Guidelines intended to provide guidance to school boards in the meeting the following responsibilities:
- Establish program objectives;
- Manage the local mentor program;
- Develop the program design;
- Develop mentor selection criteria;
- Establish school administrator responsibilities;
- Develop mentor training; and
- Evaluate the effectiveness of the mentor program.
Virginia Requirements of Quality and Effectiveness for Beginning Teacher Mentor Programs in Hard-to-
Staff Schools (PDF)
School divisions are required, under the Education Accountability and Quality Enhancement Act of 1999, to provide mentor teacher support programs for new teachers. Increasing student enrollments, a growing number of teacher retirements and growing numbers of teachers migrating to other school divisions represent serious challenges to divisions seeking to ensure the quality of classroom instruction.
While not the entire solution, carefully designed mentoring programs can help school divisions recruit new teachers, improve teacher retention rates and help expand the skills and knowledge of new and veteran teachers.
These modules - and accompanying PowerPoint - provide suggestions on how to train educators to develop an effective mentoring program. Although they can be viewed independently, it is recommended that they be viewed in order.
- Mentor Training PowerPoint Presentation (PPT)
- Expanded Mentor Training PowerPoint Presentation for 2-day training option (PPT)
The video clips below require the free Adobe Flash Player plug-in.
Module 1: Why Mentoring?
Gain a richer understanding of the benefits of a research-based mentoring program, while also differentiating between a buddy and a mentor. Research and statistics show the connection between retention and support as well as the costs of teacher turnover.
Module 2: Understanding the Needs of Beginning Teachers
Learn ways mentors can best support beginning teachers through an interactive activity.
Module 3: Roles of a Mentor
Explore the roles a mentor assumes throughout the year with brainstorming and other activities to aid new teachers.
Module 4: Characteristics of an Effective Mentor
Identify essential characteristics that mentors need to effectively support and successfully mentor new teachers.
Module 5: Building Trust in the Mentoring Relationships
Focus on trust, the cornerstone of an effective mentoring relationship. Activity provides concrete examples of ways to begin building and sustain a trusting relationship with new teachers.
Module 6: Effective Ways to Communicate with New Teachers
Discover ways to engage in productive conversations with beginning teachers using evidence instead of opinion.
Module 7: Language of Support
Learn the three parts of the coaching cycle, receive additional suggestions for mentoring and see how feedback can improve future mentoring programs.