Goals of Mentoring

New teachers enter our profession facing many challenges and a steep learning curve. The
primary goal of mentoring is to provide support during the first year so that new teachers can
quickly become effective practitioners with the skills and expertise needed to improve student
achievement. While this document focuses primarily on mentoring, it is important to note that
mentoring is only one component of multiple supports (called new teacher induction) we need to
provide for new teachers to help them successfully enter our profession.

Other goals of mentoring (which are also tied to increased student achievement) include
teacher quality, retention, compliance, and support. Teacher quality is about expediting the
growth and development of new teachers’ pedagogy, content knowledge, professional skills,
and expertise. Teacher quality is also about helping new teachers become autonomous,
reflective practitioners. Retention is about retaining promising qualified teachers. It is important
to note that retention is not about retaining all teachers; we want to retain those teachers who
have the potential and the ability to teach effectively and impact student learning and outcomes.
Compliance is about New York State regulations. New York State requires that all new teachers
with Initial certificates must receive mentoring in their first year of teaching in order to obtain
their Professional Certificate. Support is about recognizing that no matter how extensive the
university and pre-service training, all new teachers face a steep learning curve that can’t be
simulated in pre-service. Support is about easing the transition and supporting the new teacher
through the challenges of first-year teaching.

Reference:
This information is adapted from the UFT Principals Guide for Implementing Mentoring Guide
(2007).

Establishing a New Teacher Induction Committee

 Mentoring Vision
Centering the connection between new teachers and their students and recognizing the
dynamic that is grown from that relationship, our vision is to foster learning environments where
each student’s identity is visible, valued and vital to providing equitable outcomes for all
students, especially Black, Indigenous, and students of color.

What is the New Teacher Induction Committee?

The New Teacher Induction Committee (NTIC) at the school level is created for the purpose of
supporting and fostering teacher development. A first task in which the committee engages is the
completion of the School-Based Mentoring Plan for new teacher induction. The NTIC often intersects
with existing committees (e.g. Instructional Leadership Team, Professional Learning Committee, cabinet,
etc.).
New Teacher Induction Committee…
● identifies new teachers who require documented mentoring
● supports teachers new to the school
● posts mentoring positions and accepts applications
● selects mentors from the resulting eligibility pool, with priority to certified mentors
● matches new and continuing teachers to an assigned mentor

Selecting Members of the Committee

The principal selects committee members. The principal, or designee and the UFT chapter leader, or
their designee are required members of the committee. A majority of the members of the committee
must be teachers. The school-based teachers serving on the committee should represent a variety of
instructional support roles. The principal convenes a committee that shares ideas and strategies for
continual teacher growth and development in support of equitable outcomes for all students;
particularly Black, Indigenous and students of color. The committee should meet regularly and
incorporate feedback from the new and continuing teachers and mentors to determine how to best
support the teachers’ development.

Purpose of NTIC possible timeline and agendas:

This document is not intended to be prescriptive. It is meant to be used as a guide of possible needs and
structures for NTIC meetings. Team members could decide on the number of times that they meet based
on the school structure. Below are two sample Agenda templates. The first sample Agenda set of topics
are for schools that plan to meet six times throughout the school year. The second sample Agenda set of
topics are for schools that plan to meet three times throughout the school year.

Timeline: (6 meetings)
● May/June - Projecting for next year’s mentoring needs
● August/September - Setting up your mentoring program
● October/November - Identifying new teacher needs and aligning support
● Dec/Jan Agenda - Mid-year check-in
 ● Feb/March Agenda - Reviewing and modifying mentor and new teacher support
● April/May - End of Year Reflection

Possible agenda items and tasks aligned to the timeline:

May/June- Projecting for next year’s mentoring needs

● Consider who should be on the NTIC team
● Project teacher vacancies
● Consider possible mentors
● Post mentoring positions

August/September - Setting up your mentoring program

● Select and match mentors
● Discuss and update School Mentoring Plan
● Principal/admin enters mentors on MTS
● Schedule and hold a new teacher welcome to share school’s vision for racial equity
● Schedule time for mentor/mentee to meet
● Register uncertified mentors for School Based Mentor Course 1

