Mentors play a vital role in the Teacher Induction Program at the Sacramento County Office of Education (SCOE), School of Education, serving as experienced educators who guide new teachers through a thoughtful, evidence‑based process of professional growth. With deep knowledge of instructional practice and active engagement in SCOE’s induction requirements, mentors provide weekly support, formative feedback, and ongoing coaching aligned to the California Standards for the Teaching Profession (CSTP). They help teachers develop and refine their Individualized Learning Plans (ILP), prepare for end‑of‑year presentations, navigate site and district expectations, and build a strong foundation for long‑term success in the classroom. 

Roles and Responsibilities of Mentors

1. Possess a clear California teaching credential and have at least 3 years of successful teaching experience.
2. Have sufficient understanding/experience with your Teacher’s content and context for teaching to provide appropriate support.
3. Possess a demonstrated commitment to professional learning and collaboration and the ability, willingness and flexibility to meet teacher’s need for support. 
4. Participate in all Mentor events and end-of-year PGP.
5. Understand the professional induction and credentialing process through active support and engagement in the entire Teacher Induction Program.
6. Frequently use SCOE Dashboard to record information, support and monitor the progress of your Teacher(s).
7. Complete required Teacher Induction Dashboard documentation.
8. Meet weekly with your Teacher(s) for an average of 1 hour each week for a total of 35 hours each year. Teachers may meet with professionals other than their Mentor or engage in professional development to support their ILP for up to 10 of the 35 hours with prior Mentor approval. Review and approve the documents provided by the Teacher. Support teachers in meeting with other resource personnel as appropriate and serve as a support to teachers in identifying appropriate resource personnel.
9. Observe your Teacher(s) in order to provide evidence-based feedback based on the California Standards for the Teaching Profession and state-adopted student content and performance standards to be used in formative self-assessment and in determining professional growth goals resulting in progress toward mastery of the CSTP.
10. Support and guide your Teacher(s) in creating, implementing and periodically revising an ILP based on the results of the formative assessment process.
11. Assist your Teacher's preparation for their end-of-year Professional Growth Presentation (PGP).
12. Participate in required three days of New Mentor Training in your first year as a Mentor.
13. Collaborate with your Teacher(s), Site Administrator(s), Teacher Induction participants, and colleagues. Meet with site administrator during the “Triad Process” to support Teacher’s understanding of site and district goals and assist in developing a community of support for your Teacher(s).
14. Participate in the program evaluation process. Provide feedback on program effectiveness to the Program Directors, District Coordinator, and Advisory Council representatives.
15. Support the Teacher in the collection of evidence that meets program standards regarding his or her teaching practice over the two-year period. 
16. If for any reason you and your Teacher(s) are not working together in a professional and productive manner, please inform your District Coordinator or the Teacher Induction Directors. Changes can always be made and there is no fault or blame on anyone.