Phase 1: The Direct Stage

Takes place early in the mentoring relationship.

Mentor has a lot to tell the educator, even if the educator hasn’t asked for the information (e.g., procedures, deadlines, schedules, expectations, school/district protocols).

Involves giving the educator information that needs to be learned quickly - there isn’t time for an educator to gradually learn these things.

“Tasks” are more important than the relationship. (Tr)

Phase 2: The Explain Stage

Occurs when there is a “right way” to do things “at this school” or “in this district.”

Mentors convey the cultural norms that a beginning teacher might think they have a choice about, but don’t.

Explaining why is very important during this stage.

“Tasks” are balanced with developing the Relationship. (TR)

Phase 3: The Collaborate Stage

Occurs once beginning teachers have acquired a basic “lay of the land” and are developing competency as teachers.

Peers begin to respect the beginning educator.

The mentor is confident the teacher can handle basic things like deadlines and procedures.

Tasks are completed through collaborative engagement between mentor and teacher. The mentor’s focus is on building a collaborative Relationship, while fostering educator autonomy in navigating tasks. (tR)

Phase 4: The Letting Go Stage

Begins when the beginning teacher is becoming self-sufficient and independent.

As the beginning educator develops more confidence and competence, the mentor gradually steps back.

The mentor continues to provide support, but does so in a way that allows the educator to accept ownership of his/her practice.

During this phase, educators take more responsibility for tasks and the relationship becomes less needed.  (tr)