Mentor Responsibilites

Our mentors are very talented and special individuals. They have been identified by their district as "master" teachers. As such, mentors provide experiences that are consistent with the education department's philosophy and goals within the context of their school and district. Each mentor brings their unique talents and perspectives to the student teaching semester. The Simpson Education Program faculty are honored to work with such superb professionals. In an effort to create some consistency within all student teaching experiences as well as to promote student teaching as a natural extension of the Simpson Education Program, we ask that mentors utilize the following guidelines.

Mentoring Teachers Should:

Conference with the student teacher prior to the actual student teaching experience. This conference will allow the mentor and the student teacher to explore logistical issues, share teaching philosophies, discuss expectations, walk through the planned graduation of responsibilities, gather materials needed for the student teaching experience and more. It also lowers anxiety for all.

Get to know the student teacher's background, areas of particular expertise, and interests. Please appreciate that most student teachers are excited but also apprehensive and uncertain as they enter this brand new and demanding experience.

Help the student teacher complete the "Student Teacher Orientation Checklist" at your earliest convenience (we hope within the first week or so).

Arrange for an appropriate work space (e.g. adult-sized desk or table as their “teacher’s desk”) for the student teacher; provide any special materials, media, and technology (e.g. texts, VCR/DVD's, computers); and familiarize the student teacher with other resources (e.g. the area A.E.A.) that are expected to be used as the student teacher carries out the student teaching experience.

Help the student teacher understand the unique needs of each student, and provide information necessary for the student teacher to know their students under the assurance that such information will be treated with strict confidentiality.

Introduce the student teacher to the other faculty and staff with whom she or he will be working, and assure that the student teacher meets the appropriate support personnel and understands their specific roles.

Provide the necessary forms and schedules, e.g. daily and weekly schedules, procedures for homerooms, school discipline and emergency policies, and so on.

Assure that the student teacher is familiar with the specifics of district (and school) policy.

Treat the student teacher as a colleague. Introduce him/her as a teacher to the students referring to him/her with the same title with which teachers in the school are commonly addressed. Encourage and support the student teacher's development and creativity through giving them professional space to try out innovative and original pedagogical approaches (which will fit the curriculum/standards and benchmarks).

Observe the student teacher frequently and initiate conferences as soon as possible after such observations (just following, if at all possible). Frequent observations and follow-up conversations are extremely effective in the development of the student teacher and it helps him/her be the most effective teacher for your students. Weekly conferences are very helpful for student teachers’ ongoing development. These conferences should focus on both areas of strength and areas for growth, and they should be approached from a reflective, problem solving perspective. Many mentors find that keeping an ongoing two-way journal is a useful tool.

Meet with the college supervisor and the student teacher in "three way" conferences so that observations and recommendations can be shared in a way that draws on all parties' perceptions and expertise. (These are usually held at the middle and end of each placement. The mid-assignment and final evaluation forms needed to carry out these "three-way" meetings should be completed in advance of the “three way” conference. All forms must be fully completed, signed and dated.)

Arrange for the student teacher to be observed by other educators, e.g. building principals and other master teachers, if such staff are willing to do so; and encourage conversations about these observations.

Encourage and facilitate the student teacher's meaningful participation at parent-teacher conferences, open houses, and other professional responsibilities/opportunities.

Share the richness of your professional experience.

Immediately contact the college supervisor and student teaching coordinator if a concern arises regarding the student teacher's performances or circumstances, or if a question arises regarding the Simpson College Teacher Preparation Program.


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Mentor Responsibilites Our mentors are very talented and special individuals. They have been identified by their district as "master" teachers. As such, mentors provide experiences that are consistent with the education department's philosophy and goals within the context of their school and district. Each mentor brings their unique talents and perspectives to the student teaching semester. The Simpson Education Program faculty are honored to work with such superb professionals. In an effort to create some consistency within all student teaching experiences as well as to promote student teaching as a natural extension of the Simpson Education Program, we ask that mentors utilize the following guidelines. Mentoring Teachers Should: Conference with the student teacher prior to the actual student teaching experience. This conference will allow the mentor and the student teacher to explore logistical issues, share teaching philosophies, discuss expectations, walk through the planned graduation of responsibilities, gather materials needed for the student teaching experience and more. It also lowers anxiety for all. Get to know the student teacher's background, areas of particular expertise, and interests. Please appreciate that most student teachers are excited but also apprehensive and uncertain as they enter this brand new and demanding experience. Help the student teacher complete the "Student Teacher Orientation Checklist" at your earliest convenience (we hope within the first week or so). Arrange for an appropriate work space (e.g. adult-sized desk or table as their “teacher’s desk”) for the student teacher; provide any special materials, media, and technology (e.g. texts, VCR/DVD's, computers); and familiarize the student teacher with other resources (e.g. the area A.E.A.) that are expected to be used as the student teacher carries out the student teaching experience. Help the student teacher understand the unique needs of each student, and provide information necessary for the student teacher to know their students under the assurance that such information will be treated with strict confidentiality. Introduce the student teacher to the other faculty and staff with whom she or he will be working, and assure that the student teacher meets the appropriate support personnel and understands their specific roles. Provide the necessary forms and schedules, e.g. daily and weekly schedules, procedures for homerooms, school discipline and emergency policies, and so on. Assure that the student teacher is familiar with the specifics of district (and school) policy. Treat the student teacher as a colleague. Introduce him/her as a teacher to the students referring to him/her with the same title with which teachers in the school are commonly addressed. Encourage and support the student teacher's development and creativity through giving them professional space to try out innovative and original pedagogical approaches (which will fit the curriculum/standards and benchmarks). Observe the student teacher frequently and initiate conferences as soon as possible after such observations (just following, if at all possible). Frequent observations and follow-up conversations are extremely effective in the development of the student teacher and it helps him/her be the most effective teacher for your students. Weekly conferences are very helpful for student teachers’ ongoing development. These conferences should focus on both areas of strength and areas for growth, and they should be approached from a reflective, problem solving perspective. Many mentors find that keeping an ongoing two-way journal is a useful tool. Meet with the college supervisor and the student teacher in "three way" conferences so that observations and recommendations can be shared in a way that draws on all parties' perceptions and expertise. (These are usually held at the middle and end of each placement. The mid-assignment and final evaluation forms needed to carry out these "three-way" meetings should be completed in advance of the “three way” conference. All forms must be fully completed, signed and dated.) Arrange for the student teacher to be observed by other educators, e.g. building principals and other master teachers, if such staff are willing to do so; and encourage conversations about these observations. Encourage and facilitate the student teacher's meaningful participation at parent-teacher conferences, open houses, and other professional responsibilities/opportunities. Share the richness of your professional experience. Immediately contact the college supervisor and student teaching coordinator if a concern arises regarding the student teacher's performances or circumstances, or if a question arises regarding the Simpson College Teacher Preparation Program.
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