Sustaining the Mentoring Process from a Distance

BY SUZANNE KOTY

We are entering another week of distance learning, and the novelty has worn off as we settle into new routines. Guidelines have changed regarding how much time students should be spending on school work each day, and procedures have been modified as we have all learned what is working and what can be done better. Our new teachers may be in need of additional support at this time.

With the help of Saluda School District, we were able to gain some insight from mentors and their Induction teachers about how things are going during this period of distance learning. Differentiated mentoring means meeting new teachers where they are and adjusting our roles to meet their needs as they evolve. 

What needs did Saluda's Induction teachers say were most important right now?

Availability and  Moral Support

​The following are some questions that new teachers had for their mentors:

Staying in touch has not been a problem outside of the building. Even with something as simple as this, it is important that mentors keep the mentee's comfort zone in mind. Some people are comfortable with texts and emails, but some need more personal communication methods. We learned that mentors were stepping up to the plate and using a variety of formats to stay in touch with their mentees. Social connections may be more important now than ever before.

Are you looking for ideas to support Teacher Learning Opportunities (TLOs)?

This district has encouraged their new teachers to use this time to learn something. Each new teacher is deciding on a topic they want to learn more about, and then they will read an article related to the topic with their mentor. They can also work in teams to learn with others interested in the same topic. Each new teacher will provide a written summary on a shared document to showcase their learning. This is just one example of how mentors can continue to help the new teachers identify TLOs and work towards improved practice.