7 Important Considerations When Mentoring New Teachers

Mentoring new teachers is an honor not without its considerations. As a mentor, you must take care not to indoctrinate new teachers, but instead, help them define the kind of teacher they want to be. Then, help them take steps toward achieving their own goals.

Here are 7 important considerations when mentoring new teachers.

two heads with ideas flowing back and forth

1. Your educational philosophy isn’t the only one.

Take time to talk with your colleague about their views on education, in particular, their philosophy. Get a big picture view of how they expect to impact student learning in their classroom.

2. Be careful to suggest, not demand.

For example, the organizational system that works phenomenally for you, might not work for them. Make sure to phrase things with care. You might say something like, “I not sure what works well for you, but I have a file drawer dedicated to IEPs and 504 plans where I keep student’s files by class. It helps me stay organized. I encourage you to find a system that will help you streamline the process, too.”

3. Suggest they “sit in” and observe a few master teachers in your district.

It’s important to remember just because you are their mentor you cannot – and should not – be expected to provide them with everything they need to know. Regardless of disciplines, they can glean classroom management strategies and other helpful information from other master teachers, too.

4. If you get one, consider giving back the stipend.

We were all first-year teachers at some point and remember the financial struggle. Consider gifting your mentorship stipend to your mentee as a sign of support and understanding.

5. Think about sharing personal contact information.

I find in order to successfully mentor new teachers, they have to be able to reach me outside of the school day and school building. This means sharing a personal phone number and/or email. If you are not willing to do this, maybe mentoring isn’t for you. New teachers have crisis moments and will need to talk once in a while. You can simply let them know the contact information is for near emergencies and it is not to be shared.

contact card

6. Be careful to share facts, not opinions.

Show them how to request a workshop, how to order supplies, where to keep their lunch, and where to get extra paper towels in the custodial closet. Do not share feelings about other staff members or administration, feelings about parents or students, opinions on board policy and/or anything else that might be biased.

7. Ask yourself, “Do I have time for this?

We all have busy schedules, and mentoring is a significant commitment. If you are struggling to find time to get your own lessons together, you may not be ready to mentor. Mentoring should come at a time when you feel established, confident, and fairly well-organized. There is paperwork related to mentoring in most states and you will need time to complete it as well as work with your novice teacher.

Mentoring isn’t for everyone, but if it’s done well, it establishes a wonderful partnership that behooves both parties. Veteran teachers often gain new ideas, exposure and familiarity with more modern resources, and even renewed enthusiasm for what they do. Novice teachers gain guidance, structure, wisdom, and practical applications.

Personally, I feel mentoring is a fantastic way to keep yourself fresh and forge bonds with new, incoming staff.

Have you mentored a new teacher? How was your experience?

What were some of the unexpected challenges and/or rewards?

Lee Ten Hoeve


Lee is an energetic PreK - 8th-grade art educator in an urban district. She’s passionate about making art a core subject and employing curiosity to engage learners. 


  • Aubrey Garcia

    It would be absolutely amazing if a mentor were to gift their mentee with the stipend. We are putting in a ton of ours during student teaching, often having to work an additional job on top of our teaching and course load. That little bit of extra could go a long way in helping us set up our own classroom after graduation.

    • Kristina Ayala

      The school where you teach should give you some money (possibly the PTA) to set up your classroom. Fellow teachers who offer professional support should not also be providing financial support. Many teachers work second jobs too.

  • Kristina Ayala

    #4 is a super weird and unprofessional suggestion. It is one thing to do something generous and supportive but teachers should not be paying other teachers. I think this blurs a professional line and is why people think we don’t deserve to be paid more…like we’re volunteers instead of professionals. I can’t believe it is on here. Can you explain this suggestion more?. Where do you live? Where do you teach? I would be a mentor for free but I would not pass money on. I don’t help for the money but it is not my job to show professional and financial support.