Mentor Teacher Expectations

Student teaching is widely regarded as the single most important component of teacher education. The effectiveness of the experience depends upon the degree to which all members of the team fulfill their responsibilities and establish good working relationships. Frequent and open communication is essential. Immediate communication from the mentor teacher to the university supervisor regarding any/all concerns with the student teacher is paramount.

The Virginia Department of Education (VDOE) requires the student teacher to be in the classroom full time for a minimum of 300 clock hours. Half of that time (150 hours) is to be spent teaching. Since the semester is divided into two placements, a minimum of 75 hours in direct teaching must be logged for each placement.

Direct Teaching is defined as follows:

Co-Teaching: shared responsibility for planning, instruction, assessment, and supervision. Also referred to as team teaching.
Independent Teaching: the student teacher assumes full responsibility for planning and implementing instruction, assessing student achievement, and evaluating the lesson in order to improve learning.

The mentor teacher is responsible for creating and implementing a schedule that provides sufficient teaching opportunities for the student teacher to earn the minimum number of hours in direct teaching. Questions or concerns pertaining to scheduling sufficient teaching hours should be addressed to the university supervisor.

The mentor teacher is expected to serve as role model, instructor, and coach for the student teacher. Since, the mentor teacher’s primary responsibility is for their student’s welfare and learning, the additional responsibility of supervising a student requires careful planning and good judgment about the student teacher’s readiness to assume teaching duties. A general guide to navigating through the processes is described as follows:

Familiarize the student teacher with state and local policies by providing a link to (or hardcopy of) your school’s teacher handbook as a part of their orientation.
Provide the student teacher with a copy of the school music handbook, student expectations, and/or syllabus along with a calendar of events at the beginning of the placement.
Treat the student teacher as a colleague in order to increase acceptance from students.
Co-plan and co-teach during the first month of working together.
Converse regularly, especially in regards to instructional decisions.
Build confidence by having the student teacher gradually assume responsibility for instruction.
Oversee planning, and monitor the progress of the student teacher’s approach to learning.
Gradually withdraw from your classroom, shifting authority and responsibility to the student teacher.
When giving feedback, encourage reflection and self-analysis.
Be open and honest about areas needing improvement by prescribing solutions to strengthen the areas(s) of weakness.
Discuss any concerns or problems with the university supervisor as soon as they arise.
Introduce the student teacher to the appropriate resources needed to accomplish a full range of professional duties.
By word and by action, communicate your love of teaching and commitment to the profession.
Monitor the student teacher as they complete the Log of Hours.
Complete Progress Reports for the student teacher and university supervisor by the appropriate deadlines.
Give advice and support as the student teacher develops their e-Portfolio.
If warranted, provide the student teacher with a recommendation for employment
Complete a Teacher Performance Assessment and confer with the university supervisor as needed