Residency Mentors

Office of Educator Preparation

Purpose of Mentor Teacher:

Research suggests that the mentor teacher serves as an especially influential person in the professional development of the residency candidate. Mentors are selected on the basis of professional experience and success as a teacher. Candidates look to mentors as role models, and the mentor plays an essential part in the induction of the candidate into the teaching profession.

News & Updates

2023-2024 Mentor Teachers of the Year

Department of Curriculum and Instruction

Mentor Teacher: Jamie Mains

School Name: Southside Elemenary

District: Johnson City Schools

Mains and her residency candidate

Department of Early Childhood Education

Mentor Teacher: Amy Nida

School Name: Kennedy Elementary

District: Kingsport City Schools

Department of Physical Education

Mentor Teacher: Gabe Bilicki-Roy

School Name: Cherokee Elementary

District: Johnson City Schools

  mentor with award

Department of Special Education

Mentor Teacher: Hayley Parker

School Name: Indian Trail Middle School

District: Johnson City Schools

Parker with award

K-12 Education

Mentor Teacher: Hunter Graybeal

School Name: Science Hill High School

District: Johnson City Schools

February 2024 Mentor Teacher Newsletter

 

Important Information

  • Qualifications

    Required Qualifications:

    • Hold an active Tennessee license with an endorsement in the area or a closely related area where they will be supervising the candidate;
    • Have a level of overall effectiveness of above expectations or significantly above expectations for the prior school year; and
    • Have a minimum of three (3) years of experience as a teacher, school services personnel, or instructional leader as applicable.

    Desired Qualifications:

    • Recommended by the principal or other appropriate district supervisor.
    • Demonstrated dispositions that support the development of teacher candidates, including:
      • Willingness and ability to assume the roles expected of a mentor, such as advocate, counselor, coach, and critic
      •  Willingness and ability to work as a team member to promote the development of a novice.
    • Interested in working with teacher candidates.
      • Understands and is committed to the co-teaching model for preparing beginning teachers 
    • Willingness to attend mentor teacher orientation and/or training during the first few weeks of the mentoring experience.
    • Willingness to provide feedback to the Office of Educator Preparation and university faculty.
    • Proficient with technology to use Watermark platform and communicate with university supervisors and Office of Educator Preparation.

    *Exceptions to these criteria must be approved by the Director of Field Experiences and Residency, in consultation with the designated School contact person(s), with a documented rationale for the exception. If appropriate, additional supervision and monitoring may be required.

  • Responsibilities of the Mentor Teacher

    The mentor teacher assists the residency candidate in the following ways:

    • In becoming a caring professional


      In becoming a caring professional

      • Become familiar with the mentor section of the Educator Preparation Handbook.
      • Provide class rolls, textbooks, etc., for your residency candidate.
      • Prepare to receive the residency candidate by adjusting the classroom situation as necessary.
        • Organize a work place (desk).
        • Prepare a Survival Kit.
        • Announce to the class that a co-teacher will be assisting in the teaching of the class during coming year.
      • Establish a supportive climate of acceptance, enthusiasm, and open communication with the residency candidate to ensure a positive relationship and successful experience.
      • Communicate frequently before problems escalate and work with the residency candidate to remedy problems promptly.
      • Generate the necessary faculty cooperation for school-wide acceptance of the residency candidate.
      • Help the residency candidate to develop a positive perception of the profession, a commitment to teaching, and a realistic concept of the total responsibilities of a teacher.
      • Think of the residency candidates as novice professional colleagues or co-teachers rather than teachers’ aides.

       

    • In becoming an effective practitioner

      In becoming an effective practitioner

      • Discuss with the residency candidate the decision making process and alternatives as they relate to planning, implementing instruction, and managing the classroom.
      • Model effective teaching techniques and behaviors:
        • Accommodations for learner differences
        • Classroom management techniques
        • Professional behavior.
      • Instruct the residency candidate in methods, technology, and strategies used in the classroom.
      • Provide opportunities for the residency candidate to observe varied teaching styles and methods.
      • Work with the residency candidate using co-teaching models.
      • Plan a progression of experiences that will ease the residency candidate from small group teaching to assuming responsibility for designing instruction for the whole class.
    • In becoming a critical thinker
      • Provide cooperative help during daily planning sessions for the instructional program in the classroom. Allow the residency candidate to employ individual methods of his/her choosing within the existing framework of the classroom.
      • Require residency candidate’s lesson plans (using ETSU’s lesson plan format) at least two days prior to instruction.
      • Assist in the development of a Teacher Performance Assessment (see guidelines).
      • Provide continuous and specific evaluations of the residency candidate’s performance in informal daily conferences and in regularly scheduled formal conferences with the candidate, making use of written and verbal feedback.
      • Give daily oral feedback on professionalism, instructional skills, classroom management, communication skills, content knowledge, methodology, and rapport with students.
      • Observe and evaluate the residency candidate’s instruction during the semester.
      • Encourage the residency candidate’s self-evaluation and reflection.
    • Residency Candidate Evaluations