October/November - Identifying new teacher needs and aligning support

● Design Professional Learning (PL) aligned to Equity and Excellence for All and new teachers’
needs
● Create and facilitate school based new teacher support group
● Schedule intervisitations aligned to new teachers’ needs
● Identify PL opportunities for mentors and new teachers
● Read and discuss “Phases of First Year Teaching”
● Discuss new teachers’ social emotional needs and engage in mindfulness and self-care
strategies to increase teacher resilience

Dec/Jan Agenda - Mid-year check-in

● Collaboratively assess: What is working? What isn’t working?
● View MTS reports to gauge frequency of interactions
● Adjust support and mentor matches if needed

Feb/March Agenda - Reviewing and modifying mentor and new teacher support
● Consider additional support for mentors
● Seek input from new teachers on the effectiveness of NTIC
● Adjust mentor support and NTIC if necessary

April/May - End of Year Reflections

● Collaboratively assess: What worked? What did not work?
● Identify next steps to improve the induction experience and the effectiveness of NTIC.
Timeline: (3 meetings)
● August/September:
■ Setting up your mentoring program
■ Identifying new teacher needs and aligning support
● Dec/Jan Agenda:
■ Mid-year check-in
■ Reviewing and modifying mentor and new teacher support
● May/June:
■ Projecting for next year’s mentoring needs
■ End of Year Reflection

Possible agenda items and tasks aligned to the timeline:

August/September - Setting up your mentoring program

● Select and match mentors
● Discuss and update School Mentoring Plan
● Principal/admin enters mentors on MTS
● Schedule and hold a new teacher welcome to share school’s vision for racial equity
● Schedule time for mentor/mentee to meet
● Register uncertified mentors for School Based Mentor Course 1
● Design Professional Learning (PL) aligned to Equity and Excellence for All and new teachers’
needs
● Create and facilitate school based new teacher support group
● Schedule intervisitations aligned to new teachers’ needs
● Identify PL opportunities for mentors and new teachers
● Read and discuss “Phases of First Year Teaching”
● Discuss new teachers’ social emotional needs and engage in mindfulness and self-care
strategies to increase teacher resilience

Mid-year check-in
● Collaboratively assess: What is working? What isn’t working?
● View MTS reports to gauge frequency of interactions
● Adjust support and mentor matches if needed
● Consider additional support for mentors
● Seek input from new teachers on the effectiveness of NTIC
● Adjust mentor support and NTIC if necessary

May/June- Projecting for next year’s mentoring needs

● Collaboratively assess: What worked? What did not work?
● Identify next steps to improve the induction experience and the effectiveness of NTIC Post
mentoring positions
 ● Consider who should be on the NTIC team
● Project teacher vacancies
● Consider possible mentors
Posting for School-Based Mentor for New Teachers

Duties: Provide 2 periods weekly of individual mentoring support for each beginning teacher. Support
includes both in-classroom support and one-to-one conferences. Use a variety of strategies to support
the new teacher such as:
● introduce and orient the new teacher to the school
● assist the new teacher to identify and access school and community resources
● assist new teacher to develop classroom rules and routines
● assist new teacher with classroom management
● assist new teacher in setting up classroom
● assist new teacher with lesson planning
● assist new teacher with formal and informal assessment strategies
● assist new teacher with analysis of student work and differentiation of instruction
● assist new teacher in aligning the curriculum with learning standards
● use teaching framework to guide the new teacher's growth and development
● use structured tools and protocols to guide mentoring interactions
● view new teacher's classroom to provide objective non-judgmental data
● arrange reciprocal classroom visits
● model and conduct demonstration lessons
● assist the teacher in developing short and long term goals
● help prepare the new teacher for supervisors' observations
● assist the new teacher in effectively communicating with parents
● assist the new teacher in complying with clerical responsibilities
● share with supervisors only the topics, strategies, and tools being used
● Maintain regular on-line documentation in the Mentor Tracking System

Eligibility:
● At least 3-5 years of teaching experience preferred
● Prior mentoring experience preferred, and/or mentor coursework preferred
● Demonstrated strong interpersonal skills
● Demonstrated positive attitude toward professional growth and student achievement
● Demonstrated mastery of content of new teacher preferred
● Demonstrated mastery of pedagogy
● Willingness to participate in professional development on mentoring strategies

Compensation: Reduced instructional time; per session (before/after school)

Application: Copy of license, resume, and cover letter of interest must be submitted to the Principal for
review by members of the New Teacher Induction Committee. No later than ________________
Approved:________________________ ______________________________
Principal UFT

Who Must Be Mentored?

