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My Favorite Teacher: a Mentor, Guide, and Inspiration

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Published: Sep 1, 2023

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An engaging and inspiring teaching approach, unwavering support and mentorship, life lessons beyond the curriculum.

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My Teacher As My Mentor

Has the undersized ever accomplished anything? I was the smallest kid in the class going into my fifth grade year. With shyness and no confidence what was I to do? I needed someone that I could look up to and follow; someone that could guide me and help me out of anonymity to become a better person. My teacher had all of these things and displayed them well. He had confidence, patience, perseverance, and was really tall. He was everything that I wanted in a mentor. As best I could, I tried to be just like him. I was a quiet, short, and shy little kid my first day of fifth grade. Walking into the homeroom I found out that everything had changed from the previous year. Everything in the room was so new and different. It felt like nothing was right. As the class was calming down my teacher got up and introduced himself. He said his name with such boldness and confidence, that nothing could stop the letters from breaking out of his mouth. I watched how he conducted the teaching with such ease and detail. An admiration for him started to grow inside me. I wanted to speak loud and show everyone that I could be bold and confident. Looking towards my teacher as my model I worked to become more self confident, to become a better all around person. As the year progressed, more than just confidence grew inside me. A love of learning was slowly making its way into my life. I was being introduced to new things that I started to love and enjoy. One of these things was logic problems. Every week the class would do a few logic problems for fun. These logic problems challenged your mind and introduced a new way of thinking and solving problems. I was also introduced to reading aloud. Since kindergarten I have read short books to myself, but have never read anything aloud to the class until fifth grade. My teacher had a class book that either he read from, or someone from the class read from, every week. By reading aloud, I gave myself experience and a love of reading for the future. It was hard at first, but with my new confidence and self assurance I learned fast. Learning was fun too because of all the new things I was learning and all the fun I was having doing it. Thinking about all of my possible career choices, my teacher made a strong influence. One day in fifth grade my teacher taught me how to shake a hand. When going into an interview he said to look the employer straight in the eye, put out your hand, and grab and shake his hand firmly. With the knowledge of that and all the other things that my teacher has taught me, I feel like I’m ready for the future. I decided that I wanted to have the influence on people that my teacher had on me. I wanted to portray the confidence, self assurance, and leadership as a parent and possible teacher. My teacher has been a strong influence to me throughout my life. He taught me how to be confident and strong on the inside. He taught me to love reading, learning, and logic. Also, he educated me on some important life skills that will benefit me later in life. My teacher is my mentor because he showed me that you can be a successful, kind, influential, and a well-liked person. I will remember him and everything that he has taught me for the rest of my life.

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Home » Blog » What Makes a Great Teacher Mentor?

What Makes a Great Teacher Mentor?

CHALKING THE LINE | BY DEBRA MEYER  | 5 MIN READ

We often think of a mentor as a wise and experienced teacher who guides a protégé on a journey into a profession or art. But the most important role of a great mentor—and a great teacher mentor—is building a professional relationship that encourages continuous support, scaffolds a professional identity, and endures.

Not only does the professional relationship endure, but the professional identity does as well.

In an environment where one-third of teachers in the United States leave teaching within their first five years—and given the pandemic stress that is pushing more educators out—having teacher leaders that serve as mentors should be a priority in P-12 school staffing.

Mentors provide the professional relationships that are so necessary to the emotional health and well-being that underlies successful teaching.

I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” Maya Angelou Poet and Memoirist

3 Actions Great Teacher Mentors Take

While mentors have many ways to support protégés, great mentors always seem to act in three critical ways.

1. Great Mentors Listen

Being a good listener is the foundation of mentoring. Mentors cannot provide support if they don’t know what is needed. To listen well requires building a foundation of trust so the protégé feels safe in their vulnerability and empathetic responsiveness.

Active listening is an essential skill for all educators, and it is especially important in mentor-mentee communication. Mentorloop’s 10 Key Qualities and Habits of a Highly Effective Mentor defined active listing as having six characteristics. Active listening helps us learn, and good mentors are listening to learn. They want to help mentees consider their options and reflect.

They also pay attention to the non-verbal and emotional messages they are receiving, and they check their understanding as well as provide positive feedback.

2. Great Mentors Intervene

You won’t find many professions where a first-year professional is expected to have the same responsibilities as a 20-year veteran. But new teachers typically have to hit the same high targets for student learning outcomes and professional responsibilities—with the same class sizes and schedules.

Great mentors intervene to ensure their protégés’ responsibilities are equitable and aligned with their experience. This might mean that the mentor runs interference when the mentee is overloaded, requests additional resources, or provides help that takes items off the mentee’s “to do” list. Many well-developed models for supporting new teachers exist, such as the “Shelter-and-Develop” model .

3. Great Mentors Connect

Mentors bring protégés into their “ community of practice ,” a group of teachers committed to their students and teaching.

Members interact regularly and share their teaching practices—reflecting and refining, sharing stories, and problem-solving together. They build a collective competence and sustain their passion for teaching through their community of practice.

These are not formal groups attending regularly scheduled meetings (i.e., do not confuse them with professional learning communities or team meetings). Communities of practice reflect age-old ways in which teachers have learned from and supported each other. Great mentors connect new teachers to their communities of practice and encourage them to build their own.

Mentoring vs. Induction: There’s a Difference

Often, mentoring combines two related sets of responsibilities. When thinking of mentoring, many people think of training in the practical aspects of teaching, such as knowing how to work the copy machine or basic policies and procedures (e.g., using gradebook software or understanding the school’s mission).

Such information is important and should be part of an induction program for everyone who is new to the workplace. But these responsibilities amount to “induction,” not “mentoring.” A lot of co-workers can successfully support induction. A good mentor will naturally support these low-level needs.

In contrast, mentor responsibilities are grounded in the professional and relational. Great mentors act as teaching partners and provide individualized professional development. They also celebrate the new teacher’s successes, encourage their passions and interests, and address their frustrations and exhaustion.

In mentoring, there is an inherent obligation to support a new teacher in an individualized way over time, ensuring the mentee’s well-being, professional development, and instructional growth, as well as their students’ success.

Great teacher mentors are essential in developing great teachers. Mentoring requires effort and planning, but when it is successful, new teachers thrive and stay in the profession. Meanwhile, P-12 students benefit from having teachers who are the recipients of sustained, high-quality mentoring . And through truly great mentoring, new mentors are developed—because you never forget how wonderful a great mentor made you feel.

Recommended Resources on Teacher Mentoring

• New Teacher Center
• The Mentoring Leadership & Resource Network

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The Teacher As Mentor

From the Desk of Kent Travis, Humanities Department Chair:

Our lives tell a story. This is something we may have heard often lately, but that doesn’t make it any less true. Our lives tell a story and we’d do well to accept this, remember it, and live out days in full awareness that it is true.

And we, like characters in a written or enacted story, need direction and guidance, sculpting and crafting in the part we play in the story we live. For all of us who have sat in a classroom and undergone the trial and struggle that is “education,” this direction and sculpting came in no small part from a teacher. Regardless of our age, most us can think back to moments when teachers shaped our lives. The teachers that “got it,” that knew what they were doing and the true spirit of their craft, spoke into our lives and steered us toward the good, the noble, the virtuous. And the others, the not-so-great teachers? Well, they prove my point that teachers play a pivotal role in mentoring us along in our story living.

This brings me to my point: Our lives tell a story, but we need teachers as mentors to accompany and train us as we journey into living a story worth telling and re-telling; we need teachers as mentors to accompany us in becoming a character worth caring about and remembering. As Dr. Daniel Russ puts it in a recently published essay, “Accompanying this journey from childhood to maturity and becoming a person whose life and death matter to others is the central work of the teacher as mentor” (75).

What does the teacher as mentor look like? Throughout his essay, Dr. Russ makes several remarks that clue us to what teachers do to mentor students into living “storied lives.” Teachers call forth from students a “vision of who they can become” (75). They “awaken” students to the “realities… [that] are really and truly there”  as they call out of them “glory and possibilities that even [they do] not fully understand” (75). Teachers “set the course” and “share the journey,” a journey “not into hothouses but into wildlife sanctuaries where the quest is not to pass tests but to embrace truth, goodness, and beauty” (79, 80). The teacher as mentor assists the student in learning to tell their story truthfully, taking responsibility for their sins, betrayals and failures, as well as full their successes (see 82).

