With the continued demands for accountability, first year teachers can easily lose sight of what their focus in and out of the classroom should be. This is where mentoring pays off for the teacher, the students, and the building.
Ways to Assist New Teachers
In the first few days of the school year, try to address those items that will assist teachers most.
Show the new teacher around the building to point out where to get classroom books, supplies, where the lavatories, teacher lounge, and lunchroom are located.
Explain the norms of the building: what people do for lunch, where to be for planning period, expectations for building meetings and social activities, and procedures for enlisting administrative assistance.
Schedule regular weekly or biweekly meetings for the first month of the school year. Decide together what will best fit each other’s schedules and needs. Later the meetings can taper off, but should not disappear.
Addressing Teacher Burnout
At mentor/mentee meetings, the topics addressed should help new teachers avoid feeling too overwhelmed which can lead to burnout. Together identify areas of concern and address those causing the most stress first. For most new teachers these can be
setting up the on-line grade book;
arranging the classroom for optimal learning; and
coping with lesson plans, meetings, and grading.
Topics to deal with later may include classroom management, extra duties, contacting parents, teacher-student conferences, grade reports, parent-teacher conferences, checking on time management, and other concerns that come up during the school year.
Mentors should be aware of what is coming up and try to address those topics ahead of time. For instance, talk about holding parent-teacher conferences at least a week before they are scheduled. This gives new teachers time to process the information they have been given and allows time for additional follow-up.
Ensuring Success with Mentors
Mentors must go into this relationship understanding that their primary purpose is to guide new teachers. This is done by listening to first year teachers’ concerns and helping those teachers adjust to the teaching environment. Unless specifically asked, mentors should not tell mentees how to do a particular task. Usually a sharing of ideas from both parties is all that is needed for mentees to feel comfortable with what they are doing.
Working hard to develop a collegial relationship will pay off down the line. As new teachers begin to feel part of the staff and the building, they will step up and volunteer more. They will become part of extracurricular activities, join committees, and share ideas with other teachers. In the long run, this is what makes a building successful. With the input and expertise of all faculty and staff, students and parents are assured of receiving a better education.
