Embedded Files
Mentorship
How Are Mentors Assigned?
The FUSD Teacher Induction Program uses both the guidelines set forth in the Induction Preconditions and Standards as well as Article 31 in the FUSD-FUDTA Collective Bargaining Agreement. The following steps are taken to ensure that candidates are matched with qualified mentors:
Once the FUSD Teacher Induction Program Admission Application has been completed and reviewed by both HR and Induction, the Induction Program will contact the administrator at your school site and ask for the name of potential mentors. This occurs within the first thirty days of the participant’s enrollment in the program.
The administrator will provide the name of a willing mentor who has the same credential type as the candidate. The Induction Program will check that credentials match as appropriate to the participant’s employment and provide the mentor with the Mentor Application and Mentor Stipend Agreement to sign.
If no one is available at the site with the correct credential, the administrator will reach out to the Induction Program for assistance. The Induction Program maintains a list of qualified mentors and can assign a mentor when needed.
What Are the Requirements to Become a Mentor?
The FUSD Teacher Induction Program mentors are classroom teachers as described in Article 31 in the Collective Bargaining Agreement. Mentors must have:
Knowledge of the context and the content area of the candidate’s teaching assignment
Demonstrated commitment to professional learning and collaboration
Possession of a Clear Teaching Credential
Ability, willingness, and flexibility to meet candidate needs for support
Minimum of three years of effective teaching experience
What Are the Mentor Expectations?
Mentors are experienced classroom teachers with a passion to support new teachers. Within their Mentor Stipend Agreement, they are paid a stipend to provide the following:
Establish a learning-focused relationship with the candidate(s) and maintain confidentiality and discretion around conversations and work.
Advise and assist the candidate(s) in completing all requirements of the FUSD Teacher Induction Program as explained in the Teacher Induction Handbook, at Orientations, at Mentor Meetings, or as provided by Induction staff.
Provide both “just in time” and long-term support of teaching practices including but not limited to: feedback on formal and informal classroom observations, reflective conversations, and/or modeling.
Meet with, observe and/or coordinate learning opportunities for candidate(s) an average of one (1) hour per week throughout the school year. Collaborative Logs are completed by the Candidate to document this work. Mentors will review these logs monthly, forwarded by the candidate(s), using the online Collaborative Log shown on pages 35-36 in the Induction Handbook.
Complete all required state and local program evaluations and surveys by the due date announced by Induction staff.
Attend all required Induction meetings including, but not limited to, Mentor Meetings and Orientations.
Connect candidate(s) with available resources to support their professional growth and accomplishment of the ILP.
Periodically review the ILP with candidate(s) and make adjustments as needed.
Commit to becoming knowledgeable about beginning teacher development.
Observe your candidate(s) at least once per semester and provide written feedback to your candidate.
Respond to any requests from the Induction office within a timely fashion.
How Are Mentors Trained?
Mentors attend an Orientation meeting at the beginning of the semester to learn about program requirements and expectations. Once per semester, mentors attend Mentor Meetings where the Induction Specialist provides data-based training tailored to the needs of FUSD’s mentors and candidates.
When Can I Meet with My Mentor?
The FUSD Teacher Induction Program recommends that you work with your mentor to find a convenient and regular time to meet with your mentor. For most candidates and mentor pairings, they work at the same site and can often find a mutually agreed upon regularly scheduled weekly meeting time and place. For candidates and mentors who may be at different sites, meeting regularly virtually is an option with prior permission from the Induction Specialist.
Observations
Mentors are required to observe their candidates at least once per semester for a total of two times per school year. Mentors and candidates will engage in the following observation meetings:
Pre Observation: Candidates and mentors will discuss what the mentor will see and anything in particular candidates would like the mentor to focus on such as classroom management, engagement, behavior management strategies, Total Physical Response, etc. They will also agree upon a date and time of the observation. This meeting is best held a few days before the observation.
Observation: The mentor will observe the candidate and share their notes digitally with the candidate. The notes are kept confidential between the mentor, candidate, and Induction Specialist. Observations are not evaluative.
Post Observation: The candidate and mentor will meet to discuss the observation. The mentor may suggest next steps or recommended resources based on the observation. This meeting is best held within a few days of the observation.
To see how an observation cycle goes, please watch the video linked below from an FUSD Mentor and Candidate at Horner Middle School.
As needed, mentors can observe more frequently than that during agreed-upon dates and times.
The Induction Specialist will also observe candidates at least once throughout the school year. The Induction Specialist will contact the candidate and observe at a mutually agreed upon date and time. Observation notes will be shared with the candidate and mentor only.
Mentors can use any form they like to record their candidate observation. A few types are available below. During the Post Observation, please share a digital copy of your observation form with your candidate as they will need to link it to their ILP.
Additional Mentor Resources
Previous Mentor Meeting Content
Should you wish to access content from previous years, please find those resources below. These can be used as reference points for new mentors or refreshers for past mentors. However, please note that the content or policies discussed during past meetings may have changed. For current or up-to-date mentor content, please see Mentor Resources.
2024-2025 Mentor Resources
Mentor Meeting #1 (New Mentors)
Mentor Meeting #1 (Experienced Mentors)
Mentor Meeting #2 (New Mentors)
Mentor Meeting #2 (Experienced Mentors)
2023-2024 Mentor Resources
2022-2023 Mentor Resources
Coaching for Equity, Chapter 9 (pdf)
What is Transformational Coaching?
A Transformational Coach's Ways of Being
The Phases of Transformational Coaching
2021-2022 Mentor Resources
The Art of Coaching, Chapter 9 (pdf)
The Art of Coaching, Chapter 10 (pdf)
2020-2021 Mentor Resources
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