There is obviously much more to be said on this topic of the teacher as mentor. I encourage you to read Dr. Russ’s full essay. At the least, I encourage you to remember the teachers that have mentored you along the way. Consider how you, too, might fit this role of teacher as mentor, whatever your formal relationship to students might be.

Read Dr. Russ’s essay here:

drrussteacherasmentor

To learn more about how we mentor our students and view the responsibilities of our teachers, visit us online at www.brookhill.org

• Our Mission

Every Teacher Needs a Mentor

Find that person who challenges, advises, and celebrates you—and be that person for someone else.

My mentor for the last 15 years, Liz Harrington, is retiring this year. She’s the one who, as our department chairperson, advocated for our weekly collaboration time and fought each semester to maintain our precious planning time as a department. Liz is the one I laugh with each Friday when we close our rooms at lunch and steal away for some caffeine. She’s the one who keeps my venting from becoming perpetual smog, and the one who swoops in with a last-minute lesson plan if I have to run and pick up my own sick kid. Liz is the first person I call to share my small victories and my embarrassing defeats.

Every teacher needs a Liz, and many have been lucky enough to have one. Mentorship, you see, is vital in our industry. Mentors aren’t just friends—they are more than that. They are amazing practitioners who pass on their knowledge through informal conversation and everyday modeling. They push back and disagree with you. They help you develop your educational voice. They help hone your academic blade.

At the beginning of our teaching careers, we are assigned mentors, perhaps through a formal induction program meant to help support our practice. (New teachers definitely need this scaffold!) Many of the current induction programs pair a new teacher with a veteran, and that experienced teacher advises on a regular basis for the first year or two of a teacher’s probationary period. But there are criticisms of such induction programs, including that the specific guidelines are overly controlling and involve way too much paperwork, and that the mentor is an assigned relationship, not one in which choice was given.

This last point is what makes finding a Liz so valuable. An assigned mentor is one thing, but finding that person on your own who can challenge you, advise you, and celebrate you helps you embrace being reflective and encourages you to take risks. 

What Makes a Good Mentor?

According to Education Week , there are eight key qualities in an effective mentor. Inspired by that list and my own experiences, I would say that a good mentor:

• Respects what you’re trying to do, and helps push you to solve the problem using a different perspective
• Listens, but knows when to hold up her hand to make you pause and listen
• Collaborates, shares the air, and lives for reciprocal learning
• Celebrates your successes
• Gives you a safe space to vent, air, complain, and feel shame
• Models best practices while still appreciating differences in teaching style

I’ll also throw this out there: Newer teachers can be mentors, too. Mentorship doesn’t have to be based on seniority over another—it can also be about those who can help us rise in our practice and in our spirit. It isn’t all about content area and pedagogical expertise; it’s also about attitude and leadership. 

The young teacher that I was assigned to mentor through our induction program in California could have just as easily been my mentor the moment she set foot on our campus. She was talented, yes, but she was also a born learner who celebrated others’ successes, lit up at the thought of being challenged, and was honest with all those around her. I learned a lot from her.

Ongoing Mentorship

If you are without at mentor at this time, seek to find one. (And just a note, you may need to go off campus if you don’t find a viable candidate on yours.) We know that continued and consistent mentorship helps:

• Retain good teachers
• Improve their teaching practice  
• Keep us engaged in the profession
• Improve the practice of mentors themselves

So I would make the argument that we should always seek out these special relationships, regardless of what line on the seniority list we fall. I would also suggest that you open your door to becoming a mentor. Raise your hand when formally asked to mentor others. Maybe it’s through an induction program or taking on a student teacher. Trust that you have something to give.

Which brings me back to Liz.  

The way we pass on the wisdom of our own mentors, ensuring that their ideas and positivity are immortal on a school site, is through being available ourselves. After Liz retires, her classroom will be filled by a new teacher or a transferred teacher who might just need to know it’s fine to close your door and grab a few laughs on a Friday at lunch.  

Liz, may you enjoy your time with your children and grandchildren. You are already so missed. Forever Jefferson Bulldogs.

Teachers Mentoring Teachers: Practices for Powerful Professional Communities

Additional Resources

• Request More Information

Upcoming Sessions

• Oct 3, 2024 - Nov 14, 2024 Application Deadline: Sep 25, 2024 Tuition: $399.00
• Jan 16, 2025 - Feb 26, 2025 Application Deadline: Jan 8, 2025 Tuition: $399.00

Additional details

Groups of 10+: 25% off final invoice. Contact us for your discount code.

Professional teacher mentoring builds school culture by supporting educators’ professional growth and psychosocial development. Mentoring relationships are most commonly used to help pre-service teachers grow and to guide new teacher induction. Yet mentors often struggle to find formal support and learning opportunities that can help them do their jobs better. Instead, most teacher mentors develop their practices by learning on the job, relying heavily on intuition and trial and error. 

In Teachers Mentoring Teachers: Practices for Powerful Professional Communities , you’ll explore best practices in mentoring with seasoned mentors. And you’ll learn how to extend the power of mentoring to work with teachers across their careers. Over the course of six weeks, we’ll establish a foundation of practice for mentor teachers. We’ll learn how to create inclusive professional communities in which teachers work together, learn from one another, and support each other’s growth and development. And we’ll learn how to use mentoring in service of powerful learning opportunities for students.

Formal and informal mentoring relationships are not just valuable for beginners. They benefit us throughout our careers, as our needs change and our interests evolve. And while mentoring relationships have a positive impact on the mentee, they can provide transformative professional learning opportunities for the mentor as well. In this course, you’ll learn how to ensure benefit for both sides of the equation.

Program Details

In this course, you’ll join Harvard faculty and experienced mentors who work directly with beginning and veteran teachers to hone their teaching and instructional leadership practice. You’ll contribute your own expertise and learn from that of your fellow practitioners as you address the following questions:

• How are mentoring relationships unique when compared to other professional relationships (i.e. coaching, administrative, collegial)?
• How do we share our classrooms and teach alongside pre-service and novice teachers to support them as they begin their careers?
• What does it take to mentor early career teachers for sustainability, longevity, retention, and fuller participation as they establish themselves in our professional community of practice?
• What are the mentoring practices that sustain teachers’ growth and well-being at each stage of their career?

The course is divided into six one-week modules designed for you to grow as a mentor teacher. Each week consists of approximately three hours of online work and one practice challenge, during which you’ll apply your learning in your real-world context. 

Through the weekly modules you’ll uncover the general characteristics of powerful mentoring relationships, the unique features of mentoring relationships at different stages of teaching, and your own authentic enactments of who you are and aspire to be as a mentor. Whether you are new to mentoring or an experienced mentor, you’ll learn practices that help you build your mentoring skills and seek out opportunities to be mentored by others.

• Week 1: Identifying your Mentor Self
• Week 2: Building Mentoring Relationships
• Week 3: Mentoring through Personal Challenge
• Week 4: Mentoring Student and Apprentice Teachers
• Week 5: Mentoring Early Career Teachers
• Week 6: Build Your Mentor Identity and Professional Learning Network

Learning Goals

• Connect your personal history to elements of powerful mentoring.
• Develop and practice skills used to build trust in mentoring relationships.
• Use cycles of inquiry to dig into personal and social challenges.
• Identify roles and relationships that support the development of student and apprentice teachers.
• Establish strategies for co-teaching with student, apprentice, and novice teachers.
• Build practices for supporting early career teachers as they navigate challenges and participate more fully in the professional community. 
• Explore leadership and mentoring practices that serve and support mentors and mentees when the stakes are high.
• Examine methods for mentoring across a career in teaching, also drawing examples from other disciplines.

Faculty Chairs

Noah Heller

Noah Heller focuses on developing effective approaches to practice-based teacher education, teacher leadership and learning, and mathematics pedagogy.

Katherine Rieser

Lecturer on Education

Who Should Attend

• Teacher leaders or teachers with an interest in leadership
• Education professionals who support teachers in their work, such as mentors, instructional coaches, grade-level or department leads, supervisors, or teachers in other leadership roles

How to Register

This program welcomes registrations from both individuals and teams. First-time registrants need to create a Professional Education account to register.

Individuals: Click the "Register" button at the top of this page to log into your Professional Education account and access the registration page. Proceed with the individual form until submission. Invoices will be immediately available upon the submission of the form.

Step 1: Designate one participant or an administrative staff member as the Coordinator .

• The Coordinator should click the "Register" button at the top of this page to log into their Professional Education account and access the registration page.
• Proceed with the team form, including providing the name, email address, and job title of each participant in your team.
• The Coordinator can choose to receive a team invoice
• The invoice will be immediately available upon the submission of the form. Contact us if you are eligible for the group discount. 
• Contact us if you need to make any changes to your team after submitting the form.

