit of a comedy show in itself. Picture this: a heavily pregnant teacher navigating socially distanced desks, trying to get students to follow along with lessons, all while two student teachers were trying to figure out what it meant to be an effective educator in the middle of a pandemic. The experience definitely tested my patience, but it also gave me valuable insights into how to manage those difficult situations. And while things didn’t work out perfectly, it was a learning experience for all involved—myself included.
Not everyone is meant for this career and that is ok. In the end, the best decision was to pull him from his practicum, allowing him another opportunity the following year with extra support.
An Extra Body of Support
If you’re feeling overwhelmed at the thought of mentoring, remember that you’re welcoming a partner into your classroom, not just a student. This partner can assist with assessments, offer new perspectives, and help with small group interventions. You can utilize the extra body in the room for lesson preparation, room setup and printing jobs—all essential skills any new teacher needs (we have all been stuck with a printer jam, stress sweating as the bell rings—figuring out the printer IS an essential skill). In those first couple of days, they can play more of an assistant role to get their feet wet, and as they become more independent, you’ll find yourself with more time for your own tasks, like preparing future content or handling progress reports as they require less focused observations and support.
Creating a Culture of Mentorship at Your School
There is so much value to building a broader culture of mentorship within your school—I believe that mentorship shouldn’t be a solo journey and instead a collaborative one. One way to build this is by having weekly check-ins for student teachers and/or mentors. These meetings are a great way to touch base, share ideas, and support each other.
Another way to integrate mentorship schoolwide is setting up observations with other teachers early into a practicum (click below for sign up schedule to share with staff). This helps student teachers get a feel for different classroom management styles and teaching techniques prior to diving into their own lessons. Every teacher brings something unique to the table, and observing other classrooms gives student teachers a broader view of what they could incorporate into their practice. By the second last week of a practicum, I do a mentor teacher swap. If there are multiple mentors in the school, we’ll switch student teachers for a fresh perspective. If I’m the only one, I’ll invite other teachers to come into the classroom, observe, and offer feedback while I step out and cover their class.
This approach ensures that student teachers are not just hearing feedback from one mentor but are getting the opportunity to see different styles and perspectives, enriching their own growth and helping them become well-rounded educators. It’s also a great way to encourage a supportive, collaborative atmosphere within the school.
Easing into Mentorship with Colleagues
If you’re still unsure about taking on a student teacher alone, consider partnering with a colleague. You can also invite a student teacher that is placed within your school to observe your class or teach a lesson for you. This helps them gain more exposure to different students, subjects, and teaching styles, while giving you a taste of what mentoring might be like.
Take the Leap - Become a Mentor
Remember, mentoring isn’t just about adding work—it’s about building a community of educators who uplift and inspire one another. It’s about shaping the future of teaching by helping new educators find their footing and confidence. Taking on a student teacher isn’t just a responsibility—it’s an opportunity to make a lasting impact in ways you may not even realize.
My own mentor teachers pop into my head more often than I’m even aware of—whether it’s a phrase they used, a strategy they taught me, or the way they carried themselves in the classroom. Their influence shaped the teacher I am today, and now, I have the privilege of passing that forward. When you choose to mentor, you’re not just guiding a student teacher for a few months—you’re leaving a mark that they will carry forward into their future classroom, and into the lives of every student they teach.
Ponder This:
We would love for you to share your answers in the comments or simply take a moment to reflect yourself:
Think back to your own mentors—what impact did they have on the teacher you are today?
If you’ve mentored before, what’s a piece of advice you would give to someone looking into become a first time mentor?
If you could go back to your first day as a student teacher, what kind of mentor would you have wanted guiding you?
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