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Recent research in teacher preparation indicates that the mentor teacher has significant influence on the quality of the novice teacher and on the likelihood that the novice teacher will become a career teacher. One definition for “mentor” is: a wise and trusted guide and advisor; one who serves as a teacher or trusted counselor. The College of Education deeply appreciates those classroom teachers who give of their time and expertise to nurture new teacher professionals. These mentor teachers provide a great service to their districts, the UW College of Education, the state of Wyoming, and the profession. The mentor teacher:

Reviews all sections of the WTEP Handbook pertaining to Residency. The WTEP Handbook is available at: http://www.uwyo.edu/ted/handbook.asp

Serves as a role model and coach for your preservice teacher.

Assists the student teacher in planning and preparing lessons, teaching, and assessing student learning. Provides regular feedback that is focused on improving practice and student learning in your classroom.

Attends the preparation workshop along with your student teacher (typically late in the fall semester).

Accepts primary responsibility for classroom supervision and evaluation of the daily performance of your student teacher by


Completing the midterm evaluation and narrative statement. Discuss this statement with your student teacher with a focus on growth and improvement for the second half of the semester. It is expected that candidates will have several areas noted for improvement/growth at the midterm evaluation.


Completing final evaluation and narrative statement.


Completing the exit interview.

Helps the student teacher gain an appreciation of the values and expectations of the school and the community it serves.

Informs parents of the UW Residency program.

Provides continuous coaching (including praise and constructive criticism) that supports the professional growth of the preservice teacher though the entire Residency experience.

Contacts the UW Faculty/Consultant with any questions or concerns at any time during the semester.

These resources provide additional ideas and support:

Aaronson, E. (2003). The exceptional teacher. San Francisco: Jossey-Bass.

Boreen, J., Johnson, M., Niday, D., & Potts, J. (2000). Mentoring beginning teachers: Guiding, reflecting, coaching. York, ME: Stenhouse.

DuFour, R., Eaker, R., & DuFour, R. (Eds.). (2005). On common ground: The power of professional learning communities. Bloomington, IN: National Educational Service.

Pelletier, C. (2000). A handbook of techniques and strategies for coaching student teachers. Boston: Allyn and Bacon.

Podsen, I., & Denmark, V. (2000). Coaching and mentoring first-year and student teachers. Larchmont, NY: Eye on Education.

Documenting Outcomes

Make notations on the student teacher’s rubric to document completion of outcomes.

Review the student teacher’s reflective journal when completing the midterm evaluation, exit interview and final evaluation to verify successful completion of the outcomes (as required for the student teacher’s major).

Review the professional portfolio during the exit interview (as required for the student teacher’s major).

Debrief videotaped teaching lessons, lesson plans, and critiques with your student teacher (as required for the student teacher’s major).


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