top of page

Building Teacher Leaders

Although mentor programs are now mandated in several states, every new teacher’”whether required or not’”can benefit from a mentor. This module is designed for both those teachers who have been selected by their schools and are currently serving as mentors, and those teachers whose interest has developed into becoming a coach for mentors.


School mentoring programs operate best with clear expectations about objectives, communication methods and timing, topics, and timelines. Constructive mentoring includes interviews, observations, Q&As, and other activities that the mentor and teacher deem appropriate for the teacher’s situation. School policies may also be a factor to consider in the design.


Participants will draft plans for both mentoring and for coaching mentors at their own schools, taking into consideration various criteria affecting specific situations that the leader will address. Forms for feedback and observation will be provided.


Key Points

  • Mentoring can give novice teachers a foothold into their futures by multiplying the viewpoints through which classroom experiences are assessed.

  • A conscientiously designed mentor program provides the boundaries that people in both roles need.

  • Both mentors and coaches to mentors benefit from periodic refreshment of goals and strategies.




Dr. Christine Mason


Christine Y. Mason, Ph.D., is Founder and Executive Director of the of Center for Educational Improvement. She is a nationally recognized expert in the area of educational reform, principal leadership and mentoring, and heart centered learning. She has 17 years’ experience as a yoga and meditation teacher. Mason has authored more than 100 books and articles, and given over 500 national, international, regional and local presentations. Her Ph.D. is from The University of Ohio.

bottom of page