University Mentors

As a part of the collaborative team, the University Mentor is employed by the College of Education and Human Development to supervise teacher candidates in their methods courses as well as during their student teaching internship. UMs work collaboratively with each Classroom Mentor Teacher to observe and evaluate the performance of the teacher candidate. University Mentors also work collaboratively with the faculty in the program areas in which their teacher candidates are enrolled. To be considered for a position as a UM, please contact the Office of Educator Preparation and Partnerships.

University Mentor Qualifications

• Possess a Baccalaureate and Master's degree from accredited institutions
• Provide evidence of teaching certificate/license in area of supervision
• Document a minimum of 3 years of successful P-12 classroom teaching experience
• Meet required basic level of computer proficiency (e-mail, word processing, internet search)
• Attend and participate in monthly regional mentor meetings
• Supervisory/mentoring experience is preferred
• Familiarity with BGSU website, Canvas portal, or willingness to learn

University Mentor Roles and Responsibilities

The University Mentor (UM) should work cooperatively with school personnel to conduct and evaluate the professional year experience and to provide support and networking with campus programs and administrative offices.

1. The UM fulfills the following specific roles/functions:
   • Public relations emissary between the University and the cooperating schools.
   • Mentor for the Teacher Candidate (TC).
   • Intermediary between the TC and the Classroom Mentor Teacher (CMT).
   • Assessor and evaluator of TC progress and development as evidenced in records and reports submitted to the Office of Educator Preparation and Partnerships.
   • Submitter of the final Methods and Student Teaching Internship reports in collaboration with the CMT.
2. Collaborative functions of the UM should be responsibly, efficiently, and cooperatively performed.
   • Visits should be frequent enough so that the CMT is able to feel secure in the proper development of the TC. The minimum number of visits required of a UM is four during methods field experience and six visits for the 14-week student teaching field experience.
   • The UM will make the number of classroom observations and conference visits necessary to aid and assess each TC for whom he/she is responsible.
   • Classroom visits/observations/conferences by the UM should:
     • In Methods semester: Include at least an orientation visit, one formal observation (including a pre- and post- observation conference), and two evaluation visits (initial feedback and final).
     • In Teaching Internship semester: Include at least an orientation visit, three formal observations (including a pre- and post-observation conference), and two evaluation visits (midterm and final).
     • Be scheduled or unannounced, as determined by the UM and CMT(s).
     • Consist of a full class period and include a conference with the TC and, if possible, the CMT, both before and following the observation.
     • Be documented with the appropriate formal paperwork.
3. The UM has special mentoring responsibilities pertaining to the TC. (S)he should provide careful orientation for the TC regarding his/her interactions with and responsibility to the collaborating school and the CMT. This can be accomplished by helping the TC to understand: Professional expectations in the particular setting.
   • Responsibilities of the Classroom Mentor Teacher (CMT).
   • Conferences and discussion sessions are to be expected and welcomed; suggestions and recommendations by the CMT are supplied for guidance toward improvement of the TC's professional performance.
   • Lesson plans are to be prepared and made available for critique and suggestions prior to their use (at least several days before presentation, or at a time designated by the CMT). NO LESSON PLANS = NO TEACHING.
   • Consultation and discussions with the CMT concerning issues or problems arising from classroom activities should be scheduled on a regular basis.
   • Professional conduct as a teacher is expected at all times in all circumstances related to school activities.
   • Under no circumstances should the Teacher Candidate (TC) serve in a "substitute teacher" role.
   • The University Mentor (UM) has the responsibility of strictly following the communication protocol for problems

University Mentor Job Description

• Part-time employment
• Extensive travel to area schools to communicate the BGSU mission and program requirements to students, classroom mentor teachers, and school administrators
• Mentor students in methods/student teaching experiences and perform the required number of visits, observations, conferences and evaluations
• Collaborate with lead mentors to assist, solve problems, and evaluate student performance
• Willing and able to put in the time and make the school visits needed for student success
• Serve as a liaison with area school personnel to develop and maintain strong collaborative relationships
• Use technology to communicate regularly, access information and complete on-line forms
• Attend the Student Teacher/Intern Orientation and participate in all required training and professional development meetings each semester