The primary goal of mentoring is to provide support during the first year so that new teachers
can become more effective practitioners with the skills and expertise needed to provide
equitable outcomes for all students, especially Black, Indigenous, and students of color.

When new teachers apply for the professional certificate, New York State requires
documentation that mentoring occurred during the first year of teaching. Teachers with initial
certificates and less than two years of full-time prior teaching experience must be mentored. For
most new teachers this simply means that they must be mentored in their first year of teaching.
For a few teachers (who can show that they had two years of full-time teaching prior to obtaining
their initial certificate from New York State), this means that they can apply for a waiver of the
mentoring requirement.

Teachers working under alternative certificates (transitional A, B, or C) must be mentored. This

includes the Teaching Fellows, Teach for America, Peace Corps, and Teaching Opportunity
Program participants1. Teachers working under internship certificates start their mentoring
requirement when they obtain their initial certificate. There is currently no New York State
requirement that International teachers be mentored.

Reference:
This information is adapted from the UFT Principals Guide for Implementing Mentoring Guide
(2007).

1 Transitional B teachers must also receive daily mentoring for the first 40 days of service
Approach to Selecting Mentors
Careful consideration should be given to the approach to mentor selection that meets the needs
of your school:
• Which staff in your building have the pedagogical experience and interpersonal skills to best
support your new teachers?
• What would be the impact on their regular programs?
• When will they have the TIME to meet?
• What content areas or grade levels do you need?
• How many new teachers do you project and how many mentors will you need?
• Is the number of new teachers high enough to warrant considering a full-time site-based
mentor2?
• Is your school arranged in houses or mini-schools?
• Are there staff members who already have mentoring experience and training?
• Do you already have collaborations with PD vendors or consultants in your building who could
also provide mentoring?
• Do you need to look outside of your building for mentoring support?
• Does it make sense to share an experienced expert mentor with several principal colleagues?
• Are there highly qualified F-Status teachers3 available?

Reference:
This information is adapted from the UFT Principals Guide for Implementing Mentoring Guide
(2007).

2 Memorandum of Agreement with UFT: If the plan includes a full-time mentor position, the ratio of
mentor to new teachers may not exceed 1:15
3 Memorandum of Agreement with UFT states that “F” status teachers may only be used in instances
where the school cannot provide appropriate internal mentor matches.
Summary of Possible Staffing Options for School-Based Mentoring:
• Internal: classroom teacher (by content, grade level, house/team/cluster, teaching expertise,
prior mentoring experience) or site-based staff developer (coach, staff developer, lead teacher,
etc.) or full-time site-based mentor (position would be funded by school budget)
• External: shared mentor (several schools share and fund the cost of a full-time mentor expert)
or F-Status teacher
• Any combination of the above

Reference:
This information is adapted from the UFT Principals Guide for Implementing Mentoring Guide
(2007).

Mentoring Matches
Contractually each school will form a New Teacher Induction Committee (NTIC) comprised of a
principal or designee; chapter leader or designee; teachers; and representatives of constituency
groups. A majority of the members of the NTIC should be teachers. The NTIC should be
instrumental in the vetting of mentors. The committee establishes a pool of eligible mentor
teachers. The committee then makes recommendations for matches. Mentors should be
matched by license or content area expertise and level when possible. The principal has the
final say and should ensure that the committee has a clear understanding of all of the factors
that go into making effective mentor selections4 and matches.

When selecting mentors, preference should be given to teachers who have already received
mentor training (they will be designated with a #1,2 or 3 next to their name in MTS). Should a
teacher without training be selected, it is important to consider who has the experience,
interpersonal skills, and ability to help mentees foster learning environments so that every
student’s identity is visible, valued and vital. Uncertified Mentor Teachers should be encouraged
to receive training as soon as possible.

Reference:
This information is adapted from the UFT Principals Guide for Implementing Mentoring Guide
(2007).