      Residency Candidate Evaluations

      • Provide the university supervisor with written assessment (Mentor Quick-Check Evaluation Form) of the residency candidate’s progress during each supervisor’s scheduled observation.
      • Immediately call or e-mail the supervisor with concerns.
      • If problems arise, participate in designing a Development Plan.
      • Participate in evaluations in collaboration with the supervisor and residency candidate.
      • Care should be taken to provide an accurate and specific description of the residency candidate’s competencies in evaluations, as these will become a part of the candidate’s file.
    • Welcoming Your Residency Candidate

      Welcoming Your Residency Candidate

      • Introduce the residency candidate to other faculty members, support personnel, and administrators.
      • Tour the school (staff work areas, the lounge, adult restrooms, etc.)
      • Post the residency candidate’s name (Mr. / Ms. Smith) along with your name near the classroom door.
      • Send a note to families letting them know you will have a residency candidate co-teaching with you.
      • Review items in the faculty handbook that directly affect the residency candidate: the contractual day, issues related to school security, etc.
      • Share that “bit of information” that matters: “There is a ‘Peanut Free’ table in the cafeteria” or “Staff members never park in Lot A.”
      • Explain any staff activities or special events the residency candidate could choose to participate in or attend.
      • Discuss classroom rules and expectations for student behavior as well as acceptable rewards and consequences.
      • Provide a copy of the student handbook.
      • Assemble a binder with useful information including class lists, daily schedules, classroom rules, discipline referral forms, etc.
      • Mark important dates for faculty meetings, your week for hall duty, school wide music programs, etc.
      • Gestures of kindness, no matter how small, have a positive impact.
  • Compensation Procedures

    Once school districts confirm mentor teachers with the Office of Educator Preparation, mentor teachers will receive an email from our Placement Coordinator. This email will provide you with information about your residency candidate and mentor teacher training. 

    • Mentor Contact Information Form

      Please complete this revised electronic form, which takes less than five minutes, to ensure we have your current contact information on file. (You will need your teaching license number for this form).  

      https://etsuclemmer.iad1.qualtrics.com/jfe/form/SV_87FHFY8tYhlbjmK 

    • Mentor Compensation Information

      Mentors that complete the Mentor Teacher Compensation Account set up through ETSU will receive compensation for mentoring a residency candidate.  (Payments will be sent at the end of the fall and spring semesters.) 

      Mentor Stipends

       
      Mentor in Pre-Residency/Residency I $150
      Mentor in Residency II $100 per student

      Compensation Procedures for Mentor Teachers

      Please use steps A and B below to create your account in our online platform. Setting up this account allows you to make changes to your banking information and other compensation changes, if needed, at a later date. Once the account is created, use the link in section B to complete the direct deposit authorization form. You will need to have a completed W-9 and voided check ready to attach to this authorization. We are encouraging mentor teachers to complete the compensation procedures below during the first few of receiving their residency candidate, so the Office of Educator Preparation and Procurement will have time to process the paperwork. Mentor Teachers should complete the compensation procedures no later than September 30, for the fall semester, and April 30, for the spring semester, or payments for December and/or May cannot be guaranteed.

       

      *If you would like to decline compensation, you do not need to complete the steps below, only email the Office of Educator Preparation at edprep@etsu.edu stating that you decline compensation.

      1. Compensation paperwork only needs to be completed if you have never been a mentor teacher or if you have not completed paperwork after Spring 2021. Please contact the Office of Educator Preparation if you have questions.
      2. Previous mentor teachers with an address change, name change, or change in banking information need to contact the Office of Educator Preparation before completing additional paperwork.
      3. University School mentor teachers do NOT need to complete the compensation procedures below. Instead, the Placement Coordinator will contact these mentors to sign the ETSU extra compensation form for payment.
      4. If a mentor has had a name change or address change at any time since attending ETSU or during mentorship, they must complete and submit a Personal Information Change Form. The Office of Educator Preparation will provide this documentation.

