Lorem quis bibendum auci Lorem gravida nibh vel velit auctor aliquet. Aenean sollicitudin, lorem quis bibendum auci elit consequat ipsutis sem nibh id elit. Duis sed odio sit amet nibh vulputate cursu. Ut enim ad minim veniam.

Follow me on instagram

© 2016 Your Business Name!


Timely advice for every segment of the clinical experience

Accessing, sharing, and giving feedback on resources.

How the website, newsletters, and feedback can help TCs and mentors improve in their roles over time, and help us provide better support!

Receive Email Newsletter
Read website detail
Implement suggested activities
Provide Feedback

What They Say

We asked Mentors and Teacher Candidates what would help, and this is what we heard...

“I feel like [my TC] was such a big resource, and she pushed me as a teacher because she’s new and has all this education at her fingertips… that’s a big benefit of being a mentor teacher, is I become a better teacher because of the conversations that we have.”

2018 Mentor

“It’s been very successful when… they have another chance to try the lesson… That’s where I start to feel like I see success because we talk about what it is that they wanted to change, I can reference something that they’ve seen me do… and then ‘you go back and try it because it’ll probably happen in the next lesson’.”

2018 Mentor

"I like to bring them to professional development that we have early in the school year, it is good to see how professionals talk about it…"

2018 Mentor

"I want them to try stuff. Because if they try stuff, then I’m learning too. And I want to learn from them, just as they’re learning from me."

2018 Mentor


Mentoring Practices & Tools

Six routines that represent opportunities for the teacher candidate to learn


Modeling refers to demonstrating some part of the work of teaching under authentic circumstances for a specific purpose.



Co-teaching refers to intentionally sharing teaching responsibilities with your TC, where you both play active roles in instruction during the same lesson.


Pre-Brief / Debrief

Short discussions you have with the teacher candidate before and after a teaching episode, an encounter with a student, or an interaction with a parent.



Co-planning with feedback involves you and the teacher candidate working together to design or modify aspects of instruction.


Making Thinking Explicit

Making your thinking explicit involves describing the reasoning behind the instructional decisions you make, or the ways you respond to professional situations.


Analyzing Student Work

You and your teacher candidate examine artifacts from students to unpack patterns in their understandings or experiences and determine how to respond instructionally.


What is this project all about?

The critical role of mentors in the student teaching (clinical) experience

During the clinical experience, aspiring teachers work in classrooms alongside accomplished educators to learn the work of the profession. With guidance, these novices closely observe instruction, actively experiment with pedagogical strategies, build relationships with students, and reflect on their own learning as well as the learning of the children. Their mentors shape these experiences and foster the development of both competent practice and a professional identity.

To do this work, however, mentors need their own specialized forms of support. This website provides these educators with introductions to mentoring practices, videos about these practices, suggested trajectories for giving increasing responsibilities over to the novice, tools to use when observing instruction, and protocols for providing feedback. We invite critique on these resources from our colleagues in the field—both experienced teachers and those learning the craft.

View Trajectories
View Practices & Tools