Mentor Teachers
Mentor Teachers play an essential role in our students' professional growth, and we deeply appreciate your collaboration in shaping the future of education. By offering students the critical opportunity to apply theory, receive expert feedback, and reflect on their practice, you help prepare excellent future educators. Mentor Teachers guide our aspiring teachers as they develop and refine the knowledge, skills, and dispositions needed to become effective, impactful educators.
The Judith Herb College of Education prepares Teacher Candidates for Ohio teacher licensure in the following grade bands and subject matters:
- Early Childhood Education (PreK-5): Primary
- Middle Childhood Education (4-9): Reading and Language Arts, Mathematics, Science, Social Studies
- Adolescence to Young Adult (7-12): Integrated Language Arts, Integrated Mathematics, Integrated Social Studies, Integrated Science, Chemistry, Earth and Space Science, Life Science, Physics.
- Multi-Age (PreK-12): Art, Music, Spanish.
- Special Education (K-12 Intervention Specialist): Mild/Moderate, Moderate/Intensive.
Become a Mentor Teacher
To provide classroom field experience for part-time practicum (methods field) and full-time internship (student teaching) Teacher Candidates, complete the below form. You will then be contacted by the JHCOE Field Office.
Being A Mentor Teacher
Our students (i.e., Teacher Candidates) enter the field with a solid foundation in content knowledge, pedagogy, and teaching methods. Now, with your mentorship, they can fully immerse themselves in the day-to-day realities of teaching, experiencing both the challenges and rewards.
Your guidance will help them refine their teaching style, understand school operations, and foster a commitment to high standards, reflective practice, and lifelong learning.
All You Need To Know: Information for Mentor Teachers
The Office of Field Experiences is here to support Mentor Teachers and their schools as they host practicum and internship students in their classrooms. Click the links below to review information on what it means to be a Mentor Teacher for our Teacher Candidates.
- Requirements
- Roles, Responsibilities, and Expectations
- What to Expect with your Practicum and Internship Teacher Candidates
- Support
Mentor Teacher Requirements
Credentials and Experience
Mentor Teachers must be regularly employed with full classroom or student intervention responsibilities, and be willing to dedicate the time and effort required to support and guide our Teacher Candidates as they grow into confident, skilled professionals. Your commitment is key to their success as future educators. The Mentor Teachers is required to have:
- A Bachelor of Education or higher in an area relevant to the candidate’s subject matter and grade band.
- A state-issued Educator License* in an area relevant to the candidate’s subject matter and grade band.
- Three years of teaching experience or a minimum of four years in an area relevant to the candidate’s subject matter and grade band.
*PreK Mentor Teachers do not require a state-issued Educator License for the PreK practicum students, though they must meet the degree and teaching experience requirements listed above.
Professional Development
Additionally, due to the recent updates with Ohio's House Bill 33 of the 135th General Assembly, all Ohio districts and schools shall require all teachers to satisfy requirements and/or complete Professional Development in the Science of Reading through a course provided by the Ohio Dept. of Education no later than June 30, 2025. Mentor Teachers must also:
- Meet the Ohio Professional Development in the Science or Reading training requirements aligned to the timeline set forth by the state, based on the Mentor Teacher's primary role, grade band served, and previously completed trainings.
Mentor Teachers from Michigan Schools and Districts
The University of Toledo has maintained a long-standing partnership with schools and districts in Monroe County, Michigan. Educators holding Michigan-issued licenses are welcomed and eligible to serve as Mentor Teachers for JHCOE Teacher Candidates, provided they meet all the listed Mentor Teacher qualifications, excluding the Ohio-specific requirement for professional development in the Science of Reading.
Mentor Teachers with a Michigan-issued license must complete an equivalent training, as approved by the Ohio Department of Education, by June 30, 2025. Scroll down to Similar Trainings to Meet the Requirements on Ohio's Professional Development in the Science of Reading.
