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In September 2004, New York State school districts began implementing district-based mentoring programs for new teachers seeking their professional certificate. This Information Bulletin highlights several regulatory issues and cautions related to the role and responsibilities of the mentor as defined in the Commissioner's Regulations Part 100.2 (dd) and through guidance issued by the State Education Department (SED). The information contained in this bulletin will be useful to persons involved in developing, implementing, negotiating, and participating in the mentoring program - Labor Relations Specialists (LRS), local leaders, professional development committees, program coordinators, district administrators, mentors, and persons considering service as a mentor.

In New York State, the purpose of the mentoring program shall be to provide support for new teachers in the classroom teaching service in order to ease the transition from teacher preparation to practice, thereby increasing retention of teachers in the public schools, and to increase the skills of new teachers in order to improve student achievement in accordance with State learning standards.

The district's Professional Development Plan (PDP) must describe how mentoring will be provided to all new initial certificate holders during their first year of employment. The mentoring plan, a component of the PDP, must describe the role of mentors, which shall include but not be limited to providing guidance and support to new teachers.

Typically, mentors are veteran or mid-career tenured teachers who are articulate and reflective about their own practice. A mentor's knowledge and skills have developed over time as a result of his or her professional experience. To be effective, a mentor needs a clear understanding of how the mentor's role has been defined in the district's mentoring plan, the program's philosophy, and what has been agreed to by the district and the local teachers' union. The mentor's role can be expanded to include responsibility for evaluation of the beginning teacher's performance only through the collective bargaining process.

Download: Complete Bulletin. (159k pdf)

Updated February 2008