Research suggests that the mentor teacher serves as an especially influential person in the professional development of the residency candidate. Mentors are selected on the basis of professional experience and success as a teacher. Candidates look to mentors as role models, and the mentor plays an essential part in the induction of the candidate into the teaching profession.
If you are currently serving as a mentor teacher for a residency candidate during the 2019-2020 academic year please complete the online Mentor Information Form.
In addition to completing the information form, please follow the compensation procedures below to ensure timely payment.
Mentor Teacher News
We are excited to showcase these outstanding teachers! Congratulations to our 2019-2020 Outstanding Mentor Teachers and Supervisors!
The following criteria will be applied in the selection of mentor teachers for Residency I and II:
1. Licensed fully in the grade level/content area.
2. Three years of successful P-12 teaching experience.
a. Required: Three years at the general grade level
b. Required: Three years in the content area or closely related area.
3. Highly qualified.
4. Recommended by the principal or other appropriate supervisor based on the following:
a. Level of overall effectiveness of above expectations or significantly above expectations for the prior school year.
b. Demonstrated dispositions that support the development of teacher candidates, including
c. Willingness and ability to assume the roles expected of a mentor, such as advocate, counselor, coach, and critic.
d. Willingness and ability to work as a team member to promote the development of a novice.
5. Interested in working with teacher candidates.
a. Understanding of the co-teaching model for preparing beginning teachers and implementation of strategies and responsibilities.
b. Preferred: Willingness to have a candidate for Residency I and Residency II experiences.
c. Preferred: Previous successful experience working with candidates.
6. Completion of appropriate orientation to serve as a mentor teacher, prior to or early in the first mentoring experience.
a. Providing mentors with written expectations for clinical experiences.
b. Providing mentors with written assignment guidelines and scoring guides
c. On-line Mentor Information form and other forms required for payment (W-9, direct deposit, name change, address change, etc.)
7. Willingness to provide feedback to Director of Field Experiences and Residency and university faculty.
a. Collaborate with program faculty to design specific assignments to connect theory and practical experiences.
b. Evaluation of candidate performance.
c. Evaluation of supervisor experience.
d. Evaluation of program requirements.
*Exceptions to these criteria must be approved by the Director of Field Experiences and Residency, in consultation with the designated School contact person(s), with a documented rationale for the exception. If appropriate, additional supervision and monitoring may be required.
Responsibilities of the Mentor Teacher
The mentor teacher assists the residency candidate in the following ways:
In becoming a caring professional
- Become familiar with the mentor section of the Educator Preparation Handbook.
- Provide class rolls, textbooks, etc., for your residency candidate.
- Prepare to receive the residency candidate by adjusting the classroom situation as necessary.
- Organize a work place (desk).
- Prepare a Survival Kit.
- Announce to the class that a co-teacher will be assisting in the teaching of the class during coming year.
- Establish a supportive climate of acceptance, enthusiasm, and open communication with the residency candidate to ensure a positive relationship and successful experience.
- Communicate frequently before problems escalate and work with the residency candidate to remedy problems promptly.
- Generate the necessary faculty cooperation for school-wide acceptance of the residency candidate.
- Help the residency candidate to develop a positive perception of the profession, a commitment to teaching, and a realistic concept of the total responsibilities of a teacher.
- Think of the residency candidates as novice professional colleagues or co-teachers rather than teachers’ aides.
In becoming an effective practitioner
- Discuss with the residency candidate the decision making process and alternatives as they relate to planning, implementing instruction, and managing the classroom.
- Model effective teaching techniques and behaviors:
- Accommodations for learner differences
- Classroom management techniques
- Professional behavior.
- Instruct the residency candidate in methods, technology, and strategies used in the classroom.
- Provide opportunities for the residency candidate to observe varied teaching styles and methods.
- Work with the residency candidate using co-teaching models.
- Plan a progression of experiences that will ease the residency candidate from small group teaching to assuming responsibility for designing instruction for the whole class.
In becoming a critical thinker
- Provide cooperative help during daily planning sessions for the instructional program in the classroom. Allow the residency candidate to employ individual methods of his/her choosing within the existing framework of the classroom.
- Require residency candidate’s lesson plans (using ETSU’s lesson plan format) at least two days prior to instruction.
- Assist in the development of a Teacher Performance Assessment (see guidelines).
- Provide continuous and specific evaluations of the residency candidate’s performance in informal daily conferences and in regularly scheduled formal conferences with the candidate, making use of written and verbal feedback.
- Give daily oral feedback on professionalism, instructional skills, classroom management, communication skills, content knowledge, methodology, and rapport with students.
- Observe and evaluate the residency candidate’s instruction during the semester.
- Encourage the residency candidate’s self-evaluation and reflection.
Residency Candidate Evaluations
- Provide the university supervisor with written assessment (Mentor Quick-Check Evaluation Form) of the residency candidate’s progress during each supervisor’s scheduled observation.
- Immediately call or e-mail the supervisor with concerns.
- If problems arise, participate in designing a Development Plan.
- Participate in evaluations in collaboration with the supervisor and residency candidate.
- Care should be taken to provide an accurate and specific description of the residency candidate’s competencies in evaluations, as these will become a part of the candidate’s file.
Welcoming Your Residency Candidate
- Introduce the residency candidate to other faculty members, support personnel, and administrators.