Step 2: Upon the submission of the team application, all team members will receive an email notification with a link to their personal registration form. Team members should complete their forms promptly to access the program’s Community Group for updates and Canvas course access. 

Professional Education is excited to offer Continuing Education Units (CEUs) for your successful participation in this program. The Continuing Education Unit (CEU) is a nationally and internationally recognized unit of measurement for non-credit continuing education programs. As an IACET Accredited Provider, Professional Education offers IACET CEUs for its learning events that comply with the ANSI/IACET Continuing Education and Training Standard.

Requirements to be eligible to earn CEUs:

• Attend or view all program sessions.
• Complete program evaluation.
• Successfully complete all program requirements.

Upon successfully meeting all requirements outlined above, you will be notified via email that you have A) earned the certificate of completion for the program and B) are now eligible to earn CEUs. This email will contain the link to complete the required reflection assignment if you wish to receive CEUs, along with a submission deadline and time frame for receiving your CEUs. After submitting your reflection assignment, we will notify you via email of your CEU status, and if you have met all requirements, you will be able to download and view your CEU certificate at this point in time. ILC modules are eligible for 2 CEUs.

Note : Professional Education is accredited by the International Accreditors for Continuing Education and Training (IACET) and offers IACET CEUs for its learning events that comply with the ANSI/IACET Continuing Education and Training Standard. IACET is recognized internationally as a standard development organization and accrediting body that promotes the quality of continuing education and training.

Tuition Assistance

Tuition assistance is available for this program on a need and application basis. Tuition assistance is granted based on participant and institutional needs. Requests for tuition assistance do not affect an applicant's prospects for admission. You may access the tuition assistance application after you have submitted your program application. Tuition assistance applications should be submitted at least one month prior to the final application deadline.

Tuition Change

Starting in 2024, ILC course tuition will be adjusted to $399 per person per course. However, if you have already taken at least one ILC course before or in 2023, you will continue enjoying the price of $349 per person per course for all iterations during 2024 through the use of a discount code. The code will be shared with all eligible participants via email. If you are eligible and don’t have it, please contact us so we can send it to you again. Click here for instructions on how to apply the code.

Considering this program?

Related programs, universal design for learning: apply.

• Oct 30, 2024 - Nov 19, 2024 Price: $450.00

Leading Teacher Teams: Promoting Growth Through Effective Collaboration

• Oct 3, 2024 - Nov 14, 2024 Price: $399.00
• Jan 16, 2025 - Feb 26, 2025 Price: $399.00

Instructional Coaching Through Change: Supporting Teachers in Action

What I Learned from My Mentor Teacher

It’s no secret that new teachers struggle during their first year. A recent NPR report, “Hey, New Teachers, It’s Okay to Cry in Your Car,” recently hit on this reality. It described the plight of new teachers who are overwhelmed by the demands of the job when they are placed in classrooms without any caring, high-quality mentoring. At Success Academy , new teachers — known as associate teachers — receive constant coaching and support from experienced teachers and leaders. We asked former associate teachers to reflect on their first year teaching alongside a lead teacher — an experienced educator — and to share what they learned that helped them improve and become strong lead teachers this year.

Phillip Brogdon was an entry-level teacher last year and taught alongside lead teacher Kelly Muller, who had been teaching for three years. Mr. Brogdon is now a second grade lead teacher at Success Academy Crown Heights.

I owe everything I know to Kelly. She taught me how to teach, how to hold students to high expectations, and how to have honest conversations with parents. Last year, unfortunately, we had to tell a parent that her child was not ready for the next grade. I was so nervous to have the conversation. But Kelly approached it like a true professional. She anticipated all the questions from the parent, she brought the scholar’s work, and, ultimately, helped the parent understand how her daughter would benefit from repeating the grade. What struck me the most about Kelly was how respectful, caring, and loving she was toward the family. It was a transformative moment for me.

Cole Yaverbaum (left) was an entry-level teacher last year and taught alongside lead teacher Annie Ramos at Success Academy Crown Heights. Ms. Yaverbaum is now a second grade collaborative team teacher at the same school.

I’m extremely grateful that I had a year of practice with Annie. One of her greatest strengths is keeping a class calm, focused, and on task, and that’s something I learned from her. I remember one day last year one scholar got really sick – he had a stomach flu – and started throwing up on the rug, in the middle of a lesson. I was in shock. I don’t know what I would have done without Annie. Annie kept her cool and was able to get the scholars to calmly go back to their seats. Soon, the mess was cleaned up and everybody was back on task, learning. She took on her role with such grace and was a strong role model for me.

Annie Longobardo (right) was an entry-level teacher last year and taught alongside lead teacher John Noto, who had been teaching for five years. She is now a fourth grade lead teacher at Success Academy Harlem 3.

Johnny shaped who I am as a teacher. The biggest thing he taught me was that you don’t always have to have 100 percent control. Last year, we took our scholars on a field study to a farm, and I was sweating things like kids standing in straight lines. Johnny’s advice: Relax and focus on what’s important: are kids enjoying learning? It’s okay when things don’t go exactly as you planned. This year, I regularly let scholars talk and walk around freely during gallery walks. Students are on task and they’re learning. A year ago, a gallery walk would have been my worst nightmare. Working with Johnny, I learned to find a voice and a style that suits my personality.

Jessie Passaro (right) was an entry-level teacher last year and taught alongside lead teacher Darielle Petruccio at Success Academy Springfield Gardens. Ms. Passaro is now a sixth grade math teacher at Success Academy Harlem North Central.

Darielle gave me really great advice about how to build relationships with scholars and families. I remember that she used to send home letters asking parents about weekend events that they planned to attend with their kids and we sometimes joined them. I thought it was great, and I know families really appreciated how we took that extra step to get to know them. On the last day of school, we invited families to our classroom for an awards ceremony. We gave every scholar an award and, at the end, one parent and her daughter got up to thank us. It was a special moment for us. Now that I teach middle school, I use Darielle’s ideas and advice all the time, and it has made a huge difference. I’ve been able to leverage relationships with families to get reluctant students to participate more in class.

Sibo Wang was an entry-level teacher last year and spent half of the year teaching alongside lead teacher Ariel Laifer at Success Academy Harlem 1. He is now a lead science teacher at the elementary school.

Before I was placed in Ariel’s classroom, I didn’t have a firm grasp of how to hold students accountable for their work. I didn’t have efficient and consistent systems to ensure that kids were learning the material I was teaching. Ariel had these systems in place and modeled them for me. For example, she showed me how to check homework for accuracy, not just for completion. She also showed me a procedure to review exit tickets that involved giving students immediate feedback so they understood the mistakes they had made. This year, I know my students are learning because I can track their progress every day. I am grateful to Ariel for helping me become the teacher I’ve always wanted to be for my students.

Find out more about the entry-level teacher program .

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How Can We Get More Highly Effective Teachers to Serve as Mentors?

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Relatively few highly effective teachers take on roles as mentors to student-teachers, researchers say.

One solution? Pay them more—a lot more.

Dan Goldhaber, the director of the Center for Education Data and Research at the University of Washington, and his co-authors examined data on student-teaching placements from 15 teacher-preparation programs in Washington state. Graduates from those programs comprise 92 percent of the new teachers in the western half of the state, so the researchers’ analysis focused on school districts in that region.

The researchers found that more than 40 percent of math teachers within 50 miles of a teacher-prep program who do not host a student-teacher are more effective than the average math teacher who does serve as a mentor.

They also found that there are two to four times as many effective teachers than are currently being used as mentors. (In this analysis, teacher effectiveness is measured by value-added scores, or how much a teacher has contributed to student learning.)

Why aren’t more effective teachers serving as mentors to student-teachers? Goldhaber said the Spokane school district conducted a survey of potential mentor teachers, and found four common refrains:

• It’s a lot of work. While some mentor teachers might view the role as getting “an extra set of hands and a little bit of a break,” Goldhaber said those who are doing the job well have to take on a lot of extra responsibilities.
• Mentor teachers receive “shockingly little compensation,” he said. According to a 2016 study, the average mentor teacher receives around $200.
• Some teachers have had bad experiences mentoring in the past, and are reluctant to sign up again.
• There’s a concern among some potential mentor teachers that having a student-teacher in the classroom would harm student achievement. But Goldhaber said his research indicates that this is not the case.