Mentor Teacher Roles, Responsibilities, and Expectations
Mentor Teacher Role
The Mentor Teacher will work cooperatively with UToledo personnel to conduct and evaluate the Teacher Candidate's experience and engage in periodic conferences. They will provide support and networking for the teacher candidate within the broader school environment, and will provide:
- An atmosphere of acceptance and preparedness for the Teacher Candidate and include them as a professional in your school's teaching staff.
- Information for the Teacher Candidate regarding the school, its policies and regulations, available teaching materials and/or school supplies, and handbooks.
- Any essential data concerning (e.g., IEPs) the students with whom the Teacher Candidate will be working with.
Mentor Teachers will establish an early sense of responsibility for the Teacher Candidate.
Mentor Teacher Responsibilities
The Mentor Teacher plays a crucial role in gradually guiding teacher candidates into their teaching responsibilities. They will help candidates establish a timeline for submitting lesson plans, allowing ample time for review and provide constructive feedback to prepare them for effective teaching.
For the duration of the field experience, Mentor Teachers need to:
- Formally observe the the teacher candidate's planning, teaching, and assessment.
- Participate in conferences with the Teacher Candidate and Field Supervisor.
- Be available for additional meetings as needed.
Mentor Teachers will conduct observations and assess the Teacher Candidate's performance using Watermark, a digital portfolio system. For technical support using Watermark, see Watermark Guides or contact the Carver Center Help Desk by phone 419-530-2454 or email (carvercenter@utoledo.edu).
Mentor Teacher Expectations
Field Observations and Conferences by the Teacher Candidate's Field Experience Level
The number of field observations to conduct will vary based on the level of the Teacher
Candidate you are hosting in your classroom. See below for a general overview of the
Mentor Teacher's responsibilities related to field observations and conferences, by
the Teacher Candidate's type of field experience. Please note, the Mentor Teacher
should always clarify these expectations with the Teacher Candidate and/or the Field
Supervisor.
Practicum Teacher Candidates:
- At minimum, 1-2 Field Observations and 1 Conference
- Primary (PreK-5) in the PreK Practicum
- At minimum, 2 Field Observations and 1 Conference
- Primary (PreK-5), AYA Middle Childhood (4-9), AYA (7-12), SPED (K-12), and MULTI (K-12)
Additional observations will be determined as needed, based on the discretion of the Mentor Teacher and/or Field Supervisor.
Internship Teacher Candidates:
- At minimum, 4 Field Observations and 2 Conferences
- Primary (PreK-5), AYA Middle Childhood (4-9), AYA (7-12), SPED (K-12), and MULTI (K-12)
What to Expect with Your Practicum and Internship Teacher Candidates
See below for a side-by-side comparison of the roles and expectations in the classroom, based on the type of field experience.
Practicum v. Internship Field Experience
Practicum (Methods Field)
The practicum is the part-time field experience leading up to student teaching. Juniors will typically engage during the fall and spring semesters, and seniors will engage during the fall semester (prior to student teaching).
Time in the Classroom: Practicum
This is a part-time school placement. There are no set hours, but the practicum is intended to be a long-term educational
experience where students plan a consistent schedule based on how the classroom is structured.
Practicum schedules will vary. Teacher Candidates will typically spend 2-3 hours or class periods per day, or engage
in 2 full days, 4 half days, etc. This will be decided at the start of the practicum
experience and will be mutually agreed upon between the Teacher Candidate and Mentor
Teacher.
Role of the Practicum Student in Classroom
Practicum students, typically juniors and early seniors, will engage in classroom activities but are not yet expected to take on the full responsibility of the teacher. Throughout the practicum experience, they will have opportunities to teach individual lessons or even a full unit, and may step into the role of the teacher for at least one class period.
Junior Teacher Candidates completing a practicum will plan and teach 2 or more 1-day
lessons. Senior Teacher Candidates completing a practicum will plan and teach at least
1-2 instructional modules, each lasting 1.5 to 2 weeks.