- Tour the school (staff work areas, the lounge, adult restrooms, etc.)
- Post the residency candidate’s name (Mr. / Ms. Smith) along with your name near the classroom door.
- Send a note to families letting them know you will have a residency candidate co-teaching with you.
- Review items in the faculty handbook that directly affect the residency candidate: the contractual day, issues related to school security, etc.
- Share that “bit of information” that matters: “There is a ‘Peanut Free’ table in the cafeteria” or “Staff members never park in Lot A.”
- Explain any staff activities or special events the residency candidate could choose to participate in or attend.
- Discuss classroom rules and expectations for student behavior as well as acceptable rewards and consequences.
- Provide a copy of the student handbook.
- Assemble a binder with useful information including class lists, daily schedules, classroom rules, discipline referral forms, etc.
- Mark important dates for faculty meetings, your week for hall duty, school wide music programs, etc.
- Gestures of kindness, no matter how small, have a positive impact.
To ensure efficient compensation for mentor services, the procedures must be followed:
- Mentor teachers must complete a Mentor Teacher Information form, W-9, and direct deposit form and submit to the Office of Field Experiences and Residency in order to receive compensation from ETSU.
- Please remember that the W-9 must be signed and dated.
- Options for submitting your W-9 and Direct Deposit:
-Option 1: Give the completed forms to the Director of Field Experiences and Residency or the Placement Coordinator during the Mentor Teacher Information Session within your district.
-Option 2: Hand deliver the W-9 and Direct Deposit to our office in 305 Warf-Pickel Hall.
East Tennessee State University
Johnson City, TN 37614
-Option 3: Request a self-addressed stamped envelope and send the form back to
East Tennessee State University
PO Box 70685
Johnson City, TN 37614
- If a mentor has had a name change or address change at any time since attending ETSU or during mentorship, they must complete and submit a Personal Information Change form in order to receive compensation.
- Forms can be scanned and emailed to the Director of Field Experiences and Residency.
Once all paperwork has been correctly completed and received by the Office of Field Experiences and Residency, mentor teachers will be paid a stipend at the end of fall semester and at the end of spring semester, if they supported a candidate during that time.
Course Title Description Mentor in Pre-Residency/Residency I $150 Mentor in Residency II $100 per student
If for some reason the candidate's placement is changed by the Office of Field Experiences and Residency, the teacher will be paid a prorated amount ($10 per week for Residency I, $15 per week for Residency II).
What is edTPA?
edTPA is the assessment and support system designed to provide evidence to states and educator preparation programs that their teaching candidates are ready to teach. Through its authentic, performance-based and educative approach, edTPA helps develop and assess the effectiveness of aspiring teachers. With a focus on learning for all students, edTPA engages teacher candidates in developing the knowledge, skills, and abilities they need to meet the needs of today’s diverse learners.
edTPA assesses subject-specific pedagogy
edTPA is a subject-specific performance assessment that recognizes that teaching and learning are not the same across all subjects and all grades or levels. A history teacher doesn’t approach inquiry the same way as a science teacher. A kindergarten teacher does not communicate the same way as a middle school math teacher. That’s why edTPA does not assess all teachers the
same way. As the nation’s first pre-service, subject-specific performance assessment, edTPA measures relevant skills for each of the 27 different teaching fields. But it’s much more than just an assessment. edTPA’s invaluable support resources help teacher preparation programs deepen their focus on the subject-specific skills of aspiring teachers, reflecting the rigors of a real
edTPA is embedded in authentic clinical practice
edTPA is designed to provide a realistic and meaningful gateway to the teaching profession, something educators and policymakers expect. Current course-completion tests of subject-area knowledge alone may not comprehensively reflect the realities and authenticity of what it takes for a beginning teacher to be effective. edTPA’s integrated portfolio model and authentic artifacts of practice are prepared by candidates in a clinical teaching experience and reflect a cycle of effective teaching. The candidate demonstrates how s/he plans instruction based on their teaching context and students’ strengths and needs, engages students in deep subject-specific instruction and analyzes student learning to inform next steps for teaching. This cycle of planning, instruction, and assessment mirrors what real teachers do day-to-day to ensure their students learn.
How Can Mentors Help?
Our edTPA Coordinator, Terryl Rock, created the video below for mentors to help and support their Residency Candidates. For questions about edTPA, please email Mrs. Rock at email@example.com.
The Do's of Supporting a Candidate with the edTPA Process
- Discuss edTPA® tasks and scoring rubrics
- Use rubric constructs or rubric language to evaluate and debrief observations made by cooperating teachers as part of the clinical supervision process
- Discuss samples of previously completed edTPA® portfolio materials (with permissions granted)
- Ask probing questions about candidates’ draft edTPA® responses or video recordings, without directly editing the writing or providing specific answers to edTPA® prompts
- Discuss support documents (such as Making Good Choices) about lessons or examples to use within the assessment
- Arrange technical assistance for the video portion of the assessment
The Don'ts of Supporting a Candidate with the edTPA Process
- Don’t edit a candidate’s official materials prior to submission
- Don’t instruct candidates on which video clips to select for submission
- Don’t offer critiques of candidate responses that provide specific, alternative responses, prior to submission for official scoring
- Don’t upload candidate edTPA® responses (written responses or videotape entries) on public access social media websites