Frequently Asked Questions

As a mentor, you are expected to model effective instructional practices, support your teacher candidate’s professional growth, provide regular feedback, and facilitate their gradual assumption of classroom responsibilities. You’ll also complete evaluations aligned with the candidate’s program expectations. 

Initially, co-plan lessons with interns and student teachers and guide the candidate through your process. As the semester progresses, students should take more ownership; however, it is essential to review plans before implementation and provide constructive feedback. Your teacher candidate can use the lesson plan templates provided by ASU or the ones used at your site, as long as they address all components outlined in their evaluation rubrics. 

As the mentor of an undergradaute teacher candidate, you are responsible for scoring formal evaluations, which will directly impact their final grade. 

We recommend having at least one structured debrief per week, which includes written notes (even informal ones). Informal, ongoing conversations throughout the day are also valuable. 

Yes, but not for long, extended periods of time. Please understand that leaving an uncertified teacher candidate alone in a classroom poses a liability risk to the school and district. If you are mentoring an apprentice teacher, they are the teacher of record in their classroom. You are not expected to remain in the room with them at all times. 

Interns 

• Hours: Must complete a minimum of 45 or 60 hours over the course of the semester, depending on the course.

• Absences: Follow the schedule agreed upon with the mentor teacher and communicate in advance if unable to attend. All absences should be documented on the timecard.
  
  

Student Teachers 

• Hours: Must attend their placement daily for 15 weeks in alignment with their mentor teacher’s contract hours. A typical contracted day includes arriving at least 30 minutes before school starts, staying at least 30 minutes after school ends, and participating in all required commitments (meetings, collaborations, etc.).

• Absences: Up to five days are permitted for any reason. Absences must be documented on the timecard and communicated with the mentor teacher before the contract day begins. Arriving late or leaving early by 30+ minutes counts as a half-day absence and must be documented.
  
  

Paid Placement

• Hours: Follow the contracted start and end dates in their school’s calendar, for a minimum of 15 weeks.

• Absences: Up to five days are permitted for any reason. Absences must be documented on the timecard. Apprentice teachers must follow both ASU’s absence policy and their district/school absence policy.

 Communicate early with the ASU faculty supervisor by email or phone. Together, you can develop an action plan. Document specific concerns and provide actionable feedback to your teacher candidate. 

Undergraduate and Graduate Teacher Candidates must notify both their mentor teacher and/or immediate supervisors and document their absence on their timecard. Apprentice Teachers will follow the school and/or district absence reporting process. Repeated absences may impact their standing in the program.

Yes. You will be asked to complete both micro-teach and performance assessment evaluations using the Teaching Observation Instrument (TOI) rubric. 

Candidates are expected to arrive on time (following the mentor teacher's contracted hours), dress professionally, maintain confidentiality, and communicate appropriately. If issues arise, please notify the university supervisor and document your concerns and observations on the evaluations and/or progress report. 

ASU faculty/supervisors will check in with you regularly, provide training and collaboration support, and be available to answer questions via email, phone calls, or video conferencing as needed. Mentor-specific resources are available on this website to support your work as well. 

Yes! We offer optional training and collaboration sessions, and access to recorded webinars. Mentors will also receive professional development hours at the end of the semester. 

Please contact your ASU faculty supervisor immediately, so we can develop a transition plan. We understand that unexpected circumstances may arise. 

Depending on the program and your district’s policies, you may receive a stipend and/or professional development hours towards recertification. Mentors supporting a student teacher will receive a tuition waiver for ASU in-state tuition. 

ASU’s fall semester begins in mid-August, and the spring semester starts during the second week of January. Teacher candidates are expected to begin their placements as soon as the university semester starts, regardless of the district calendar. Teacher candidates should consider district holidays and breaks when planning their hours and evaluations. Paid Placement Student Teachers will follow their district or school’s contracted work schedule, aligning fully with site expectations from day one. 

If you have questions or concerns at any point during the placement, don’t hesitate to reach out to your assigned ASU faculty supervisor or Student Teacher Supervisor (undergraduate student teachers). They are your primary point of contact and are here to support both you and your teacher candidate. If your question falls outside their role, they’ll make sure you’re connected with the right person to get the support you need. 

This depends on their placement type. Internship experiences may be part-time, where a student is in your classroom one day a week. Student teachers will be in your classroom full-time following the mentor's contracted hours for the duration of the ASU semester. Student Teachers in a paid placement will follow their district's contracted work schedule.