At the end of last school year, I received an email from my former teacher education program with an invitation to become a mentor teacher for a new intern, Aaron (pseudonym). In reading the email, my initial thoughts were:

“Oh yay, finally!”

“I cannot wait to share what I have learned about teaching!”

“I hope I can prepare them well!”

I had been teaching for ten years and had long wanted to experience the mentoring process my colleagues spoke about.

Not only would I experience this, but I would also realize that I had a lot to share—yet mentoring was a two-way street for learning. I knew my student teacher would learn a lot this year, but through a difficult, messy trail, I would learn so much more.

Challenge # 1: Navigating Different Communication Styles

When working with students you often have to set the norms and expectations on how to communicate from the beginning. To communicate with me, students can find me during after school hours or they can send me an email at a specific time. I always express this expectation with students at the very beginning of the school year and remind them constantly. And working with colleagues, there seems to be an unwritten norm about communication; if something is not urgent, send it in an email. But I never thought to have a conversation to address these expectations with my student teacher.

When Aaron first reached out to me in the summer, I was eager to help him prepare for his student teaching experience. Our email exchanges were brief on Aaron’s part but lengthy on mine, though I did not always require responses. For instance, in one of our early communications, I provided extensive information about the school, logistical details, and curriculum examples. I also warned him that my instructional approach might differ from what he was accustomed to.

I learned that Aaron did not often engage with emails effectively unless explicit expectations were set. (“Respond to X.” “Read This & Do Y”) I learned that our modes of preferred communication were very different. For example, our first in-person meeting was the result of a missed email. Aaron mistakenly arrived for professional development on the wrong day when I was simply setting up my classroom. I felt guilty that he had traveled unnecessarily, so I aimed to make the visit meaningful by discussing pacing and addressing any initial questions. To avoid further mistakes, I exchanged phone numbers with Aaron and we decided that texting was the most efficient mode of communication for work-related material. Aaron agreed to “thumbs up” or “heart” a message to show that he had read it.

Challenge # 2 – Just Like Students, Adults Learn By Doing

Mentoring forced me to step back and examine my teaching in ways I hadn’t before. It made me ask: Why do I teach the way I do? How did I develop these instincts, and how can I help someone else build them?

Early in the year, I assumed that Aaron would naturally pick up on classroom dynamics just by being present. I expected that he would observe, take notes, and absorb strategies the way I had when I was a student teacher. But I quickly realized that simply being in the room wasn’t enough—he needed structured opportunities to reflect, ask questions, and practice skills with intentionality. For example, one day, Aaron placed all three handouts for a lesson on desks before class. Students, predictably, played with them, crumpled them, and turned them into distractions. Initially I had asked Aaron his thinking on this decision and he mentioned trying to save himself time later. It was a moment that made me realize how much of my habits and decision making in teaching is now second nature, yet not always obvious to someone just beginning their journey.

This realization prompted me to change my approach, shifting from simply modeling to explicitly discussing the rationale behind my choices.

One of the biggest shifts came when I stopped over-planning for Aaron. Initially, I provided detailed lesson scripts, worried that he might feel unprepared. But in doing so, I left little room for him to think independently. Once I scaled back and encouraged him to make his own instructional decisions, I saw some growth. It reminded me of a fundamental truth in teaching: learning happens through doing.

This was an unspoken truth in the way that I have and do learn. Whenever I am engaging in a task that I am not familiar with, the best way that I have learned how to complete the task is by doing the task to the best of my knowledge. Even if I fail, I will still be able to learn from it. I can’t learn if I don’t make an attempt. This is subconscious and it’s difficult to experience and witness others trying and failing in front of you without intervening. I used to have a difficulty sitting with that discomfort when students were learning and struggling productively.

There’s a certain discomfort in observing a student teacher grapple with learning, especially when their missteps unfold before you. When do you intervene? Do I prioritize the learning of the student teacher over the student? What is the threshold? It’s an answer I do not have yet – but a powerful inner thought to be aware of when observing.

Challenge # 3 – Crossing the Boundary of Learning to Mentor To Being a Mentor

I thought mentoring would be about helping Aaron grow, but in many ways, it helped me grow just as much. It challenged me to articulate my beliefs about teaching, recognize the assumptions I make, and refine my ability to guide another educator through the complexities of the profession. It also made me realize that just as students need scaffolding, so do new teachers.

I was fortunate to have spaces like the Knowles Teacher Initiative and a network of other Fellows to help me unpack my experiences as a mentor. Through discussions with peers who had mentored before, I gained insight into the challenges and rewards of guiding a new teacher. These conversations helped me realize that struggling with mentorship didn’t mean I was failing—it meant I was learning. Just as Knowles provided me with space to reflect on my teaching practice, it also gave me the tools to navigate the uncertainties of mentorship, making the process more meaningful and intentional.

Mentorship has the potential to strengthen our profession in powerful ways. When done well, it doesn’t just prepare a new teacher—it deepens the mentor’s understanding of their own practice. It fosters reflection, refines communication, and reinforces the collaborative nature of teaching.

Looking Ahead

At the beginning of this journey, I wasn’t sure if I’d ever want to take on another student teacher. It was harder than I expected, filled with moments of uncertainty and self-doubt. But now, reflecting on this experience, I see the value, not just for Aaron, but for myself. I’ve learned that mentorship isn’t about molding someone into my version of a teacher; it’s about creating space for them to develop their own approach while being flexible in how you support them along the way.

While I don’t have all the answers, I now know that mentoring—like teaching—is a learning process. And in that process, there is an immense opportunity for growth, for both the mentor and the mentee. Read on to Rosiane’s blog to learn the different lessons each of her student teachers taught her.