    **If for some reason the candidate's placement is changed by the Office of Field Experiences and Residency, the teacher will be paid a prorated amount ($10 per week for Residency I, $15 per week for Residency II).

  • Handbook, Resources, and Newsletters

    Mentor Teacher Handbook

    Mentor and Supervisor Handbook 2024-2025

     

     
  • Student Learning & Licensure (edTPA)

    What is edTPA?

    edTPA is the assessment and support system designed to provide evidence to states and educator preparation programs that their teaching candidates are ready to teach. Through its authentic, performance-based and educative approach, edTPA helps develop and assess the effectiveness of aspiring teachers. With a focus on learning for all students, edTPA engages teacher candidates in developing the knowledge, skills, and abilities they need to meet the needs of today’s diverse learners.

    edTPA assesses subject-specific pedagogy
    edTPA is a subject-specific performance assessment that recognizes that teaching and learning are not the same across all subjects and all grades or levels. A history teacher doesn’t approach inquiry the same way as a science teacher. A kindergarten teacher does not communicate the same way as a middle school math teacher. That’s why edTPA does not assess all teachers the
    same way. As the nation’s first pre-service, subject-specific performance assessment, edTPA measures relevant skills for each of the 27 different teaching fields. But it’s much more than just an assessment. edTPA’s invaluable support resources help teacher preparation programs deepen their focus on the subject-specific skills of aspiring teachers, reflecting the rigors of a real
    classroom.


    edTPA is embedded in authentic clinical practice
    edTPA is designed to provide a realistic and meaningful gateway to the teaching profession, something educators and policymakers expect. Current course-completion tests of subject-area knowledge alone may not comprehensively reflect the realities and authenticity of what it takes for a beginning teacher to be effective. edTPA’s integrated portfolio model and authentic artifacts of practice are prepared by candidates in a clinical teaching experience and reflect a cycle of effective teaching. The candidate demonstrates how s/he plans instruction based on their teaching context and students’ strengths and needs, engages students in deep subject-specific instruction and analyzes student learning to inform next steps for teaching. This cycle of planning, instruction, and assessment mirrors what real teachers do day-to-day to ensure their students learn.


    How Can Mentors Help?

    Our edTPA Coordinator, Angela Shelton, has resources for mentors to help and support their Residency Candidates. For questions about edTPA, please email Mrs. Shelton at SHELTONAM1@etsu.edu. 

     

    edTPA-How Can Mentors Help?


    The Do's of Supporting a Candidate with the edTPA Process

    • Discuss edTPA® tasks and scoring rubrics
    • Use rubric constructs or rubric language to evaluate and debrief observations made by cooperating teachers as part of the clinical supervision process
    • Discuss samples of previously completed edTPA® portfolio materials (with permissions granted)
    • Ask probing questions about candidates’ draft edTPA® responses  or video recordings, without directly editing the writing or providing specific answers to edTPA® prompts
    • Discuss support documents (such as Making Good Choices) about lessons or examples to use within the assessment
    • Arrange technical assistance for the video portion of the assessment
       

    The Don'ts of Supporting a Candidate with the edTPA Process

    • Don’t edit a candidate’s official materials prior to submission
    • Don’t instruct candidates on which video clips to select for submission
    • Don’t offer critiques of candidate responses that provide specific, alternative responses, prior to submission for official scoring
    • Don’t upload candidate edTPA® responses (written responses or videotape entries) on public access social media websites

    Forms

    Why edTPA?

    Using edTPA

    National Cooperating Teachers

  • Watermark: Procedures and Requirements 

    Watermark is an internet-based subscription service that allows residency candidates, instructors, mentors, and supervisors to create, share, and collaborate on educational curricula. Candidates can upload their work and other documents to share with their instructors and other stakeholders. During the residency year, candidates, mentor teachers, and university supervisors will connect on this shared space, complete observations and assessments, and attach additional documents (reflection summaries, performance checklist, etc.) related to the candidates’ residency placement. Candidates will also log their residency hours in Watermark so their mentor teachers can approve and university supervisors can monitor. Mentor teachers need to check Watermark weekly to confirm candidates are logging their hours and approve their hours. This ensures residency candidates are adhering to their set schedule as well as arriving and departing school on time.