The teachers who were interested in being a mentor teacher, he said, were interested in giving back to the profession. And indeed, studies have found that teacher candidates who are supervised by a more effective mentor teacher during student teaching tend to be more effective when they enter the profession.

So how can district leaders recruit highly effective teachers to act as mentors? Goldhaber suggests paying them more—15 times more.

Past research out of Washington state has shown that the average teacher who is mentored by a highly effective teacher begins their career with the same effectiveness as an average third-year teacher. In Washington, the average third-year teacher is paid $3,500 more than the average rookie.

Given that the salary differential is a reflection of the value that policymakers put on experience, Goldhaber argues that policymakers should be willing to invest roughly 15 times more to encourage effective teachers to become mentors. He pointed to past research that suggests the value to students of having a first-year teacher who student-taught under a highly effective mentor teacher is about $70,000 in lifetime earnings across an average classroom, compared to students whose new teacher was trained under an average mentor teacher.

“That’s worth a whole heck of a lot more than $200,” Goldhaber said.

Those in the teacher-preparation field have called for student-teaching to be revamped and to better incorporate evidence-based practices . Kate Walsh, the president of the National Council on Teacher Quality, a Washington-based research and advocacy group, has said districts need to commit to placing student-teachers only with strong mentor teachers, and consider the chemistry between a mentor and his or her mentee.

Of course, being a highly effective teacher does not equate directly to being an effective mentor—some teachers might be good at mentoring, and not have as big an effect on student achievement, or vice versa.

“That said, there appears to be a really strong association between the two, and we should take a look at that,” Goldhaber said.

Image via Getty

A version of this news article first appeared in the Teacher Beat blog.

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Mentoring of New Teachers Exploratory Essay

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
• As a template for you assignment

The database used for the present paper was the EBSCO host. The tutorial watched was the ‘EBSCO advanced search – guided style’ one. The newly acquired knowledge included the way to apply limiters and expanders during the search process, where to enter the search term and which fields to search (subject terms).

It also became clear how results could be refined after the search had been completed, and how one could ensure the increased result refinement by sorting the sources according to the source type. The process used to locate the articles was the search by keywords ‘mentoring of new teachers’.

The educational sphere deserves particular attention, and pedagogics is not an exception. This paper is focused on research findings on mentoring of new teachers, conducted by two different groups of researchers. Pedagogics goes hand in hand to educational developments in the spheres of teaching and learning.

Mentoring of new teachers has become one of the most spread topics within pedagogics and methodology. The aim of the paper is to reveal the nature of mentoring, outline key elements of two research findings, and compare them.

British researcher, Kim Brown (2001), examined the problem of mentoring of newly qualified language teachers. This perspective seems to be of current interest, because thousands of newly-qualified and graduated teachers may face the same problems during their first year of teaching.

According to the author’s findings, “conflicts over teaching language methodology, in particular, emerge as a contributory factor in the breakdown of relationships between these teachers and their mentors” (Brown, 2001, p. 69). Proceeding from this statement, mentoring may lead to misunderstanding.

Brown observed six teachers with different experiences, who received different kinds of their mentors’ support. In the results of the analysis of the research, the author comments upon the findings. The research shows that a new teacher may perceive his mentor’s support in a different way.

In its turn, it causes many challenges for a young teacher. A mentor is considered to be “a reflection of seniority and experience” (Brown, 2001, p. 71), who has a positive influence on a teacher. Ideally, a mentor and a teacher should have “a shared vision of effective language teaching methodology” (Brown, 2001, p. 71).

Two teachers received formal induction support that was expressed in available and reliable mentor’s help, regular meetings of the teacher with the mentor, and a “good teamwork and liaison” (Brown, 2001, p. 74).

Four teachers received informal induction support, where there were the following negative characteristics: mentor’s non-membership to a language department, absence of special programs for newly qualified teachers, irregular meetings of teachers with their mentors. Consequently, conflicts and absence of positive role models are basic aspects of unsatisfactory experiences of mentoring.

The results of the findings show that “it is precisely the shared understanding of subject-specific issues which helps to ensure successful induction for newly qualified teachers” (Brown, 2001, p. 87). Thus, a positive experience of mentoring helps a newly qualified teacher to survive at the beginning of his/her pedagogical career.

The second research illustrates the positive experience of mentoring; it seems to deepen the previous research. The research, conducted by a group of researchers, is focused on the mentors’ program of support for teachers.

The activity of an Ohio career center inspired the research, because this “center provides strong support for its new teachers because it recognizes that mentoring can be as important for them as it is for their students” (Lynch et al., 2006, p. 24). The findings show the core of this program, and details of the successful and effective mentoring.

According to the program, a true mentor should be “knowledgeable and skillful in the observation and conferencing process” (Lynch et al., 2006, p. 25). For successful mentoring, these features are primarily essential. Also, the program claims that “the mentoring program is a complex process that involves support, assistance and guidance but not evaluation of the mentee” (Lynch et al., 2006, p. 25).

What is the core of successful mentoring? There are several integral parts of the effective mentoring: a positive rapport, high level of trust, practicing the skills of an effective teacher, implementation of necessary and correct methods of classroom management and discipline. Mentors should “wear three hats: coach, collaborator, and cheerleader” (Lynch et al., 2006, p. 26).

Thus, mentoring means support, encouragement, listening and facilitation of self-reliance. In achieving the aim, the program suggests its means: assembling a motivated team, qualitative administration, regular meetings with teachers, and professional consultations with an experienced mentor.

Taking everything into consideration, some conclusions about mentoring of new teachers can be made. The focuses of the both researches are different, but the idea of positive mentoring experience is common.

Positive mentoring is characterized by the senior role of skillful and experienced mentor, who plays an active part in teachers’ pedagogical life. One of the main aims of the effective mentoring of new teachers is to establish cooperation and good relationships with them by means of trust and reliable help.

Brown, K. (2001). Mentoring and the Retention of Newly Qualified Language Teachers. Cambridge Journal of Education, Vol. 31 (1), 69-88.

Lynch, J., Rose, J. De, & Kleindienst G. (2006). Mentoring New Teachers. Techniques: Connecting Education & Careers, Vol. 81 (6), 24-28.

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IvyPanda. (2019, June 26). Mentoring of New Teachers. https://ivypanda.com/essays/mentoring-of-new-teachers/

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IvyPanda . 2019. "Mentoring of New Teachers." June 26, 2019. https://ivypanda.com/essays/mentoring-of-new-teachers/.

1. IvyPanda . "Mentoring of New Teachers." June 26, 2019. https://ivypanda.com/essays/mentoring-of-new-teachers/.

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IvyPanda . "Mentoring of New Teachers." June 26, 2019. https://ivypanda.com/essays/mentoring-of-new-teachers/.

Adviser, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering (1997)

Chapter: 1 what is a mentor, 1 what is a mentor.

The notion of mentoring is ancient. The original Mentor was described by Homer as the "wise and trusted counselor" whom Odysseus left in charge of his household during his travels. Athena, in the guise of Mentor, became the guardian and teacher of Odysseus' son Telemachus.

In modern times, the concept of mentoring has found application in virtually every forum of learning. In academics, mentor is often used synonymously with faculty adviser. A fundamental difference between mentoring and advising is more than advising; mentoring is a personal, as well as, professional relationship. An adviser might or might not be a mentor, depending on the quality of the relationship. A mentoring relationship develops over an extended period, during which a student's needs and the nature of the relationship tend to change. A mentor will try to be aware of these changes and vary the degree and type of attention, help, advice, information, and encouragement that he or she provides.

In the broad sense intended here, a mentor is someone who takes a special interest in helping another person de-

velop into a successful professional. Some students, particularly those working in large laboratories and institutions, find it difficult to develop a close relationship with their faculty adviser or laboratory director. They might have to find their mentor elsewhere-perhaps a fellow student, another faculty member, a wise friend, or another person with experience who offers continuing guidance and support.

In the realm of science and engineering, we might say that a good mentor seeks to help a student optimize an educational experience, to assist the student's socialization into a disciplinary culture, and to help the student find suitable employment. These obligations can extend well beyond formal schooling and continue into or through the student's career.

The Council of Graduate Schools (1995) cites Morris Zelditch's useful summary of a mentor's multiple roles: "Mentors are advisors, people with career experience willing to share their knowledge; supporters, people who give emotional and moral encouragement; tutors, people who give specific feedback on one's performance; masters, in the sense of employers to whom one is apprenticed; sponsors, sources of information about and aid in obtaining opportunities; models, of identity, of the kind of person one should be to be an academic."

