Classroom Mentor Teacher

At BGSU, the structure for the professional year has traditionally consisted of a triad—the Teacher Candidate (TC), Classroom Mentor Teacher(s) (CMT) and a University Mentor (UM). With periodic conferences, observations and evaluation provided by the UM, the CMT is responsible for day-to-day planning and oversight of the student teaching internship experience. The Classroom Mentor Teacher (CMT) should work cooperatively with University personnel to conduct and evaluate the Teacher Candidate’s (TC’s) experience and to provide support and networking for the teacher candidate within the broader school environment. To be considered for classroom mentor teacher status, teachers should communicate with their district administration or BGSU School of Inclusive Teacher Education (SITE) Field Office.

Classroom Mentor Teacher Qualifications

• Be a regularly employed teacher with full responsibility for a group of learners.
• Possess the appropriate standard license or certificate.
• Have a minimum of three years of classroom teaching experience including one year in the area of specialization for which the service is being provided.
• Be a responsible and willing participant in the affairs of the school and the profession and works harmoniously with others.
• Be willing to work with the teacher candidate, to give the necessary time and effort, and to support the teacher candidate as a learning professional.
• Be recommended by the district's administrative team and/or designated liaison and approved by the BGSU School of Inclusive Teacher Education (SITE) Field Office.

Classroom Mentor Teacher Roles/Responsibilities

The Classroom Mentor Teacher (CMT) should work cooperatively with University personnel to conduct and evaluate the Teacher Candidate’s (TC’s) experience and to provide support and networking for the TC within the broader school environment. The CMT contributes much to the development of the competencies that are desired in TCs by:

• Providing an atmosphere of acceptance and preparedness for the TC as a professional and co-worker in the teaching staff.
• Familiarizing himself/herself with the TC's personal and educational background.
• Providing the TC with information concerning the school, its policies, regulations, available teaching materials, sources of school supplies, handbooks, curriculum guides, etc.
• Supplying the TC with essential data concerning the pupils with whom he/she will be working.
• Introducing the TC to the administrators, teacher colleagues, building personnel, parents, resource personnel, and other professionals.
• Developing an early sense of TC responsibility in long-range unit and daily planning as well as coordinating tasks for the entire teaching team; using the Co-Teaching model as a guide to introduce the TC into teaching responsibilities gradually.
• Collaborative planning for instructional activities with the TC as soon as possible in addition to preparation and setting up of teaching materials, helping individual pupils, etc.
• Establishing timeframe to submit lesson plans allowing for adequate time for CMT to review and critique for TC to adequately prepare to deliver lessons.
• Establishing regular periods (daily at first) for conference and discussion of classroom and teaching issues so that the TC can receive critical preparation and then feedback.
• Modeling carefully developed classroom management procedures.
• Conferencing regularly with the University Mentor (UM) and the TC.
• Observing lessons formally and informally, providing feedback in writing and online.
• Helping the TC reflect upon and evaluate his/her own progress.
• Allowing the TC to develop his/her own unique teaching abilities and personality whenever feasible, but recognizing and respecting at all times the legal responsibility of the CMT.
• Formally contributing to the TC's written performance evaluations and conferences at the mid-semester and conclusion of the field experience.
• Classroom Mentor Teachers should strictly follow the communication protocol for problems.