    Setting Up Your Account

    Please follow the instructions below to access your Watermark account: Accessing Watermark Student Learning & Licensure Login:

    1. You should receive an email from Watermark to begin the login process (In some instances it may go to your spam or junk folder). If you do not receive and email, you can use the following link to login to Watermark: Mentor Login to SLL .
    2. Use your school email address as your username, and you will receive a prompt to create a password.

    Once you access Watermark you will need to work with your candidate to complete the following Preresidency requirements:

    1. Approve your candidate’s logged hours on a weekly basis.
    2. Provide your candidate with information to complete the Residency Placement Information Document by August 25, 2023. (Students will upload this document in Watermark).

    We have also included some links to helpful instructions and videos below:

    • Field Experience Mentor Guide
    • Approving or Rejecting Student Time Log Entries (Video)
    • Reset Password

    If you have trouble logging into Watermark or any additional questions, please email the Office of Educator Preparation at edprep@etsu.edu.

    Watermark Requirements

    Watermark Requirements

    • Mentor teachers need to check Watermark WEEKLY to confirm candidates are logging their hours and to approve the hours. *Contact the university supervisor with any attendance concerns.

     

     

     

    Complete the Informal Teaching Observation and Rubric

    • During Residency I
      • Complete 1 observation by September 30 (See Observation and Evaluation Schedule).
    • During Residency II
      • Complete 1 observation by January 31 (See Observation and Evaluation Schedule).
      • For mentor teachers having a second residency candidate, the second observation will be completed by April 14 (See Observation and Evaluation Schedule)  (Some mentor teachers will only mentor 1 resdiency candidate during the Residency II semester.)

  • Mentor Awards and Recognitions
    • 2023-2024 Mentor Teachers of the Year
      • James Bilicki-Roy, Cherokee Elementary, Department of Physical Education

      • Hunter Graybeal, Science Hill High Schooll, K-12 Education
      • Jamie Mains, Southside Elementary, Department of Curriculum and Instruction
      • Amy Nida, Kennedy Elementary,  Department of Early Childhood Education
      • Hayley Parker, Indian Trail Middle School, Department of Special Education 
    • 2022-2023 Mentor Teachers of the Year
      • Emily Cook, John Adams Elementary, Department of Early Childhood Education
      • Hailey Eaton, Haynesfield Elementary, Department of Secondary Education
      • Brittany Gray, Jonesborough Elementary, Department of Curriculum & Instruction
      • Taylor Montgomery, Woodland Elementary, Deparment of Special Education
      • Angela Self, Northwest Elementary School, Department of Curriculum & Instruction
      • Trey Trammell, Andrew Jackson Elementary, Department of Physical Education
      • Kimberly Wright, Witt Elementary, Department of Early Childhood Education
    • 2021-2022 Mentor Teachers of the Year 
      • Mary Hatzikazakis, Andrew Johnson Elementary, Department of Early Childhood Education 
      • Emmaline Hilton, John F. Kennedy Elementary, Department of Curriculum & Instruction
      • Wesley Idelette, Andrew Johnson Elementary, Department of Exercise Science
      • Holly Jamerson, Ridgeview Elementary, Department of Curriculum & Instruction
      • Jessica Miller, Sulpher Springs Elementary, Department of Educational Foundation and Special Education  
      • Jennifer Rule, New Center Elementary, Department of Curriculum & Instruction 
      • Jamie Gann, Jefferson Elementary School, Department of Early Childhood Education     
    • 2020-2021 Mentor Teachers of the Year
      • Alyssa Ison, Tennessee High School, Department of Curriculum & Instruction
      • Andrew Walters, John F. Kennedy Elementary, Department of Curriculum & Instruction
      • Diane Wilson, Doe Elementary, Department of Curriculum & Instruction
      • Sarah Goad, Ellen Myers School, Department of Curriculum & Instruction
      • Amy Calhoun, John Adams Elementary, Department of Early Childhood Education
      • Laura Owens, Harold McCormick Elementary, Department of Educational Foundation and Special Education
      • Tiffany Collins, Woodland Elementary, Department of Exercise Science
    • 2019-2020 Mentor Teachers of the Year
      • Kristy Walters, Theodore Roosevelt Elementary, Department of Curriculum & Instruction
      • Laura Lifford, Science Hill High School, Department of Curriculum & Instruction
      • Jill McKie, Parrottsville Elementary, Department of Curriculum & Instruction
      • Carol Baker, Palmer Center, Department of Early Childhood
      • Christi Prater, Mary Blount Elementary, Department of Early Childhood Education
      • Sandra Babel, Science Hill High School, Department of Educational Foundation and Special Education
      • James Pearson, Hunter Elementary, Department of Exercise Science
  • Sharing Responsibilities: Mentor Teacher and Residency Candidate Co-Teaching

    During the residency year, residency candidates should be considered a co-teacher within the classroom and are encouraged to co-teach with their mentor teachers each time they are in the classroom. Co-teaching is defined as two teachers working together in a classroom with students; sharing the planning, organization, delivery, and assessment of instruction, as well as, the physical space. During the residency year, co-teaching provides benefits to not only mentor teachers and residency candidates, but also to the students in the classroom.