In general, an effective mentoring relationship is characterized by mutual respect, trust, understanding, and empathy. Good mentors are able to share life experiences and wisdom, as well as technical expertise. They are good listeners, good observers, and good problem-solvers. They make an effort to know, accept, and respect the goals and interests of a student. In the end, they establish an environment in which the student's accomplishment is limited only by the extent of his or her talent.

The Mentoring Relationship

The nature of a mentoring relationship varies with the level and activities of both student and mentor. In general, however, each relationship must be based on a common goal: to advance the educational and personal growth of the student. You as mentor can also benefit enormously.

There is no single formula for good mentoring;

mentoring styles and activities are as varied as human relationships. Different students will require different amounts and kinds of attention, advice, information, and encouragement. Some students will feel comfortable approaching their mentors; others will be shy, intimidated, or reluctant to seek help. A good mentor is approachable and available.

Often students will not know what questions to ask, what information they need, or what their options are (especially when applying to graduate programs). A good mentor can lessen such confusion by getting to know students and being familiar with the kinds of suggestions and information that can be useful.

In long-term relationships, friendships form naturally; students can gradually become colleagues. At the same time, strive as a mentor to be aware of the distinction between friendship and favoritism. You might need to remind a student-and yourself-that you need a degree of objectivity in giving fair grades and evaluations. If you are unsure whether a relationship is "too personal," you are probably not alone. Consult with the department chair, your own mentor, or others you trust. You might have to increase the mentor-student distance.

Students, for their part, need to understand the professional pressures and time constraints faced by their mentors and not view them as merely a means-or impediment-to their goal. For many faculty, mentoring is not their primary responsibility; in fact, time spent with students can be time taken from their own research. Students are obliged to recognize the multiple demands on a mentor's time.

At the same time, effective mentoring need not always require large amounts of time. An experienced, perceptive mentor can provide great help in just a few minutes by mak-

ing the right suggestion or asking the right question. This section seeks to describe the mentoring relationship by listing several aspects of good mentoring practice.

Careful listening. A good mentor is a good listener. Hear exactly what the student is trying to tell you-without first interpreting or judging. Pay attention to the "subtext" and undertones of the student's words, including tone, attitude, and body language. When you think you have understood a point, it might be helpful to repeat it to the student and ask whether you have understood correctly. Through careful listening, you convey your empathy for the student and your understanding of a student's challenges. When a student feels this empathy, the way is open for clear communication and more-effective mentoring.

Keeping in touch. The amount of attention that a mentor gives will vary widely. A student who is doing well might require only "check-ins" or brief meetings. Another student might have continuing difficulties and require several formal meetings a week; one or two students might occupy most of an adviser's mentoring time. Try through regular contact-daily, if possible-to keep all your students on the "radar screen" to anticipate problems before they become serious. Don't assume that the only students who need help are those who ask for it. Even a student who is doing well could need an occasional, serious conversation. One way to increase your awareness of important student issues and develop rapport is to work with student organizations and initiatives. This will also increase your accessibility to students.

Multiple mentors. No mentor can know everything a given student might need to learn in order to succeed. Everyone benefits from multiple mentors of diverse talents, ages, and personalities. No one benefits when a mentor is too "possessive" of a student.

Sometimes a mentoring team works best. For example, if you are a faculty member advising a physics student who would like to work in the private sector, you might encourage him or her to find mentors in industry as well. A non-Hispanic faculty member advising a Hispanic student might form an advising team that includes a Hispanic faculty member in a related discipline. Other appropriate mentors could include other students, more-advanced postdoctoral associates, and other faculty in the same or other fields. A good place to find additional mentors is in the disciplinary societies, where students can meet scientists, engineers, and students from their own or other institutions at different stages of development.

Coordinate activities with other mentors. For example, a group of mentors might be able to hire an outside speaker or consultant whom you could not afford on your own.

Building networks. You can be a powerful ally for students by helping them build their network of contacts and potential mentors. Advise them to begin with you, other faculty acquaintances, and off-campus people met through jobs, internships, or chapter meetings of professional societies. Building a professional network is a lifelong process that can be crucial in finding a satisfying position and career.

Professional Ethics

Be alert for ways to illustrate ethical issues and choices. The earlier that students are exposed to the notion of scientific integrity, the better prepared they will be to deal with ethical questions that arise in their own work.

Discuss your policies on grades, conflicts of interest, authorship credits, and who goes to meetings. Use real-life questions to help the student understand what is meant by scientific misconduct: What would you do if I asked you to cut corners in your work? What would you do if you had a boss who was unethical?

Most of all, show by your own example what you mean by ethical conduct. You might find useful the COSEPUP publication On Being a Scientist: Responsible Conduct in Research (1995), also available on line.

Population-Diversity Issues

In years to come, female students and students of minority groups might make up the majority of the population

from which scientists and engineers will emerge. Every mentor is challenged to adapt to the growing sex, ethnic, and cultural diversity of both student and faculty populations.

Minority issues. Blacks, Hispanics, and American Indians as a group make up about 23% of the US population, but only about 6% of the science and engineering labor force. Many minority-group students are deterred from careers in science and engineering by inadequate preparation, a scarcity of role models, low expectations on the part of others, and unfamiliarity with the culture and idioms of science. Mentors can often be effective through a style that not only welcomes, nurtures, and encourages questions, but also challenges students to develop critical thinking, self-discipline, and good study habits. Expectations for minority-group students in science have traditionally been too low, and this can have an adverse effect on achievement. A clear statement that you expect the same high performance from all students might prove helpful. Be aware of minority support groups on your campus and of appropriate role models. Link minority-group students with such national support organizations as the National Action Council for Minorities in Engineering (see " Resources ").

Cultural issues. You could find yourself advising students of different cultural backgrounds (including those with disabilities) who have different communication and learning styles. Such students might hail from discrete rural or urban cultures in the United States or from abroad; in many programs, foreign-born students are in the majority. If you are not familiar with a particular culture, it is of great importance to demonstrate your willingness to communicate with and to understand each student as a unique individual. Are you baffled by a student's behavior? Remember

that a cultural difference could be the reason. Don't hesitate to ask colleagues and the students themselves for help. Finding role models is especially important for students from a culture other than yours. Examine yourself for cultural biases or stereotypical thinking.

Female representation. In some fields—notably psychology, the social sciences, and the life sciences—females are well represented as students but underrepresented in the professoriate and are not always appointed to assistant professor positions at a rate that one would expect on the basis of PhD and postdoctoral student representation. In other fields—such as mathematics, physics, computer science, and engineering—females are underrepresented at all levels. In all fields, the confidence of female students might be low, especially where they are isolated and have few female role

models. If you advise female students in one of these fields, be aware that they could need extra support. Wait for cues from students, however, to avoid singling out anyone for special treatment. Be familiar with campus support groups and of female role models on and off campus.

Family issues. Both women and men can face challenging family issues; mentors should be alert to students who need extra support when having a child, raising a child alone, returning to school after child-rearing, caring for a

parent, suffering marital problems, or juggling the challenges of a two-career family. You might want to send a student to a colleague or counselor with special competence in family issues.

Sexual harassment. If you mentor a student of the opposite sex, extra sensitivity is required to avoid the appearance of sexual harassment. Inappropriate closeness between mentors and students will produce personal, ethical, and legal consequences not only for the persons involved but also for the programs or institutions of which they are part.

Be guided by common sense and a knowledge of your own circumstances. Is it appropriate to invite the student to discussions at your home? During meetings, should you keep the office door closed (for privacy) or open (to avoid

the appearance of intimacy)? Make an effort to forestall misunderstandings by practicing clear communication. If you do have a close friendship with a student, special restrictions or self-imposed behavior changes might be called for.

But do not restrict students' opportunities to interact with you because of sex differences. In a respectful relationship, mutual affection can be an appropriate response to shared inquiry and can enhance the learning process; this kind of affection, however, is neither exclusive nor romantic. For additional guidance, talk with your department chair, your own mentor, or other faculty.

Disability issues. Students with physical, mental, emotional, or learning disabilities constitute about 9% of first-year students with planned majors in science and engineering. Be careful not to underestimate the potential of a student who has a disability. Persons with disabilities who enter the science and engineering workforce perform the same kinds of jobs, in the same fields, as others in the workforce. You should also keep in mind that persons with disabilities might have their own cultural background based on their particular disability, which cuts across ethnic lines.

