Region XIII’s mentoring curriculum is your complete source for everything you need to improve the collaboration and support between your mentor and novice teacher. The twelve hours of instruction is designed to be delivered at pivotal times throughout the novice’s first year.

The mentoring connection curriculum is:

Interactive: It guides mentors and novice teachers through a series of activities that will ensure the novice’s mentoring needs are met.

Flexible: It’s designed to be delivered in a face-to-face and/or online format.

Supportive: It gives mentors and novice teachers the support they need to fulfill their professional missions and rekindle their passion for our profession.

Collaborative: It brings mentors and novice teachers together to build and enhance their relationship and collaboration.

Productive: It encourages mentors and novice teachers to focus their time on activities related to teaching.

Effective: It increases the satisfaction of novice teachers by fostering their participation in a focused mentor support program.

Research-based: It’s developed in alignment with the works of Ellen Moir, Laura Lipton and Bruce Wellman, and Hal Portner.

The Three Curricular Modules:

Developing the Novice Teacher

This six-hour session gives mentors the preliminary knowledge and skills they need to promote the growth of novice teachers. Mentors will learn the stages and phases first year teachers experience and a framework from which to target support. The variety of strategies presented can be used immediately.

Learning-Focused Relationships

This three-hour session brings mentors and novices together to focus on the emotional and informational support research shows novice teachers need early in the school year.

Putting Students First: The Mentor-Protégé Partnership

This three-hour session show mentors and novice teachers how to focus attention on instructional design and delivery. This session emphasizes using standards to plan effective instruction. Through a variety of activities, mentors and novices reflect on teaching practices.