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Mentoring and Supporting Student Teachers

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Tips for Mentoring Student Teachers

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Adapted from:听Pittier, H. (2016, September). Ten tips for mentoring a Student Teacher. ASCD Inservice Blog.

For Supervisors and Co-operating Teachers

  1. Sit down and talk about expectations (ideally, at your Introductory Meeting!), both yours and your Student Teachers鈥�. Let them know the CT is听going to be taking the lead early in the process and expect them to observe, take notes, and, most important, ask questions daily.
  2. Teaching is a full-time position. The听job often involves听some nights and weekends, and that means听Student Teachers鈥� might听as well.听Help them accommodate this potential change to their schedule and time management.
  3. Ease Student Teachers into teaching. Start them off with small bits of a lesson, maybe a review or the anticipatory set. Build to having them teach a segment of a lesson and eventually a full lesson. Next, piece together lessons and eventually have them conduct a full unit: planning, delivery, grading, etc. Like with students, scaffold and use gradual release of responsibility.
  4. Debrief, debrief, debrief. When Student Teachers are in front of the class, you have to be in the room taking notes.听Ask why they did something or reacted in a certain way. This isn鈥檛 a 鈥済otcha鈥� moment but rather a time to help them engage in reflection. It is only when we truly reflect on our practice that we grow. You will find that you will also grow as a teacher as you help your Student Teachers reflect.
  5. Provide clear and useful feedback. Be sure to let Student Teachers know when they do a great job or show improvement on something you were working on together. Provide actionable feedback on things that need improvement, but don鈥檛 overwhelm.

For Co-operating Teachers

  1. Go over school procedures and be sure to introduce your Student Teacher(s) to your fellow teachers. Treat them as colleagues and expect them to act like colleagues.
  2. Don鈥檛 just tell your Student Teachers about planning and grading;听make them a part of the process. Develop your lesson plans together so they can see your thought process. Sit with them during planning time and grade papers together. Make it clear they should ask as many questions as possible about both processes.
  3. Keep a cooperative journal. Ask Student Teachers to reflect on their teaching in writing. Read their reflections and provide written responses the next day.
  4. It is likely your Student Teachers will be ill experienced in dealing with discipline issues. Be sure to review your classroom management plan, classroom norms, and discipline philosophy. As they watch you at the beginning, make sure they note any misbehaviours and how you handled them. Talk about why you did what you did and what, if anything, you might have done differently. As they begin teaching, let them know you are there but they are in control. You aren鈥檛 going to step in unless it absolutely necessary. The first time the Co-operating Teacher steps in to deal with discipline, the Student Teacher has lost credibility in the eyes of some students.
  5. Let them see that you truly care about your students. Relationships are important and get trickier in high school, where the Student Teacher is only a few years older than the seniors. Make sure there is a clear line of professionalism in the relationships between the students and teachers.

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Further Resources:

  • BLOG: Cult of Pedagogy, July 16, 2016
  • RESEARCH ARTICLE: Hobson, A.J., Ashby, P., Malderez, A., & Tomlinson, P.D. (2009). Mentoring beginning teachers: What we know and what we don鈥檛. Teaching and Teacher Education, 25, 207-216. DOI: 10. 1016/j.tate.2008.09.001
  • PROFESSIONAL ARTICLE: Elfert, M., & Clarke, A. (2015, November). Surprising That Anyone Would Want to Be a Cooperating Teacher: The challenges and rewards of hosting Student Teachers. EdCan Network. Retrieved from

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Version Version fran莽aise

Conseils pour le mentorat des stagiaires

Adapt茅 de:听Pittier, H. (2016, September). Ten tips for mentoring a Student Teacher. ASCD In service. Retrieved from

Pour les superviseurs et les enseignants associ茅s

  1. Asseyez-vous et discutez de vos attentes (id茅alement, lors de votre r茅union d'introduction !), les v么tres et celles de votre stagiaire. Faites-leur savoir que l'EC va prendre l'initiative au d茅but du processus et que vous vous attendez 脿 ce qu'ils observent, prennent des notes et, ce qui est le plus important, posent des questions quotidiennement.
  2. L'enseignement est un poste 脿 temps plein. Le travail comporte souvent des nuits et des fins de semaine, ce qui signifie que les stagiaires peuvent partager cet horaire. Aidez-les 脿 s'adapter 脿 ce changement potentiel 脿 leur horaire et 脿 leur gestion du temps.
  3. Faciliter les stagiaires 脿 se sentir 脿 l'aise avec l'enseignement. Commencez-les par un petit bout de le莽on, peut-锚tre une revue ou une activit茅 d'ouverture. Demandez-leur de pr茅senter une partie d'une le莽on et 茅ventuellement une le莽on compl猫te. Ensuite, rassemblez les le莽ons et, 茅ventuellement, demandez-leur d'enseigner une unit茅 compl猫te : planification, enseignement, notation, 茅valuation, etc.听Comme pour les 茅l猫ves, 茅chafaudez et lib茅rez progressivement vos responsabilit茅s.
  4. D茅breffez, d茅breffez, d茅breffez.听Quand les stagiaires sont devant la classe, il faut 锚tre dans la salle en prennant des notes.听Demandez-leur pourquoi ils ont fait quelque chose ou r茅agi d'une certaine fa莽on. Il ne s'agit pas d'un moment de 芦 je t'ai eu 禄 , mais plut么t d'un moment pour les aider 脿 s'engager dans la r茅flexion. Ce n'est que lorsque nous r茅fl茅chissons vraiment 脿 notre pratique que nous grandissons. Vous d茅couvrirez que vous 茅voluerez 茅galement en tant qu'enseignant en aidant vos stagiaires 脿 r茅fl茅chir.
  5. Fournir des commentaires clairs et utiles. Assurez-vous d'informer les stagiaires lorsqu'ils font un excellent travail ou qu'ils montrent des am茅liorations sur quelque chose sur lequel vous travaillez ensemble. Donnez des commentaires pratiques sur les choses qui doivent 锚tre am茅lior茅es, mais ne les accablez pas.