As a mentor, you might be unsure how to help a student with a disability. Persons with disabilities can function at the same level as other students, but they might need assistance to do so. You can play a pivotal role in finding that assistance, assuring students that they are entitled to the assistance, and confirming they are able to secure assistance. Another very important role of the mentor is in making colleagues comfortable with students who have disabilities.

Many campuses offer programs and aids such as special counseling, special equipment (adaptive computer hardware, talking calculators, and communication devices),

adapted physical education, learning disability programs, and academic support.

Further, your institution's specialist in Americans with Disabilities Act (ADA) issues might provide help (for example, in securing funding from the National Institutes of Health [NIH], the National Science Foundation [NSF], and other sources). However, keep in mind that this person might know less than you do about the needs of a student in your field--for example, in the use of particular equipment.

Remember that the student who lives with the disability is the expert and that you can ask this expert for help.

This guide offers helpful advice on how teachers, administrators, and career advisers in science and engineering can become better mentors to their students. It starts with the premise that a successful mentor guides students in a variety of ways: by helping them get the most from their educational experience, by introducing them to and making them comfortable with a specific disciplinary culture, and by offering assistance with the search for suitable employment. Other topics covered in the guide include career planning, time management, writing development, and responsible scientific conduct. Also included is a valuable list of bibliographical and Internet resources on mentoring and related topics.

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Mentor Essay | Free Mentor Essay Example and How to Becoming a Mentor Essay?

August 27, 2021 by Prasanna

Mentor Essay: What Is A Mentor? An experienced individual who helps you grow your skills, make better decisions, and gain new perspectives in your life and career is called a mentor and the person receiving it is called a mentee. Mentor Essays highlights that Mentors provide guidance, advice, feedback, and support to the mentee. They serve as various role models in the form of a teacher, counselor, advisor, sponsor, advocate, etc. As a mentee, your mentor will share their experience to give you guidance on your career or personal life.

You can read more  Essay Writing  about articles, events, people, sports, technology many more.

Qualities Define a Good Mentor

It is very important to select the best mentor. Some good qualities that all good mentors possess are:

• At the very first, your mentor should have a good record of success and more experience than you.
• A great mentor is someone who will help you to create a better version of yourself.
• “Look for mentors who are authentic, empathetic, creative and honest,” said White.
• You are always in search of someone who can give you proper guidance for your professional growth, but also someone who will speak the truth to you.
• Sometimes you need some constructive criticism, while other times you need someone who can encourage you on your success. A good mentor can provide all of those things.

Responsibilities of a Mentor

Mentor Essays tries to highlight the responsibilities of a good mentor.

A mentor can professionally guide the mentee in a  friendly and supportive way. A mentor should always try to meet the needs of the mentee. Following are the responsibilities of a successful mentor.

• Establishes, good relation with the mentee
• Understand the mentee’s explicit goals and objectives
• Respect your mentee and develop mutual trust with them.
• Ensure confidentiality of the matters and information discussed by the mentee.
• Help the mentee to take responsibility for their growth, development, and career planning on their own.
• Conduct meetings with mentees on a regular basis.
• Actively listens to mentee
• Provides, honest, and constructive feedback
• open to hearing feedback from your mentee.
• Follows the commitments made to the mentee
• Respects mentee’s limits
• Maintains a professional relationship, doesn’t enter into the mentee’s personal life or expects to be close friends
• Ends the relationship at the agreed time

Responsibilities of a Mentee

A healthy relationship is a result of both parties. Mentor essays point out that mentees are also equally important to develop a healthy relationship with a mentor. Some of the responsibilities of the mentees are:

• Share your ideas, concerns and professional goals. with your mentor openly.
• Be punctual for your mentoring sessions.
• provide a brief update on progress.
• Respect and trust your mentor.
• Your mentor’s role is to share valuable experiences with you. He is not responsible for your career..
• Ask direct questions about your needs.
• Ask questions without any hesitation. Don’t be shy about asking,
• Capture ideas and insights from the session
• Stick to the commitments you and your mentor make to each other.
• Respect your mentor’s personal boundaries. Don’t inundate your mentor with emails or phone calls.
• Remember to appreciate your mentor after each session. This will let your mentor know how he or she is making a difference for you.

Mentor and Mentee Relationship

In Mentor essays, I would like to corner that no relationship is perfect, the same is the case with mentor and mentee relationships. Each relationship has its own features. A mentor and mentee should respect and trust each other. And who knows? This mentor and mentee relationship might turn into a life-long friendship.

No mentor and mentee relationship is the same. They come in different shapes and sizes. However, there are key qualities that each mentor-mentee relationship should have to possess:

• Willingness to help each other succeed
• Disseminate information as needed
• Give and receive feedback both ways
• Improve interpersonal skills
• Actively listen and communicate
• Empathize for one another
• Respect each person’s time

Mentor essays will make you aware that rather than learning through trial and error, a mentor is a person you can look for.

Short Mentor Essay

A mentor is someone who educates, instructs, inspires  and shows the correct path to another person through their past experience. In everyone’s life, there is a person who is the role model, or someone you admire and that someone is your mentor. The one who can change the way you feel about certain issues for the better. In the Mentor essays you will get to know that generally, a mentor is someone who is always there for you and enjoys listening and talking to you. A mentor is one of the important people who serves as an advisor and is confident with whom a person can be open to discuss various issues. In fact, a mentor is a source of experience and information from which you can learn.

A mentor can make an actual difference in your work life as well as your personal life. The impact of a mentor’s guidance and wisdom now may not be realized at the beginning but you will realize its positive impact over time and go on to become a mentor to others.

FAQ’s on Mentor Essay

Question 1. What is the role of a mentee?

Answer: To have a strong bond between a mentor and a mentee, mentee also have a certain role;e to play some of them are:

• Share your goals and fears openly with a mentor.
• Don’t expect the mentor to do spoon-feeding.
• Share your failures and struggling issues.
• Listen to the mentor carefully and then apply the mentor’s guidance.
• Always respect and value the mentor’s support.
• Keep a professional relationship with the mentor

Question 2. What are the key qualities of a good mentor?

Answer: Key Qualities of a Good Mentor are

• Good listener

Question 3. What are the 3 A’s in a mentorship?

Answer: In an effective mentorship, the three A’s comprise active listening, availability, and analysis. If your mentor has these 3 A’s you will feel like you’re in safe hands and gain value for your business.

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Using Mentor Texts to Learn From the Best and Improve Students’ Writing

Truth be told, there are very few phrases my [ speaking as  post co-author  Sean ] high school teachers used during instruction that I remember to this day. Ironically, if taken at face value, the phrase I do still remember promotes outright thievery.

My high school journalism teacher Jack Kennedy told us:  “If you are going to steal, steal from the best.”  Of course, he was not advocating larceny. In the context of teaching us how to write, he also was not teaching us to plagiarize. He was emphasizing that learning techniques and approaches from other writers’ work, and using what you learn in your own writing, is a good thing. He taught us to read the best writers for this purpose, and we devoured articles from  Sports Illustrated ,  Time , and  Rolling Stone  and talked about them in class.

Most teachers are not going to be able to bring in the most accomplished writers, such as journalist  Malcom Gladwell  or novelist  Courtney Summers , for mentoring sessions with their students. However, teachers can do the next best thing by using mentor texts as part of their writing instruction. These texts also can be used to help children and teens become better writers at home.

What Are Mentor Texts?

Those articles we read and discussed in Kennedy’s class were  mentor texts . Mentor texts are written pieces that serve as an example of good writing for student writers. The texts are read for the purpose of studying the  author’s craft , or the way the author uses words and structures the writing. The goal is to provide students a model they could emulate in crafting their own piece. Essays, passages, articles, chapters, or full books could all serve as mentor texts. So too could a letter, email, film script, or comic strip, depending on the context under which the mentor text is being used.

What Constitutes a Good Mentor Text?

A good mentor text will be something student writers can read (individually or as a group), identify techniques and approaches used by the writer, discuss and understand why those approaches were effective, and integrate what they learned from this process into their own writing. A mentor text will  show , not just tell, students how to write well, and allow them to envision the kind of writer they can be as they develop their skills (Dorfman & Cappelli, 2017).

