Bridges to Success Supporting Early Career Special Educators
administrator support For Mentors For Early Career Teachers About Bridges to Success Links and Resources

Mentoring Activities

Mentor Partnership Agreement
Implementation Plans
Orientation Activities
Keeping in Touch
Connect with Other Mentors

Mentor Information

Mentoring Stages

Developmental Phases of Beginning Educators
Supporting Beginning Educators
Coaching and Demonstration
Self-Reflective Practices
Problem Solving
Observation & Feedback
Understanding Adult Learners
Mentoring Resources
Back to Mentor Page

Stages within the Mentor Partnership


first stage second stage third stage

The mentor partnership will change and evolve over time as early career educators develop new skills and confidence in their profession. Most new teachers will progress through developmental phases that are repeated throughout the mentoring process, dependent on new activities and challenges that are encountered. Mentors can assist the early career special educator in making a successful transition through these stages.

First Stage: The first stage focuses on practical skills and information such as:

  • where to order supplies
  • how to organize a classroom
  • where to find instructional resources.

Mentors can assist the early career educator in accomplishing specific tasks related to their new position. They provide the modeling of skills, sharing of strategies and observational feedback. An implementation plan is developed within the mentor partnership to focus on the needs of the beginning teacher.

Second Stage: During the second stage, mentors and early career educator can concentrate more intently on the art and science of teaching and on polishing classroom management skills. The beginning teacher is more self-directed in their development of skills but also needs consistent and frequent feedback.

Mentors can direct the beginning teacher to self-reflective practices that will assist in evaluating their own progress. Reflective practice can consist of:

  • keeping journals of their teaching practice
  • formal and informal conferences to discuss what did/didn’t work
  • observations of effective teaching methods
  • and reflective questioning.

Third Stage: In stage three, the focus shifts to a deeper understanding of instructional strategies and ongoing professional development that is based on the assessed needs of students. The beginning teacher is no longer reliant on the mentor and can provide possible solutions to problems encountered.

The mentor can act as a “sounding board” to discuss the beginning teacher’s concerns and offer emotional support. During this time, the mentor relationship will begin to redefine into a peer support and collegial relationship.

Download Model | For Mentors | For Early Career Educators
About Bridges | Links and Resources | Search | Contact

Home