Pour les enseignants associ茅s

  1. Passez en revue les proc茅dures scolaires et pr茅sentez votre stagiaire 脿 vos coll猫gues enseignants. Traitez votre stagiaire comme un coll猫gue et attendez-vous 脿 ce qu'il agisse comme un coll猫gue.
  2. Ne vous contentez pas de parler 脿 votre stagiaire de la planification et du classement ; int茅grez-les au processus. Pr茅parez ensemble vos plans de cours pour qu'ils puissent voir votre processus. Asseyez-vous avec eux pendant la p茅riode de planification et notez ensemble les devoirs. Pr茅cisez clairement qu'ils doivent poser autant de questions que possible sur les deux processus.
  3. Tenez un journal coop茅ratif. Demandez aux stagiaires de r茅fl茅chir par 茅crit 脿 leur enseignement. Lisez leurs r茅flexions et fournissez des r茅ponses 茅crites le lendemain.
  4. Il est probable que vos stagiaires n'auront pas l'exp茅rience n茅cessaire pour r茅gler les probl猫mes de discipline. Assurez-vous de revoir votre plan de gestion de classe, vos听normes de la classe et votre听philosophie de la discipline. Pendant qu'ils vous observent au d茅but, assurez-vous qu'ils notent tous les inconduites et la fa莽on dont vous les avez trait茅es. Expliquez pourquoi vous avez fait ce que vous avez fait et ce que, le cas 茅ch茅ant, vous auriez pu faire diff茅remment. Quand ils commencent 脿 enseigner, dites-leur que vous 锚tes l脿, mais qu'ils ont le contr么le. Vous n'interviendrez que si c'est absolument n茅cessaire. La premi猫re fois que l'enseignant associ茅 intervient pour traiter de la discipline, le stagiaire a perdu de sa cr茅dibilit茅 aux yeux de certains 茅l猫ves.
  5. Faites-leur voir que vous vous souciez vraiment de vos 茅l猫ves. Les relations sont importantes et se compliquent au secondaire, o霉 le stagiaire n'a que quelques ann茅es de plus que les 茅l猫ves les plus 芒g茅s. S'assurer qu'il y a une ligne claire de professionnalisme dans les relations entre les 茅l猫ves et les enseignants.

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Autres ressources听

  • BLOG: Cult of Pedagogy, July 16, 2016
  • RESEARCH ARTICLE: Hobson, A.J., Ashby, P., Malderez, A., & Tomlinson, P.D. (2009). Mentoring beginning teachers: What we know and what we don鈥檛. Teaching and Teacher Education, 25, 207-216. DOI: 10. 1016/j.tate.2008.09.001
  • PROFESSIONAL ARTICLE: Elfert, M., & Clarke, A. (2015, November). Surprising That Anyone Would Want to Be a Cooperating Teacher: The challenges and rewards of hosting Student Teachers. EdCan Network. Retrieved from

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Guidelines & Resources for Student听Teachers in Distress

One part of being a mentor is recognizing and supporting your Student Teacher during听potentially difficult times. If you know or believe a student is in stress, here are some Guidelines for Intervention:

  • Respect your limits
  • Provide safe space: Privacy, non-judgmental, showing empathy
  • Initiate contact and identify behavior objectively: 鈥淚 am concerned about changes I鈥檝e seen in you鈥�"
  • Clarify your role: 鈥淚 would like to be some help if I can. I am not the sole problem solver in this situation but I am concerned鈥︹��
  • Actively listen: By asking open questions, normalizing and validating the student鈥檚 feelings
  • Create a plan: Connect them to resources, share information on resources, draft a plan of action
  • Build听responsibility: Responsibilize听Student Teachers for their wellbeing. You are there to support and connect them with resources. They need to articulate their needs, and participate in the solution.

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Ask the student: "Do you feel you can wait to speak with someone or do you feel you have to speak with someone right away?"

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I can wait to speak to someone

The Faculty of Education is home to a full-time Local Wellness Advisor (LWA). LWAs are mental health professionals who deliver adapted programming to all Education students and can provide one-on-one single-session interventions with students.

Suggest that they connect with their Local Wellness Advisor via:

  • One-on-One Appointment听by听emailing the LWA at听lwa.education [at] mcgill.ca
  • Workshops & Events, such as Tea Time, Skills for Managing Stress & Anxiety, Tools & Tips for Well-Being. Students can learn more and register on the .

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I need to speak to someone right away

馃晽听Monday-Friday, 8am-4pm
Same-day appointments with a counsellor may be available in in the Wellness Hub.听A variety of other services are also accessible through the Hub, including peer support and peer health education, health and wellness programming, group therapy and support groups, health promotion and outreach.

Brown Student Services Building (downtown campus)
3600 McTavish Street, 3rd floor
T: 514-398-6017

To access services or get more information, visit Student Services' Virtual Student Wellness Hub.
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馃晸听Monday-Friday, After 4pm; Weekends

If they听are feeling better after speaking with someone tonight and feel they can wait to meet with a counsellor, they听can book an appointment with their听Local Wellness Advisor (see above).

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