Primary (PreK-5): Lessons will vary based on subject matter and grade band, but will traditionally follow this sequence: Jr. fall semester - PreK; Jr. spring
semester - science and ELA; Sr. fall semester (prior to student teaching) - social
studies and math.
AYA - Middle (4-9): One lesson in each of their two subject areas. The lessons do not need to be connected.
AYA (9-12): Lessons will be a single subject (math, science, ELA, or social studies). They should
be distinct, not repeated.
SPED (K-12): coming soon
MULTI (K-12): coming soon
This is a chance for them to apply their learning while gaining valuable classroom experience under the Mentor Teacher's guidance.
It is the Teacher Candidate's responsibility to share any specific expectations required of their practicum experience to the Mentor Teacher.
Classroom Engagement for the Practicum Student
Outside of lesson or unit planning, Practicum students will actively participate in
various classroom activities. This includes working with small groups, assisting with
grading, distributing materials, and answer student questions.
They will have the opportunity to observe and learn about the broader school environment,
including classroom management strategies, school culture, and interactions with staff
and students.
Internship (Student Teaching)
The student teaching internship is the full-time field experience serving as the senior capstone. Student teaching traditionally takes place during the spring semester (prior to graduation).
Time in the Classroom: Internship
This is a full-time school placement. There are no set hours, but the internship is intended to be a long-term educational
experience where students plan to engage in the classroom environment as if they were
the classroom teacher.
Teacher Candidates will be at the school for 5 full days a week during their student teaching internship. Additionally, they will align their schedule
to reflect the school's academic calendar.
Role of the Student Teacher Intern in Classroom
Student Teachers will gradually assume responsibility for the classroom over the course of the term. During the first few weeks, they will observe and get to know the students and classroom routines. As they gain confidence, they will begin taking on lesson planning and teaching responsibilities, eventually leading the classroom full-time.
Additionally, while Teacher Candidates will take on full teaching responsibilities, they will do so with the support and guidance of their mentor teacher, who will collaborate on instruction based on existing annual plans, ensuring a balance between independence and mentorship.
Primary (PreK-5): Lessons will vary based on subject matter and grade band.
AYA - Middle (4-9): Module lessons in each of their two subject areas. Each module should focus on 1-2 topics, and lessons
should be connected conceptually and taught consecutively.
AYA (9-12): Module lessons in their subject area (math, science, ELA, or social studies). The modules should
focus on 1-2 topics, and lessons should be connected conceptually and taught consecutively.
SPED (K-12): coming soon
MULTI (K-12): coming soon
It is the Teacher Candidate's responsibility to share any specific expectations required of their internship experience to the Mentor Teacher.
Toward the end of the term, the Student Teacher will gradually return responsibility
back to the Mentor Teacher, allowing for a smooth transition and reflection on their
experience.
Classroom Engagement for the Student Teacher
Student Teachers will engage in a variety of classroom and school activities beyond
teaching. This includes participating in teacher workdays, attending parent-teacher
conferences (as appropriate), and collaborating with other education professionals
under the guidance of the Mentor Teacher.
Additionally, Student Teachers are encouraged to attend school events to further immerse
themselves in the school community and gain a well-rounded professional experience.
Support for the Mentor Teacher
The Mentor Teacher will have the support of an assigned Field Supervisor for all Teacher Candidates. The Field Supervisor is an experienced teacher employed by the JHCOE who evaluates the effectiveness of planning, instruction, assessment, and the classroom environment. The Field Supervisor is the liaison between the school and the university who answers questions and provides guidance to the Teacher Candidate and the Mentor Teacher.
It is essential that all parties in the partnership understand the communication pathways
and the established hierarchy to follow for structured support or advice. Knowing
who to contact if a challenge arises is crucial for maintaining a smooth and effective
partnership. In essence, the Field Supervisor and the JHCOE are always willing to
help when questions arise.
Mentor Teachers can always contact the Field Office with questions or a re-connection to their Teacher Candidate's Field Supervisor by emailing: JHCOEField@utoledo.edu.