Roles and Responsibilities of the University Mentor

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:

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  • Public relations emissary between the University and the cooperating schools.
  • Mentor and teacher 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.
  • Instructor of record to submit the final Methods/Student Teaching Internship grade in collaboration with the CMT.

2.  Collaborative functions of the UM should be responsibly, efficiently, and cooperatively performed.

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  • 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 student teaching internship.  
  • 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:

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   1. 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).
   2. In Student Teaching Internship semester: Include at least an orientation visit, three formal observations (including a pre and post observation conference), and two evaluation visits (a mid-term and final).
   3. Be scheduled or unannounced, as determined by the UM and CMT(s). Observations should last for the length of a usual class period and include a conference with the TC and, if possible, the CMT, both before and following the observation.
   4. Be documented with the appropriate formal paperwork.

3.  The UM has special mentoring responsibilities pertaining to the TC. He/she 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:

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  • Professional expectations in the particular setting.
  • The legal responsibility of the Classroom Mentor Teacher (CMT).
  • That conferences and discussion sessions are to be expected and welcomed; that suggestions and recommendations by the CMT are supplied for guidance toward improvement of the TC’s professional performance.
  • That 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.
  • That consultation and discussions with the CMT concerning issues or problems arising from classroom activities should be scheduled on a regular basis.
  • That professional conduct as a teacher is expected at all times in all circumstances related to school activities.
  • That under no circumstances should the Teacher Candidate (TC) serve in a “substitute teacher” role.

4.  The University Mentor (UM) has the responsibility of strictly following the communication protocol for problem solving.

University Mentor Checklist

In accepting a contract to act as a mentor of BGSU Teacher Candidates (TC), the individual adjunct program staff member agrees to fulfill the specific responsibilities outlined below as well as those delineated in the BGSU College of Education and Human Development Professional Year Handbook.

• Attend University Mentor (UM) Training and all professional development seminars provided by the Office of Educator Preparation and Partnerships (OEPP).
• Attend monthly regional UM meetings as coordinated by the regional Lead Mentor.
• Immediately following receipt of TC caseload reach out to assigned TCs to review placements, policies, and procedures.
• Visit each assigned TC during the first week of his/her placement to meet the Classroom Mentor Teacher (CMT), review procedures, exchange & verify contact information, obtain a detailed student schedule, and review the BGSU methods calendar. Verify TC is placed with appropriately licensed CMTs.
• Introduce yourself to the building administrator and leave a business card with contact information.
• Promote cooperation, collaboration, and goodwill with all school partners.
• Be available via phone or email to TC and CMTs and respond in a timely fashion to inquiries, problems, or requests for consultation.
• If a TC has difficulty, serve as a conduit between the TC, CMT, Lead Mentor, program coordinator, and the Assistant Dean for Educator Preparation and Partnerships to develop and implement an action plan to resolve the problem.
• Communicate with Lead Mentor if problems in the field site are not being resolved.
• Complete a minimum of 4 visits during the methods semester: An initial meeting, initial feedback evaluation conference, one formal observation and subsequent conference, and the final evaluation conference.
• Complete a minimum of 6 visits during the student teaching semester: An initial meeting, mid-term evaluation conference, three formal observations and subsequent conferences, and the final evaluation conference.
• Submit all formal observations online within 48-72 hours of the observation date during the methods and student teaching internship semester.
• Collaborate with each CMT to complete a mid-semester evaluation and conference with the respective TC (all 3 present) in methods and student teaching internship.
• Submit the mid-term evaluation via EGADS (methods and student teaching internship). The TC and CMT have access to this completed evaluation. CMT password is provided by the UM.
• Ensure TC and CMT e-signatures on all formal evaluations.
• Collaborate with each CMT to complete a final evaluation and conference (all 3 present) of TC in methods and student teaching internship.
• Submit the Final Student Teacher Internship Evaluation online through EGADS Data System (methods and student teaching internship).
• Thank CMTs and building administrators at the close of the fall and spring semesters for their work with BGSU TCs. Inquire about potential future CMTs at the field site.