The Mentor Mentee Program mission is that through transformational coaching, mentees will reflect upon and develop their behaviors, beliefs, and ways of being to ensure every student is inspired to think critically, pursue their dreams and change the world.
The Mentor Mentee Program is individualized, differentiated, and flexible to meet professional growth goals for educators just entering the field of education and those coming to Saint Paul Public Schools with previous experience. Probationary educators under the SPFE bargaining contract participate in the Mentor Mentee Program in their first year of employment.
The Saint Paul Public Schools Mentor Mentee Program seeks to provide an effective transition into an education career in Saint Paul Public Schools through:
building personal connections and a sense of belonging within the school and across the district.
developing a collaborative mindset, open to feedback and growth.
support for instruction and/or professional practices in order to continuously improve effectiveness and ensure all students have access to individualized levels of support.
ongoing reflection of instruction and/or professional practices.
Mentors provide valuable collaborative experiences for colleagues that are new to Saint Paul Public Schools in order to ensure all educators are equipped with the tools and mindset to equitably support the diverse needs of our community.
Mentoring is...
Mentoring is a community of leaders and learners dedicated to deepening their understanding of self and cultivating their leadership abilities. They are advocates for new educators, students, and families. Mentors are guided by their core values and collaborate with other mentors from across the district through professional learning opportunities afforded throughout the school year.
Mentoring is NOT...
Mentoring is not a way to enforce a program. Mentoring should never be used as enforcers, reporters, or evaluators. This approach has many negative implications.
Mentoring is not a tool for fixing people. It is not something you should do with or to ineffective educators. It is not a box to be checked so that a district can move toward disciplinary measures. [Mentoring] won't be effective if the client doesn't want to engage in it. We can't force people to learn. (Elena Aguilar, Art of Coaching, 2013)
SPPS Preferred Mentor Qualifications
Tenured in Saint Paul Public Schools and no improvement plan within the last 3 years
Principal recommendation
Available to provide mentoring support outside of the contracted school day
Experience with grade level or content/professional area of the mentee
Commitment to racial and gender equity development
Knowledge of content/professional best practices and district initiatives
Ability to positively build relationships with others
Experience with adult learners
Effective communicator
Experience with collecting and analyzing data and modifying practices to meet the needs of all students
Mentor Selection Criteria
Personal and Professional Dispositions
Demonstrates commitment to own professional growth and learning
Eager to support a new colleague
Communicates openly, honestly, and sensitively with students, staff, and families
Encourages and nurtures an appreciation of diversity
Is friendly, approachable, and accessible
Is enthusiastic and optimistic
Is dependable and trustworthy
Demonstrates a patient, helpful, and caring attitude
Models reflective practices
Mentoring Knowledge and Skills
Understands adult learning theory and development of professional practices
Knows how to analyze practices based on criteria of professional standards
Understands the reciprocal relationships among educational theory, research, and practices
Uses an inquiry approach for problem solving
Uses a continuous improvement, professional growth model
Instructional/Professional Skills
Demonstrates solid content/professional knowledge
Considers diverse learner needs to personalize and differentiate practices to promote achievement for all learners
Creates and manages a productive learning environment
Demonstrates a broad repertoire of instructional/professional practices
Assesses learning and modifies practices to meet learner needs
Adapted from MN Induction Guidelines Teacher Support Partnership (TSP)
Welcome to Saint Paul Public Schools! Through the Mentor Mentee Program, we hope to provide systems of support for our educators as they embark on the journey of educating St. Paul's children and developing themselves as educators.
The Mentor Mentee Program is individualized, differentiated and flexible to meet professional growth goals for educators just entering the field of education or those coming to Saint Paul Public Schools with previous experience.
Most probationary educators participate in the Mentor Mentee Program in their first year of employment.
A full year of mentoring consists of 20 hours of support outside the contracted day. Most mid-year hires will work with a mentor during the year they are hired (10 hours), and support will carry over into the next school year (10 hours). Throughout the course of the school year, mentees will engage in:
Goal setting to determine differentiated mentoring support.
Differentiated mentoring activities based upon mentee goals.
Reflections regarding collaborative work with mentors and professional growth.
Other than fulfulling the mentoring hours, the only requirement of mentees is to complete the Mentee Reflection at the end of each semester. The hours are intended to be spent reflecting on your practice, your beliefs, and your emotions. Separate from the Mentor Mentee Program, you can find the list of courses and requirements for new educators on the Educator Support Pathway page: