This course is designed to assist all educators in developing and utilizing effective practices to successfully mentor novice teachers. In addition, the course will explore the benefits that experienced teachers can gain by collaborating with colleagues in peer coaching programs. It is important for new teachers to be provided with a support system that allows them to transition from theory to practice. Recent legislation in many states calls for mentoring new teachers in order to help them improve and strengthen their skills. Meanwhile, veteran teachers need to remain up to date on new teaching methods, stay energized in the classroom, and experience periodic professional renewal in order to avoid burnout. This class discusses the importance of peer mentoring as well as best practices.
Carlow University ED 663 • Madonna University EDU 5830.23 • Notre Dame College ED 585 D • The College of Saint Rose EDT 663
To arrange for district credit in Charlotte County, Florida, please contact our office directly.
The suggested text for this course is Mentoring in Action: Guiding, Sharing, and Reflecting with Novice Teachers, by Carol Pelletier Radford ISBN:9781506345116
Graduate participants earn 3 semester hours of graduate credit and will receive a transcript from one of our partner institutions below. Professional development participants will receive a certificate of completion for 45 hours of professional developments credit for face-to-face classes and 60 hours of professional development credit for online classes.
Charlotte County FL teachers will receive a certificate of completion for 20 hours of professional development.
Session/Module 1: Introduction and Overview
Objective: Define the terms common to the course
Session/Module 2: A Rationale for Mentoring New Teachers
Objective: Review the legal requirements for and research on mentoring
Session/Module 3: Qualities of Effective Mentors
Objective: Evaluate what makes an effective mentor
Session/Module 4: Productive Mentoring Relationships
Objective: Develop the components for beginning and sustaining the mentor and new teacher connection
Session/Module 5: The Six Critical Focus Areas For The Novice Teacher
Objective: Explore the major needs of new teachers
Session/Module 6: Methods of Mentoring
Objective: Explore and implement strategies to strengthen mentoring relationships
Session/Module 7: Strengthening the New Teacher’s Classroom Instruction
Objective: Improve classroom instruction
Session/Module 8: Problem Solving Strategies
Objective: Resolve problems and challenges that develop in the mentoring relationship
Session/Module 9: Peer Coaching to Improve Classroom Instruction
Objective: Utilize peer collaboration to enhance teaching practices
Session/Module 10: Mentoring and Coaching Programs and Course Completion
Objective: Evaluate successful mentoring and coaching programs
Online 3-graduate credit courses are 13 weeks in length.
On-site weekend courses are held Friday evening from 6:00pm-9:00pm and Saturday/Sunday, 8:30am-5:30pm.
Weekday courses are Monday-Friday from 8:00am- 6:00pm.
It is the responsibility of the student to check with their state, county, district, or school to ensure that all requirements are being met by the course you're taking.
Check the Partner Universities page for specific university information as well as course numbers which are specific to the university partner.
Students are required to purchase their own textbook, the information for which can be found here. If no book is required it will be specified on the list. We have copies of many of the textbooks should you wish to purchase directly from TEI.
Professional development (PD) participants receive a certificate of completion from TEI for 45 hours of PD credit for face to face classes and 60 hours of PD credit for online classes. These certificates are mailed within one week of the end of the class and reflect the course title, dates of attendance, and credit hour information.