In the fall of 2019, I had the privilege of mentoring a student-teacher for the first phase of her two-semester student teaching requirement. I have always wanted to give back to the teaching community by helping to foster a new teacher, so I was grateful for the opportunity. My hope in writing this reflection is to show some of the things that I’ve discovered about mentoring a future colleague so someone else can benefit from what I’ve learned.

• Mentorship gradually moves from talking into listening. In the initial phases, I spoke a lot about the school and the everyday aspects of my classroom. As my student-teacher gradually grew more comfortable, I had to learn when to step back and let her take over or support her.

• Mentorship is not a popularity contest. Students often get excited when a student-teacher takes over a lesson and may state that they prefer their teaching to their regular teacher. I think it could be easy to feel like your space as a likable teacher in your self-designed environment is being encroached. Still, it’s important to remember what the real goal is in the student-teaching relationship. Every teacher has the things they’re good at, and student-teachers are often exceptionally gifted at bringing new ideas into the classroom. Use the mentorship as an opportunity to learn as much from them as they are learning from you.

• Mentorship is an undeniable power dynamic. It is essential to remember that your student-teacher may be wary of your relationship because you have control over if your mentee will be able to get their license. Remember not to hold your power over their head, but to still take your role seriously.

• Mentorship is about allowing your student-teacher to make mistakes. I didn’t always agree with how my student-teacher planned lessons or ran the classroom, but my role is about letting my mentee learn in a safe environment, just as I would help a student. Very little could happen in a classroom that would genuinely be irreversible, so allowing your student-teacher the space to learn is essential in the development of their teaching personality and systems. Asking questions about what could have gone better or what they would change in the future can help the student-teacher see areas for improvement without making them feel like a mentor is berating their choices.

• Mentorship is about in-class learning as much as it is out-of-class learning. There are many aspects of teaching that go beyond the classroom, including colleague relationships, department mechanics, office hours, and dealing with administration. Taking your student-teacher along for those moments is just as crucial to their future as an educator. There are so many things that simply can’t be taught in a teaching training program, so pointing out the things you’ve learned in navigating a school environment can be helpful for their future success. My student-teacher was amazed at some of the tricks I had picked up to become efficient at paperwork and set up interdisciplinary connections with other departments for more dynamic lesson plans.

I was very grateful for the opportunity to guide someone on their educational journey. I would highly recommend it to anyone willing to learn and give back to the teaching community!