Three Qualities of a Good Mentor Text

• You (the educator) think it is good.  If you will be reading the mentor text aloud with students or assigning them to read it, choose something  you  consider to exemplify good writing. Do not pick a piece or a writer just because his or her work has a reputation for being good. If you are indifferent about the piece, it will be difficult to authentically teach students to emulate the writing.
• It is understandable for your students.  Although it is an added bonus if a mentor text is about a topic that is of interest to students, fundamentally, students must be able to comprehend the piece. This does not mean to avoid all challenging texts. You can go over difficult vocabulary with students prior to having them read the mentor text independently or in a group. That way, they will not get frustrated when they reach those challenging words (Gil, 2017).
• It is relevant to what you are teaching.  If you are teaching a unit on writing persuasive essays, do not choose a hilarious parody article. If you are teaching students how to write a lead or introductory paragraph, make sure you include the beginning of the piece, not a beautifully composed conclusion from a long research paper. If you want students to identify and implement several writing techniques into their own writing, choose a text where the writer did multiple things well.

In addition to textbook passages and texts that are part of your specific literacy curriculum, mentor texts can be found from a variety of other sources.

Potential Sources of Mentor Texts

• “In the wild”:  You may encounter or already know of excellent mentor texts without even trying. Perhaps you subscribe to a literary magazine that had an article last month with incredible use of metaphors and similes. Or, maybe you frequently think back to reading the journalistic profile of an actor that had great use of direct quotes. When you encounter good examples of authors’ craft, print them out, email them to yourself, or bookmark them on your computer. You can never have too many mentor texts in your toolbox for a future writing lesson.
• Students’ peers:  Student writers may be more likely to connect to a mentor text written by someone close to them in age or writing experience. They also may have greater confidence in their abilities to implement in their own writing the techniques that a peer used, as opposed to emulating a more experienced professional writer. For example, if you have a unit on narrative poetry coming up, you might recall reading a narrative poem in the magazine just published by your high school’s poetry club that contained captivating character development. You may know that the local university’s arts and culture magazine always has strong student-written reviews that would work great for your lesson on how to write a movie review. Go to student publications and see what you can find.
• Go straight for the best:  Teach using mentor texts that won prestigious prizes like the  Pulitzer Prize  for journalism or fiction, or  The Masters Review  short story award. This can also be a way to find outstanding mentor texts by students’ peers, such as winners from the  Paul Engle High School Essay Contest.  As mentioned previously, make sure to select something  you  actually think is well written, not just because it won a prize.

Teaching With Mentor Texts

Once you have identified mentor texts that you want to use, your students can gain the most from them with some instruction. Research findings indicate that using mentor texts as part of comprehensive writing instruction can result in students improving as writers. A large-scale statistical review (meta-analysis) resulting in the recommendation of 11 key elements of effective adolescent writing instruction included teaching students to analyze and emulate mentor texts (referred to in the report as  models ; Graham & Perin, 2007).

An action research project suggested that picture books might be useful as mentor texts for struggling writers (Premont, Young, Wilcox, Dean, & Morrison, 2017). The teacher read the mentor texts aloud, followed by a class discussion. Students then considered the writing traits explored in the picture books when writing their own personal narrative. The student writers’ improved their sentence fluency, word choice, and writing conventions such as punctuation. Picture books may not be the best choice for every class or specific lesson, but they may work well as a change-of-pace alternative, as long as they have sufficient text to work with.

The authors of a descriptive study wrote that mentor texts also might have application for teaching overall structure and necessary contents for subject-specific writing (Pytash, Edmondson, & Tait, 2014). A teacher would read aloud a white paper in a high school economics class and highlight the techniques and vocabulary used by the author. Students then worked in groups to analyze the text further before writing their own economics papers. An analysis of their writing and comments made in interviews seemed to suggest that reading the mentor text provided students’ knowledge of how to structure their own papers, how to effectively use transitional words, the need to include evidence for their claims, and the need to recognize bias in their own writing and the writing of others.

A study with younger students ages 7-11 found that their quality of writing improved from pretest to posttest when teachers taught with mentor texts (Corden, 2007). Over the course of a school year, teachers used mentor texts as models of particular narrative forms and writing styles during daily instruction. They read aloud the texts to the class, focusing on structural or stylistic features. This was followed by a shared writing of sentences or paragraphs using techniques identified in the mentor texts. Then, students further investigated the mentor texts in small groups. Students followed all this by transferring ideas and devices learned into their author notebooks during weekly independent work. The resulting students’ writing showed significant progress in structure and style. Although students were not compared to a group of peers who were not receiving the mentor text instruction, the authors noted that the average improvement of students in the project exceeded the expected rate of normal writing progress over the course of a school year. The techniques discussed in the mentor texts were evident in the students’ writing.

Overview of Steps for Teaching Writing Using Mentor Texts

• Directly teach students what they should recognize in a piece of mentor text.  For example, if students are unfamiliar with figurative language, it will be difficult for them to recognize it or label its properties in a text. No matter how good the piece of writing might be, knowing what makes it so compelling is not necessarily intuitive for student writers. Authentic writing used as mentor text likely does not come with a set of directions pointing out what the author has done or what the particular technique is called. You will need to introduce that element of author’s craft first by defining it and giving easily understood or simple examples before asking students to apply that knowledge in studying a mentor text.
• Have students read the mentor text.  Depending on the age of the students and their familiarity with reading to identify a particular type of author’s craft, you may want to read the mentor text aloud to them. Reading in small groups or reading individually are also options. As students become familiar with recognizing one or more elements of writing, you can transition from reading aloud to having students read the mentor text individually.
• Engage in a discussion about the text by asking questions.  Though opinions on the mentor text’s topic should not be the focus of the discussion, it is important to establish that students understand what the text is about (Gil, 2017). Next, move to the crux of the discussion by asking students about the technique or approach used by the writer. Initially, you will need to model for students how you identify in the text the element of language or structure that you are teaching them. Think aloud to describe for students what makes the author’s craft stand out to you. As students become familiar with analyzing a mentor text, ask them to identify where and how the technique(s) they are learning were used in the text and why the writer was effective at using the technique. The discussion is a time to slow down and focus on individual words, sentences, and paragraphs and how these convey meaning to the reader (Dorfman & Cappelli, 2017). Talk about writing decisions that the writer made, section-by-section, and why certain words and phrases were used to make points (Pytash & Morgan, 2014).
• Time for students to write using what they learned from the mentor text.  If possible, have students begin writing existing or new pieces right away, with a focus on emulating the techniques and approaches of the mentor text writer. This too will need to be modeled for students first. Think aloud as you demonstrate for students how you adapt an example from the mentor text to incorporate that craft into your own writing. With guidance and practice, students should be able to take what they learned, using their own writer’s voice, and tell the story they want to tell. As they write, help students revisit and reflect on their conclusions about what the writer did well in the mentor text.
• Assess the students’ writing and provide feedback.  What level of success did students have in using the writing techniques and approaches of the mentor text writer in their own writing? Provide specific praise and constructive feedback. Ask for revisions where opportunities for improved use of the techniques and approaches exist. Peers can also provide feedback in a writer’s workshop or small-group setting, depending on the students’ ability level and prior experience providing peer feedback.

Using the “Improve Your Writing Using Mentor Texts” organizer (see Supplemental Materials for Teachers and Families below), students can read and respond to a mentor text as a class, in small groups, or as individuals.

By finding and using excellent mentor texts as part of writing instruction in the classroom or at home, you can help students progress from “stealing” from the best to learning to “read as writers.” This involves reading with a sharp eye for writing techniques and approaches that they can use to become multi-skilled writers like those successful scribes they wish to emulate.

Supplemental Materials for Teachers and Families

Improve Your Writing Using Mentor Texts

This organizer can be used in a group or individual setting to guide thinking and discussion about a mentor text, and how students can identify techniques and approaches used by the writer to improve their own writing.

Corden, R. (2007). Developing reading-writing connections: The impact of explicit instruction of literary devices on the quality of children’s narrative writing.  Journal of Research in Childhood Education ,  21 , 269-289. doi:10.1080/02568540709594594

Dorfman, L. R., & Cappelli, R. (2017).  Mentor texts: Teaching writing through children’s literature, K-6  (2nd ed.). Stenhouse Publishers.