    Responsibilities of Mentor Teacher

  • Observations and Conferences 

    Mentor teachers observe and confer with their candidate on a daily basis throughout the residency year. This is a good time for candidates to ask for specific feedback and suggestions for improvement from their mentor teachers as well as a time to problem solve issues and dilemmas that arise.

    • Mentors should provide candidates with written notes from informal observations.
      • Notes help residency candidates keep thinking about feedback, as they don’t hear it all in the conversation.
    • Mentor teachers provide guidance through modeling and daily discussions of teaching and student learning.
      • Make your thinking transparent: Sharing reasons behind your teaching choices and actions will help residency candidates understand the work of teaching.
      • Reassure residency candidates that you are available for help, especially during the early weeks.
      • Maintain clear and open channels of communication; let university supervisors know if communication is breaking down.
    • If residency candidates are not making adequate progress, alert university supervisors immediately. In some cases, more extensive written documentation of weekly observations or conferences may be requested, or a Student Support Plan may be required.

     

    Mentor teachers should observe and confer formally once a week. Residency candidates and mentor teachers should also schedule lengthier conferences once a month during Residency I and twice a month during Residency II that promote reflection and professional growth. These conferences and feedback sessions should be documented on the Candidate and Mentor Reflective Discussion Summary, and candidates will attach in Watermark for university supervisors to view.

    Mentor teachers will also complete the Residency Candidate Performance Checklist for each supervisor visit. The Residency Candidate Performance Checklist assesses candidate’s professional dispositions exhibited during their residency year. University supervisors will use the Residency Candidate Performance Checklist to complete the Educator Disposition Assessments (EDA) at the end of Residency I and Residency II.  

  • Substitute Teaching 

    Pre-Residency and Residency I

    Candidates are eligible to substitute during their Pre-residency and Residency I term as defined by ETSU. In order for residency candidates to become eligible for substitute teaching during Pre-residency and Residency I, they will need to complete substitute training offered through the school district where they are completing their residency year. Candidates may count district substitute training toward their residency hours; however, candidates may NOT count time substituting toward their required Pre-residency or Residency I hours.

    Residency II

    Candidates are eligible to substitute up to 5 days during their Residency II term as defined by ETSU. Candidates are NOT allowed to substitute before edTPA filming in Residency II.

     

    In order for residency candidates to become eligible for substitute teaching during Residency II, they will need to complete the following protocol:

    1. Attend substitute training offered through the school district where they are completing their residency.
    2. Once training is complete, the candidate will need to complete the Candidate to Substitute Agreement which requires approval signatures from their mentor teacher, school principal, ETSU supervisor, and ETSU seminar leader.
    3. After the agreement is complete with signatures, the candidate should email the contract to their ETSU supervisor and upload into Watermark.
    4. Candidates are responsible for recording dates, locations, subject and/or grade level of their substitute experience on the Watermark time log.

     

    **District substitute training during Residency II is considered an excused absence while candidates are attending the training. Candidates should attach training documentation to their Watermark account for their absence.

    Additional Substituting Guidelines

    Candidates are allowed to substitute in three settings but the preference must be in the following order:

    1. Classroom of mentor teacher
    2. Another classroom in the school they are assigned-this requires mentor teacher and ETSU supervisor approval
    3. A classroom in another school within the district- this requires advance notice and must be approved by the mentor teacher and ETSU supervisor
       

    *Candidates may be removed from eligibility for substitute teaching at any time, for any reason or for no reason, by the principal of the school, mentor teacher, and/or ETSU Supervisor, or seminar leader.

     

    **Long-term substituting must receive prior approval through the Office of Educator Preparation.

     

    ***When substituting, the candidate is acting as a substitute for the school system rather than as a teacher candidate for ETSU. Candidates will abide by all policies, rules and regulations of the school system while performing the duties of a substitute teacher.