The Mentor Minute is designed as a support for lead mentors and mentors in VBCPS. Each month, the newsletter will focus on a key area of support for new teachers with resources and strategies aligned to the focus area. We will also use this space to spotlight the amazing work of mentors across the division.

In this edition:

• Focus: Feedback and Observations
• Supporting New Teachers: Ideas for Feedback and Observations
• What's Happening this Month: Important Dates
• Monthly Mentor Spotlight: Nicole Collard, TES; Melissa Ludwick, GRES; Kristin Sanderlin, LHS

March is a month of momentum—new teachers are continuing in the Rejuvenation phase, gaining confidence and refining their practice. However, with no breaks on the horizon, this stretch can also feel long and demanding. Thoughtful and encouraging feedback and reflection can keep their energy high and their growth on track. Let’s help them stay inspired, focused, and supported as they push through this important phase of the year!

Carolyn Pelletier Radford (Mentoring in Action, p. 186) reminds us that "Novice teachers want feedback so they know how to improve. They like praise but need specific direction to continue practices that actually have an impact on student learning. Sometimes, they don't know what they are doing right because they spend so much time seeing what is wrong. Respectful feedback that relates to standards will allow your mentee to grow. This feedback should be data-driven and not simply advice.

Before giving feedback to your mentee, reflect on your own experiences and remember what you liked about getting feedback. How did feedback make you feel? What types of feedback were useful to you? Do you like written feedback so you can think about it later? Do you prefer to have an informal conversation or a formal sit-down meeting? Your reflections will provide a lens through which to understand how your mentee may feel." (p.186)

Ask your mentee how they prefer feedback, then provide it in a way that they can truly hear and use.

Ways to Provide Informal Feedback:

• Unplanned:
• Verbal: A quick conversation after a lesson or a 5-minute compliment meeting.
• Written: A hand-written note put into their mailbox.
• Planned:
• Verbal: Review a recorded lesson together.
• Written: Use a shared dialogue journal.

Observation Options for Growth (p. 187):

• Verbal Feedback: Listening to questioning, praise, and tone.
• Movement: Note how they move around the room and interact with students.
• Timing: Track time spent on directions, transitions, activities, and clean up.
• Audio/Video Recording: Provide tools and questions for deeper, nonjudgemental reflection. (PGI has Swivls to check out for recording if needed.)

Effective mentoring builds trust and fosters growth. Whether through a quick check-in or structured reflection, the goal is to empower new educators with meaningful insights.

📚Adapted from Mentoring in Action: Guiding, Sharing, and Reflecting with Novice Teachers. This book is available, along with its companion book, The First Years Matter: Becoming an Effective Teacher, in the VRL.)

Be sure to add your support meetings to Frontline as Site-Based Activities. Facilitators and attendees can earn points for these needed and required sessions that support the professional growth of our new educators. Remember a minimum of quarterly meetings is required, and meeting more frequently offers more timely and proactive support.

If you have new mentoring relationships start, a blank roster is linked below for your convenience.

💡As new teachers navigate the Rejuvenation phase, they need encouragement, structure, and ongoing support to sustain their momentum. The following mentors have been instrumental in helping educators regain confidence, refine their teaching, and push forward with renewed energy:

💡 Nicole Collard – Thoroughgood Elementary

• Nicole has created a welcoming environment where all new staff feel included, offering regular check-ins and a sense of community to help them build connections and stay motivated

💡 Melissa Ludwick – Green Run Elementary

• Melissa provides mentorship for new educators by attending school events and committees with their needs in mind. She is always ready to support, advise, and help teachers navigate challenges that arise in the Rejuvenation phase.

💡 Kristin Sanderlin – Landstown High School

• Kristin is a pillar of support for new teachers. She provides ongoing problem-solving guidance, encourages reflection, and models resilience, helping educators regain confidence when challenges arise. Her willingness to step in, guide, and uplift others makes a profound difference during this crucial phase.

To celebrate the great work lead mentors and mentors are doing to support our new teachers, here's an opportunity to nominate someone for recognition. Using this Google form, tell us about a mentor in your building who has a positive impact.

Reach out and let me know. I can model an activity for you, be a discussion partner on how an activity or strategy might work or engage with you in a solution-finding conversation around a dilemma you have.

Contact Karol Bledsoe, Professional Learning Specialist, karol.bledsoe@vbschools.com.