Gil, C. (2017, June 1). 8 Tips for Teaching With Mentor Texts.  Edutopia . Retrieved from  https://www.edutopia.org/blog/8-tips-teaching-mentor-texts-christina-gil

Graham, S., & Perin, D. (2007).  Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools . Retrieved from Carnegie Corporation of New York website:  https://www.carnegie.org/media/filer_public/3c/f5/3cf58727-34f4-4140-a014-723a00ac56f7/ccny_report_2007_writing.pdf

Premont, D. W., Young, T. A., Wilcox, B., Dean, D., & Morrison, T. G. (2017). Picture books as mentor texts for 10th grade struggling writers.  Literacy Research and Instruction ,  4 , 290-310. doi:10.1080/19388071.2017.1338803

Pytash, K. E., Edmondson, E., & Tait, A. (2014). Using mentor texts for writing instruction in high school economics class.  Social Studies Research and Practice ,  9 (1), 95-106. Retrieved from  http://www.socstrpr.org/wp-content/uploads/2014/04/MS-6543-Paytesh.pdf

Pytash, K. E., & Morgan, D. N. (2014). Using mentor texts to teach writing in science and social studies.  The Reading Teacher ,  68 , 93-102. doi:10.1002/trtr.1276

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How to Mentor New Teachers So They Won’t Quit

Too many young teachers leave the classroom when all they need is support.

After over 30 years of teaching, I still recall my feelings of panic during my first year. I wondered how other teachers kept their heads above water with all the meetings to attend and papers to grade. Every Sunday evening I asked myself how in the world I was going to finish my lesson plans and somehow maintain the semblance of a home life.

I wondered if I would ever sleep again.

I did have some experienced teachers who took a few moments each day to give me tips. My fondest memory is of a senior English teacher who often sat down with me to plan together. Now, even after all these years, I still remember her kindness. “You have so much to offer,” she said. At that moment, her words were enough to keep me in the profession.

Too many times, my words have not been enough.

Despite incorporating the best mentoring techniques from my younger years, I have not always succeeded in keeping great teachers from leaving the profession. Providing resources and offering uplifting compliments have fallen short. One young teacher, who was the favorite among students, suddenly took another job because she couldn’t balance work and her personal life. Another changed his career path because teaching wasn’t a perfect fit.

What had I done wrong? Or, more importantly, why weren’t my efforts enough to encourage these talented young people to stay?

We want our best young teachers to thrive in the profession.

The demands on teachers today, including prioritizing standards, creating common assessments, and analyzing growth measures, often create anxiety and minimize confidence. In short, today’s new teachers face different challenges. Our mentoring should be deliberate, planned, and inclusive. Sometimes minor changes in present practices and a strong commitment to mentoring new teachers can make all the difference in the longevity of an educator’s career.

Teach together.

The best mentors are the ones who teach at least one common course with their mentee. Planning together becomes an opportunity to share curricular strategies and classroom management ideas. Ongoing conversations about the classes you teach, especially in the hallway between classes, can improve a new teacher’s day, simply because you checked in and asked them how a specific lesson was going.

Meet often.

Regular meetings can be difficult to fit in, but it works if some of the time spent together is brief and focused. Spend 20 minutes walking through a writing rubric, followed by scoring a few essays together. Eat lunch together—just you two—and swap stories. Occasionally meet outside of school—a coffee shop, a bike trail, a football game—to develop a more personal relationship. Develop a personal connection outside of teaching. These meetings might be exactly what a new teacher needs to feel supported and remain a teacher.

Encourage reflection.

Ongoing conversations with a colleague can be valuable, but time to think about teaching, especially the importance of our roles in our students’ lives, is invaluable. Mentors should encourage new teachers to pause and reflect. Journaling works, but sometimes casual conversations can become reflective. Weighing in on the effectiveness of our strategies and management allows us to assess our own strengths and weaknesses. All stakeholders benefit.

Be vulnerable and share experiences.

Mentees need to know veterans are not immune to negative emotions and that we all search for acceptance and positivity. When veteran teachers share their own successes and failures while maintaining boundaries and balance, teaching becomes a process rather than a product. We continue to evolve and improve—even after 30 years! New teachers can see that mistakes are not permanent and that everyone makes them. However, without this honesty from a veteran teacher, it’s easy for a new teacher to think they are the only ones failing. If you’ve been working in a school for any amount of time, you know this isn’t true! This is why it’s so vital for new teachers to learn this. 

Create positivity.

We all know how easy it is to become frustrated with additional time spent on committees, paperwork, and initiatives. However, successful mentors seek—and usually find—positive outcomes. When tired, we are all vulnerable, so it is especially important to model a positive attitude and share forward thinking. Before committee meetings, share expectations. During professional conversations about initiatives, model engagement. After a grading session, discuss learning. It’s easier to find positives when we look for them.

Feeling valued and valuable is the bottom line.

New teachers need to feel supported and valued. When they attend meetings, they want to know their ideas count and that they are being heard. A mentor’s availability to listen is crucial. Knowing that you are just a text away means so much to a new teacher who simply needs to connect with someone who understands. We all know that time is precious. That’s why it means so much when it’s given in a generous spirit.

We want our new teachers, the diamonds who bring new life to our profession, to sparkle. Successful mentoring can make a difference if we help our gems develop their own particular shine.

Above all, we want them to stay and thrive.

Join the great conversations going on about school leadership in our Facebook groups at  Principal Life  and  High School Principal Life .

Plus, check out this article about supporting new teachers and staff.

You Might Also Like

17 Tips for New Teachers and Their Mentors

Tips to help teachers who help new teachers. Continue Reading

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Home Essay Samples Sociology

Essay Samples on Mentorship

Mentorship holds the key to unlocking personal growth, professional development, and lifelong learning. It is a powerful relationship built on trust, guidance, and shared experiences, where a mentor provides support and encouragement to a mentee, fostering their growth and helping them reach their full potential. Exploring the depths of this topic in a mentorship essay can shed light on the transformative impact it can have on individuals and society as a whole.

Writing an Essay on Mentorship

Crafting an impactful essay on mentorship requires a thoughtful approach that captures both the essence and significance of this invaluable bond. To begin, immerse yourself in the topic by studying mentorship essay examples to gain inspiration and insights into various perspectives and experiences. These examples can provide a foundation for structuring your essay and showcasing the diverse aspects of mentorship.

Consider these tips to make your essay engaging and informative:

• Start by introducing the concept of mentorship in a concise yet engaging manner, highlighting its relevance and significance.
• Define the key attributes of an effective mentor-mentee relationship, such as trust, open communication, and mutual respect.
• Share real-life anecdotes or personal experiences that demonstrate the profound impact mentorship can have on an individual’s personal and professional journey.
• To add depth and credibility to your essay, incorporate relevant research findings or studies that highlight the benefits of mentorship.
• Discuss how mentorship has been shown to enhance academic performance, career development, and overall well-being.
• Draw connections between mentorship and broader societal implications, such as increased diversity, inclusion, and community engagement.

While writing, ensure a smooth flow by utilizing appropriate transition words and phrases, allowing your ideas to seamlessly progress from one paragraph to another. Conclude your college essay about mentorship by summarizing the key takeaways and emphasizing the long-lasting impact of mentorship.

My Mentorship Expirience In Social Health Care Practice

Mentor is an accomplished senior guide who recognizes the academic and proficiency requirements of a lesser individual while helping the person in question seek after the chances and encounters to meet them. Mentee is the person in the job of 'leaner' in the coaching relationship....

Startup Mentoring: Process and Benefits

Mentorship is an alliance in which a more experienced or a person with great knowledge helps to guide a less experienced or less knowledgeable person. Mentor is someone who must have an expertise in a subject he/she wants someone to be mentored. A mentor is...

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Mentorship Program for Healthcare Professionals

The purpose of this essay is to explore the mentorship of a virtual student named Chris during her placement. I will explore the different processes using reflection of planning, facilitation, feedback from co-mentors that the student has worked with and the monitoring of the assessment...

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Beneficial Effects Mentorship Can Have on Career

Can you think of a person who had the most profound impact on your career? Was it someone who was there to support you, guide you and encourage you as you took that big leap into your career? The person you are picturing may have...

The Significance of Mentorship and Role Models in Empowering Women

Introduction In today's society, the need for mentorship and better role models for women is of utmost importance. Women face unique challenges and barriers in various aspects of life, including career advancement, personal development, and leadership roles. Mentorship and positive role models can provide guidance,...

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Home / Essay Samples / Sociology / Mentor / The Impact of a Mentor in Life

The Impact of a Mentor in Life

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• Figure Problem 1. The first word problem assigned to the pre-service mathematics teachers
• Figure 1. A sketch of isosceles triangle for the first word problem
• Figure Problem 2. The second word problem assigned to the pre-service mathematics teachers
• Figure 2. A reworked sketch for the second problem with derived angles (in red)
• Figure 3. The first reworked sketch for solving the second problem through right triangles
• Figure 4. The second reworked sketch for solving the second problem through right triangles
• Figure 5. The third reworked sketch for solving the second problem through right triangles