While Anthony’s mentoring story began with excitement and led to a powerful lesson in teacher growth, my mentoring journey began with self-doubt and continues to be a series of meaningful learning moments that I reflect on and draw from throughout my professional life. As a third-year teacher, I found myself stepping into the role of a mentor teacher for the first time. I wasn’t sure I was ready. There was still so much I felt I needed to learn and so many areas where I was still growing. I was self-conscious and unsure if I could balance the demands of mentoring while continuing to improve my own practice. However, I quickly realized that mentoring became an invaluable part of my professional development, pushing me to grow in ways I hadn’t anticipated. It wasn’t just about guiding my mentees, it was about learning from them and evolving through those shared experiences.

Each of my student teachers brought something unique to the table, adding different layers to my teaching identity. They introduced me to fresh ideas, new perspectives, and creative ways of thinking. Through these relationships, I learned more about myself, my practice, and how to connect with and support teachers from diverse backgrounds, perspectives, and experiences. Mentoring helped me develop into a more well-rounded teacher leader.

Mentoring provided me with more than just an opportunity to guide others; it was also an opportunity to reflect on my own teaching. Below are some of the impactful experiences and lessons I learned from some of the mentees I had the privilege of working with. Note, all names are pseudonyms.

Emery: Relevance

In 2014, my first student teacher, Emery, introduced me and our students to kombucha. After getting questions from students about what it was and how it was made, she decided to use it as a creative approach to teaching cellular respiration by connecting it to the fermentation process. The combination of aerobic and anaerobic respiration in the production of this beverage gave students a hands-on, tangible way to understand scientific concepts.

This experience taught me the value of introducing things that go beyond students’ pre-existing knowledge. It’s not just about what they already know, but about creating a classroom community where sharing experiences, like with kombucha, enhances learning. Connecting scientific concepts to shared or real-world experiences can create meaningful and engaging lessons for students.

Peyton: Continuous Inquiry

Peyton was an inspiration when it came to her relentless pursuit of knowledge. She was always researching—new curricula, teaching methods, materials, grants, and more. When a student asked her a question she didn’t know the answer to, her immediate response was always: “I don’t know, but I can find out.”

Peyton’s mantra inspired me to adapt my teaching philosophy, encouraging a culture of inquiry not only with students but also within myself. Her approach inspired me to create a classroom poster with a list of alternative responses to the phrase “I don’t know.” Instead of seeing uncertainty as a weakness, I wanted to support students to see it as an opportunity for further learning and growth. Some students began to use the responses on the poster during class discussions and when answering questions. It was okay to respond to a question from me or their peers with “I’m not sure, but I think…” or “Let me think about that and get back to you” to promote curiosity, collaboration, and reflection.

Eva: Enthusiasm

Eva taught me the power of enthusiasm in engaging students, especially when trying new activities. I remember her excitement and demonstrations while planning the “Oh Deer” activity—a simulation game that illustrates the dynamics of animal populations. She brought an energy to the lesson that I didn’t expect. I had assumed my students would find the activity juvenile and lose interest, but Eva’s excitement was contagious. They ended up fully engaged, even though the activity involved them getting up and moving around, which initially seemed like a hassle.

This experience confirmed something I already knew but did not always act on – that a teacher’s mood and perspective can deeply influence how students perceive and receive a lesson. If a teacher is excited and enthusiastic about a topic, students are more likely to engage with the content. Even the most unexpected or seemingly childish activities can have profound educational value when taught with passion.

Kamila: Culture and Classroom Expectations

Kamila’s teaching style was heavily influenced by her cultural values. She maintained a very strict approach to classroom management, with clear expectations about what student behavior should look and sound like. I noticed that students were avoiding interactions with her, often whispering to me when she wasn’t around. This tension led me to question the “why” behind her approaches. When I asked Kamila to explain the rationale behind her rigid expectations, she smiled and admitted that she didn’t have a specific answer. It was simply a cultural norm she had adopted.

This led me to reflect on my own teaching practices and the assumptions I had about the expectations I set in my classroom. How much of my own classroom practices were shaped by my personal experiences and cultural background? How did my cultural values influence the way I interact with my students? Supporting Kamila to reflect on her approach made me consider how my perspective, experiences, and cultural identity might be impacting the way I interact with students, and whether I was truly meeting their needs in the best way possible.

Ultimately, mentoring has been the best form of professional development I could ask for. It forced me to question my assumptions, reflect on my teaching practices, and develop a deeper understanding of myself as an educator. My student teachers played a major role in broadening my ideas of what is relevant and interesting to students, and reflecting on how my experiences and assumptions show up in my teaching and relationships with others. Through ongoing opportunities to reflect, adapt and grow, mentoring has helped me become a more responsive and intentional educator. It continues to shape my commitment to social justice and reinforces my dedication to center equity in the support of teachers and learners, something Sheila dives deeper into in the next blog.