School of Education

Mentor Teachers


Cohort 2 RiSE Mentor Teachers Group Photo

Cohort 2: 2016-2017

Mentor Teachers featured (not in order pictured): Stephen Brown, Alexandra Charlon, Bethany Dorin, Celeste Dunn, George Ellington, Andrew Farrell, Leanna Felardo, Lupe Funderburk, Rina Gonzalez, Kate Grayson, Rich Hogan, Jeff Hopkins, Kelley Jardin, Shane Johnston, Sonja Leland, Tom Lewis, Brad Martin, Jan Mathews, Shawni McBride, Sherri Peterson, Gary Pope, Lisa Ross, Shannon Sharp, Alisha Weliver.


 Cohort 3: 2017-2018 group photo

Cohort 3: 2017-2018

Mentor Teachers featured (not in order pictured): Bethany Dorin, Leanna Felardo , Lupe Funderburk , Rina Gonzalez, John Hironimus, Rich Hogan, Jeff Hopkins, Tom Lewis, Kelley Jardin, Brad Martin, Shawni McBride, Cal McCarthy, Sherri Peterson, Lisa Ross, Shannon Sharp, Kile Talyor, Alisha Weliver.


Responsibilities

  • Demonstrate effectiveness as a classroom teacher.
  • Assist the Resident in orientation to the school, curriculum, instructional materials, building, staff, school policies, room policies, students’ age level characteristics, and special concerns of individual students, individual students’ special needs or challenges, including mainstreamed students, English learners, and students with various cultural backgrounds.
  • Inform the Resident about the type of assistance expected in co-teaching.
  • Aid the Resident in developing rapport with students.
  • Direct the Resident to resources useful in teaching.
  • Assist the Resident in initial planning, and confer regularly concerning diagnosis, planning, selecting of instructional strategies, student assessment, grading, and other classroom and instructionally related matters.
  • Provide consistent, constructive feedback about the Resident’s performance.
  • Provide feedback and support to Teacher Residents in the action research process.
  • Encourage the Resident to show initiative and creativity in trying innovative approaches to instruction.
  • Join the University Supervisor in making suggestions for the Resident’s improvement throughout the classroom experience.
  • Observe the Resident and provide ongoing oral and written feedback, guidance, and coaching.
  • Meet with the Resident and the University Supervisor for scheduled three-way conferences.
  • Participate in and provide written final evaluation.
  • Assist the program by evaluating the University Supervisor.
  • Prepare a letter of recommendation at successful completion of residency.

Selection of Mentor Teachers

Selection of Mentor Teachers is a collaborative process between schools and the university. Mentor Teachers work closely with University Supervisors to guide, supervise and instruct Residents. Mentor Teachers engage in intensive daily collaboration with their assigned TR in a full-time, two-semester residency program.

Criteria:

  • A credential that authorizes the assignment.
  • Minimum of three years teaching experience.
  • Demonstrated effective classroom practice.
  • Inclination toward use of technology.
  • Willingness to critically examine and reflect on classroom practice and engage in relevant professional development.
  • Effective communication and collaboration with other professional teachers.
  • Active engagement in inquiry to support Teacher Residents in action research for Master's degree.
  • Commitment to the NNER Mission.

Selection of Mentor Teachers

Selection of Mentor Teacher is a collaborative process between schools and the university. Mentor Teacher work closely with University Supervisors to guide, supervise and instruct Residents. Mentor Teacher engage in intensive daily collaboration with their assigned TR in a full-time, two-semester residency program.

Featured Mentors

Lupe Funderburk

English: Lupe Funderburk

Hamilton High School, Hamilton USD, Glenn County

"Having a RiSE resident in the classroom has been a breath of fresh air; students benefit from having two qualified teachers, timely feedback on assignments and double the assistance. The resident--mentor teacher relationship is a unique collegial bond in which we are able to collaborate and sharpen one another’s skills. This benefits everyone--especially the students, and for that, I love this RiSE model."

Math: Kelley Jardin

Math: Kelley Jardin

Corning High School, Corning USD, Tehama County

"RiSE allows both mentor and resident teachers to create a positive impact in the classroom. Students benefit from having two teachers to help them grow as learners. Together, we can gain on the spot feedback and help us both become better at our practice. I enjoy having someone to share ideas with. It is a win win for everyone involved."

Science: Jan Matthews

Science: Jan Matthews

C.K. Price Middle School, Orland USD, Glenn County

"RiSE provides an amazing learning opportunity for classroom teachers, credential candidates, and students alike. I wish MY teacher preparation program had offered this level of support and immersion and into the profession."

Special Education: Kile Taylor

Special Education: Kile Taylor

Glenn County Office of Education, Hamilton USD

"RiSE has been a unique growth opportunity to my teaching practice. Learning about and practicing co-teaching and action research has provided benefits to my teaching practice while at the same time enriching the learning experience of the students I serve."