Role of Mentor:
Role: The mentor’s overall role is to promote the growth and development of the beginning
teacher to improve student learning. Specifically the mentor
4 The Memorandum of Agreement with the UFT states: “The minimum requirements for qualifying
mentors are: *5 years of teaching in NYC public school preferred *demonstrated mastery of pedagogical
and subject matter skills *evidence of interpersonal skills *commitment to participate in professional
development
• Promotes the growth and development of beginning teachers to improve student learning for
all students; particularly Black, Indigenous, and students of color. Mentors help accelerate the
pedagogical skills and content knowledge development of beginning teachers.
• uses reflective conversations to help the beginning teacher become an autonomous
independent practitioner,
• provides both collegial and emotional support to beginning teachers as they face the
challenges of the first year of teaching, and
• documents interactions on MTS for the new teacher’s professional certification requirements.
All mentoring interactions are confidential.

Reference:
This information is adapted from the UFT Principals Guide for Implementing Mentoring Guide
(2007).

Relationship:
One of the mentor’s initial roles is to establish a trusting relationship with the new teacher.
Research indicates that mentoring is most effective when the beginning teacher trusts the
mentor. The mentor builds this trust by creating a risk-free learning environment for the
beginning teacher by providing support that is non-judgmental and confidential. While
confidentiality means that the mentor does not share any evaluative information about the
beginning teacher with anyone (including administration and the principal), it does not mean that
there is no communication between the mentor and administration. The mentor is encouraged
to share topics & content discussed and strategies used.

Reference:
This information is adapted from the UFT Principals Guide for Implementing Mentoring Guide
(2007).

Types of Interactions:
The mentor meets with the beginning teacher for regularly scheduled structured meetings for
the equivalent of 2 or more periods per week. Meetings must include both in-classroom support
and should include one-on-one conferences. When the mentor views the beginning teacher’s
practice, there is a mutually agreed upon purpose and the mentor shares objective
nonjudgmental classroom practice data. When the mentor meets one-on-one with the beginning
teacher, it’s for the purpose of holding reflective conferences to build the teacher’s capacity to
make effective decisions. The mentor guides the beginning teacher to use classroom data and
student data to come up with strategies, solutions, and next steps.
Below are possible types of interactions available for mentors to use in supporting their
mentees
(The information below is intended to offer possibilities for confidential interactions and is not
comprehensive)
● Conference: can be used for video conferencing
● To ensure that all students are visible, valued and vital:
● Lesson study focused on racial equity
● Analyze student work
● Goal setting
● Engaging families
● Meet with Coach: If both mentor, mentee, AND the coach are collaborating (via
teleconferencing or platform such as Microsoft Teams, Google Classroom, Zoom or
another collaborative platform)
● Aligning all efforts on behalf of students
● Co planning
● Use instructional expectations to inform planning
● Develop standards-based lessons centered around culturally responsive and
sustaining education principles
● Visit classrooms (in-person and/or virtual)
● To ensure that all students are visible, valued and vital:
● Observe teacher practice and collect mutually agreed upon data between
mentor and mentee
● Inter-visitation
● mentor and mentee participate/experience another teacher’s classroom
● Telephone
● Email (text)

Reference:This information is adapted from the UFT Principals Guide for Implementing
Mentoring Guide (2007).

Record of Mentoring Interactions:

The Mentor Tracking System (MTS) is a website where mentors record the mentoring
interactions with their mentee. Administrators also match mentors with mentees, record their
mentoring plan and the members of the New Teacher Induction Committee on this site. Reports
of mentoring interactions can be viewed by new teachers, mentors and administrators.
Reference:
This information is adapted from the UFT Principals Guide for Implementing Mentoring Guide
(2007).

Strategies:
A wide range of strategies are available to the mentor in working with the beginning teacher. A
list of some strategies is included below:
• introduce and orientate the new teacher to the school
• assist the new teacher to identify and access school and community resources
• assist new teacher to develop classroom rules and routines
• assist new teacher with classroom management
• assist new teacher to set up classroom
• assist new teacher with lesson planning
• assist new teacher with formal and informal assessment strategies
• assist new teacher with analysis of student work and differentiation of instruction
• assist new teacher to understand and use the curriculum and student standards
• use the Professional Teaching Standards and Continuum of Teacher Development to guide
the new teacher’s growth and development
• use structured tools (such as the Formative Assessment System) to guide interactions and
keep the conversation focused
• view new teacher’s classroom to provide objective non-judgmental data
• arrange reciprocal classroom visits
• model and conduct demonstration lessons
• co-teach with the new teacher
• assist the teacher to develop short and long term goals
• help prepare the new teacher for supervisors’ observations
• assist the new teacher to effectively communicate with parents
• help prepare the new teacher for parent-teacher conferences
• assist the new teacher to understand and comply with clerical responsibilities

Reference:
This information is adapted from the UFT Principals Guide for Implementing Mentoring Guide
(2007).

