Mentor Minute

Each month, Mentor Minute highlights timely ideas from the Mentoring Scope and Sequence, practical strategies mentors can use right away, important dates and opportunities, and the great work happening across our schools.

Beginning this month, Mentor Minute is being shared directly with both mentor coordinators and mentors. We hope these monthly ideas provide a helpful starting point for your mentoring conversations and support throughout the year.

In this edition:

• Focus: Steady the Rhythm
• Strategies to Try
• What's Happening this Month
• Monthly Mentor Spotlight

October brings a different kind of work.

By now, your mentee has had time to try things out. Some routines are settling in. Others may need adjusting. They have student work to review, interactions to reflect on, and a clearer sense of where teaching is taking the most time and energy.

September was about helping your mentee narrow the focus. October is an opportunity to stay with that focus long enough to learn from it.

Ask: What did you try? What are you noticing? What might you adjust?

Growth doesn't always require a new strategy. Sometimes it comes from helping a new educator recognize what's working, make one small adjustment, and try again.

Explore the Mentoring Scope and Sequence within the Mentoring Framework for your level:

As the first quarter comes to a close, new educators may be navigating grades, report cards, family communication, and other first-time responsibilities. Use the Scope and Sequence to anticipate what's coming next and identify timely opportunities to Guide, Share, Reflect, and Connect.

The October Scope and Sequence can help you anticipate where your mentee may need support. The Four Pillars—Guide, Share, Reflect, and Connect—help you decide how to respond.

1. What Happened When You Tried It?

Reflect + Guide

Start by saying, "Last time we talked about _____________. What did you try?" Then, continue to support your mentee's reflection by asking, "What did you notice?" Finally, "What do you want to keep, adjust, or try next?"

Helping new educators reflect on their experiences and guiding them toward their next steps are at the heart of a mentor's work.

2. Look at One Piece of Evidence

Reflect + Guide + Connect

Sometimes reflection is easier when there is something concrete to look at together.

Ask your mentee to bring one student work sample, formative check, or other piece of evidence connected to the strategy, routine, or adjustment they have been trying.

Look at it together and ask:

• What do you notice?
• What does this tell you?
• Based on what you notice, what might you try next?

Resist the urge to interpret the evidence for them. Give your mentee space to notice patterns and think through what those patterns might mean. Guide with questions that help them identify a manageable next step.

If the conversation points to an instructional need beyond your mentoring role, connect your mentee with the appropriate coach or support person.

You don't have to have all the answers. Helping your mentee notice, reflect, and determine a next step builds their capacity to make those decisions for themselves.

These self-paced, on-demand modules help teachers create safe, inclusive, student-centered learning environments aligned with Standard 5 of the evaluation rubric. Each module offers practical strategies to strengthen classroom climate and support student learning and well-being. Mentors can use the module topics to help identify timely learning opportunities for mentees. Coaching conversation guides are also available to support follow-up reflection after a mentee completes a module. Mentors might also choose to complete a module alongside their mentee. Teachers can self-enroll via the Learning Environment Canvas Enrollment link.

Ashton Morrow, Landstown High School

Ashton’s mentee describes her as someone who checks in regularly and is always ready to help. When an unexpected schedule change left her mentee under-planned early in the school year, Ashton quickly stepped in with activities she could use right away.

Ashton demonstrates the Four Pillars in action by Connecting through consistent check-ins, Guiding when challenges arise, and Sharing practical support when it’s needed most.

Her mentee shared, “She is the most caring and thoughtful person! I am very grateful for her every day.”

Susan Schutte, Tallwood High School

Susan’s mentee describes her as someone who is always available to answer questions—and who doesn’t wait to be asked. She regularly seeks out her mentee to check in, see how things are going, and offer support.

Susan demonstrates the Four Pillars in action by Connecting through consistent, proactive check-ins and Sharing her experience and wisdom to help make the transition into teaching a positive one.

Her mentee shared, “I am very thankful for her and all her wisdom.”

To celebrate the great work of mentor coordinators and mentors who are supporting our new teachers, here's an opportunity to nominate someone for recognition. Using this Mentor Spotlight Nomination Form, tell us about a mentor who is having a positive impact. As always, you are welcome to email me pictures at karol.bledsoe@vbschools.com to share as well.

Reach out and let me know. Whether you're planning support for mentors, thinking through how to support a mentee, or navigating a dilemma, I'm happy to talk through ideas, share resources, or help you consider possible next steps.

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