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Peer Mentoring & Coaching

This course is designed to assist all educators in developing and utilizing effective practices to successfully mentor novice teachers. This course explores 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 course addresses the importance of peer mentoring as well as its best practices.  


Carlow University ED 663 • Madonna University EDU 5830.23 • Mercy University EDUT 534


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. 


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Course Schedule

  • 1/9/24 - 4/9/24
  • 3/12/24 -6/11/24
  • 5/14/24 - 8/13/24
  • 7/9/24 - 10/8/24
  • 9/10/24 - 12/10/24
  • 11/12/24 - 2/11/25

Session/Module 1: Introduction and Overview

Objective: Define the terms common to the course 

  • Course Requirements, Goals and Expectations
  • Introduction of Class Members
  • Setting Personal Goals
  • Define terms mentormentoringprotege, and coaching
  • Understand what mentoring is and is not
  • Roles of the Mentor

Session/Module 2: A Rationale for Mentoring New Teachers

Objective: Review the legal requirements for and research on mentoring

  • NCLB Requirements for Highly Qualified Teachers
  • State Mandates for Mentoring
  • Determine who should and must be mentored
  • Research Supports for Mentoring and Teacher Induction Programs
  • Benefits for Mentors and New Teachers
  • Developing a Mentoring Program Plan (Course Project)

Session/Module 3: Qualities of Effective Mentors

Objective: Evaluate what makes an effective mentor

  • Characteristics of Effective Mentors
  • Mentor Qualifications
  • Selection Process for Mentors
  • Mentor Eligibility
  • Matching Mentors and New Teachers
  • Concerns about Being a Mentor

Session/Module 4: Productive Mentoring Relationships

Objective: Develop the components for beginning and sustaining the mentor and new teacher connection

  • Factors Related to Establishing Successful Mentoring Relationships
  • Assessing the Needs of Beginning Teachers
  • Setting Up the First Meeting Between Mentors and New Teachers
  • Stages in the Development of Mentoring Relationships
  • Expectations of the Mentoring Relationship
  • Ethical Guidelines for the Mentor/Protégé Relationship
  • The Issue of Confidentiality
  • The Role of the Administrator in the Mentoring Relationship

Session/Module 5: The Six Critical Focus Areas For The Novice Teacher

Objective: Explore the major needs of new teachers

  1. Pertinent Information Needed to Understand the School Culture and Climate
  2. Core Knowledge and Skills Needed for Successful Instruction
  3. Organizing and Managing Personal and Professional Life
  4. Structures and Strategies to Organize Classrooms
  5. Results for Classroom, Local and State Assessments
  6. Developing and Sustaining Collegial Relationships in the School Community

Session/Module 6: Methods of Mentoring

Objective: Explore and implement strategies to strengthen mentoring relationships

  1. Support New Teachers Through Shared Experiences
  2. Strengthen Facilitation and Communication Skills
  3. Shared Decision Making
  4. Reflective Practice
  5. Record Keeping
  6. Avoiding the Risks of Mentoring

Session/Module 7: Strengthening the New Teacher’s Classroom Instruction

Objective: Improve classroom instruction

  1. Differentiating Between Observation and Evaluation
  2. Conferencing with the New Teacher
  3. Objective Data Collection
  4. Role Modeling
  5. Peer-to-Peer Observations and Classroom Visits
  6. Constructive Feedback
  7. Ongoing Needs Assessment

Session/Module 8: Problem Solving Strategies

Objective: Resolve problems and challenges that develop in the mentoring relationship

  1. Identifying and Resolving Problems
  2. Working with the Reluctant or Resistant Novice
  3. Real Life Scenarios
  4. Bring the Mentoring Relationship to A Successful Completion
  5. Providing Ongoing Support After the Relationship Ends

Session/Module 9: Peer Coaching to Improve Classroom Instruction

Objective: Utilize peer collaboration to enhance teaching practices 

  1. Define peer coaching
  2. Partnering veteran teachers effectively
  3. Commonly accepted peer coaching practices
  4. Establishing an open door classroom
  5. Observing peers to enhance practice
  6. Using peer coaching for school improvement

Session/Module 10: Mentoring and Coaching Programs and Course Completion

Objective: Evaluate successful mentoring and coaching programs

  1. Recognized Mentoring Programs
  2. Successful Peer Coaching Programs
  3. Sharing Final Integration Projects
  4. Course Evaluations
  • Define and differentiate the terms mentor, mentee, protégé, mentoring and coaching.
  • Examine the purposes and benefits of mentoring and coaching.
  • Assess individual mentoring aptitudes and qualifications.
  • Examine state mentoring mandates.
  • Evaluate mentoring needs at a school
  • Identify the qualities of effective mentors
  • Develop a mentor selection process and application form
  • Assess the needs of beginning teachers
  • Establish goals of the initial meeting between the mentor and protégé
  • Establish realistic expectations of the mentoring relationship
  • Examine the phases of the first year of teaching
  • Assess challenges of the first year of teaching
  • Conduct an interview regarding mentoring experiences
  • Establish effective conferencing practices.
  • Utilize peer-to-peer observations and classroom visits.
  • Utilize ongoing need assessments
  • Determine needs of less experienced teachers
  • Create a strategy to help a beginning teacher
  • Examinehow peer coaching can enhance classroom practice and academic achievement
  • Assess and evaluate the peer mentoring process
  • Share final integration projects
Partner Universities

Our Partners are well-established regionally and nationally accredited colleges and universities, recognized for academic excellence and their commitment to teachers.

Important Information

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. 

Student Academic Integrity
Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by our partnering colleges and universities and is subject to academic disciplinary action.