Mentor Training Growth & Development:

The mentor understands that supporting a beginning teacher requires a different set of skills
and competencies than those used in supporting students. The mentor is committed to
participating in professional development to learn, enhance, and deepen his/her mentoring
skills. One valuable resource for this professional development is the Lead Instructional Mentor
who is part of the School Support Organization network or cohort team. The Lead Instructional
Mentor will be available to provide a variety of supports including: mentoring tools, mentor
language & stems, mentor protocols & strategies, use of the Professional Teaching Standards &
Continuum of Teacher Development to guide mentoring, one-on-one coaching on mentoring,
objective feedback, maintaining logs, small group workshops, etc.

Reference:
This information is adapted from the UFT Principals Guide for Implementing Mentoring Guide
(2007).

Role of the New Teacher:

Beginning teachers also have a role to play in making mentoring successful. New York State
mandates that beginning teachers with Initial certification must be mentored in their first year of
teaching in order to qualify for Professional certification. Beginning teachers maximize the
benefits of this mandate, however, when they take an active role in the process with the
mentor. Beginning teachers can take an active role by:
• being available to meet regularly with their mentor
• understanding that the mentor’s support is intended to be non-judgmental and confidential5
• inviting the mentor to view their classroom
• participating in reciprocal visits to the mentor’s classroom
• continually reflecting on their classroom practice

• identifying areas in which assistance is needed

• being open to suggestions developed in collaboration with the mentor.

Reference:
This information is adapted from the UFT Principals Guide for Implementing Mentoring Guide
(2007).

Allocating Time for Mentoring:

The expected mentor/ new teacher contact time during the school day will be equivalent to two
(2) periods per week or more. While mentors and beginning teachers’ work together can be
structured and accomplished in a variety of ways, a portion of the regularly scheduled contact
time must include in-classroom support. If the plan includes mentoring to be performed by
classroom teachers, it may require that mentoring activities be conducted during the mentor’s
professional period (but it may not require the classroom teacher to perform mentoring activities
during lunch or preparation periods). The plan may also include, without an SBO, release time

5 While confidentiality means that the mentor does not share any evaluative information about the
beginning teacher with anyone (including administration and the principal), it does not mean that there is
no communication between the mentor and administration. The mentor is encouraged to share topics &
content discussed and strategies used.
for classroom teachers6. Mentors and new teachers may also meet before and or after school7
for conferencing and planning activities. Two of the weekly professional periods for new
teachers may be designated by the principal for mentoring8 Principals can facilitate time for
mentoring by aligning preparation periods of new teachers and professional periods of mentors.

Reference:
This information is adapted from the UFT Principals Guide for Implementing Mentoring Guide
(2007).

Role of the Principal:

There are many strategies that principals can use to promote successful mentoring experiences
for their new teachers. If possible, mentoring matches should be made before the start of the
school year; the first days of school are critical for a new teacher’s success. If possible, schools
should avoid assigning new teachers to the most difficult students and schedules. The work of
the mentor should be coordinated with other staff who may be working with the beginning
teacher. While principals should avoid asking the mentor for evaluative feedback about the new
teacher; principals should know the topics and strategies that mentors and new teachers are
using as they work together. Principals should confirm that the mentor/ new teacher relationship

6 School based posting required if classroom teachers are to be given release time
7 Both mentors and new teachers will be paid per session
8 UFT Contract
is working. Principals should consider scheduling on-going new teacher group meetings with the
principal for support beyond mentoring. Principals should ensure that mentors receive
professional development on how to be effective mentors.

Reference:
This information is adapted from the UFT Principals Guide for Implementing Mentoring Guide
(2007).