For the purposes of this guide the title “mentor”
or “mentor teacher” will be used synonymously
for cooperating teachers who work with clinical
student teachers and mentor teachers who work
with interns.
Designed to compliment the Cooperating Teacher Handbook
and the Mentor Teacher Handbook provided by TWU.
The quality of the relationship developed between the experienced teacher
and the beginning teacher is central to an effective and meaningful
mentoring experience. Mentoring provides the beginning teacher with a
one-on-one relationship with an experienced teacher who serves as the
confidante, the cheerleader, and the trusted counselor. The mentoring
relationship can be very rewarding, both professionally and personally, for
the beginning teacher and the mentor.
While the beginning teacher acquires one-on-one support and a practical
understanding of teaching through the mentoring relationship, the mentor
teacher is able to reflect upon and improve his or her own practice by
sharing experiences and expertise as well as his or her wisdom with the
beginning teacher.
Mentor Training
All mentors need to be trained because good teachers of children do
not necessarily make good coaches for adults. Mentors must
know what is expected of them going into the program and they
must receive training in the skills of effective mentoring and
strategies for supporting new teachers to be successful in a learnercentered classroom.
Elements of the training may include:
 Roles and Responsibilities of a mentor
 Using beginning teacher’s work to evaluate and inform practice
 Analysis of teaching strategies
 Personal and Professional Support
 Coaching
 Strategies for conferencing and feedback
 Observation skills
 Effective lesson planning
 Diagnosing and analyzing student-centered management
(classroom management) issues
 Broad problem solving skills
 Learner-centered curriculum, instruction and assessment
Of all the beginning teacher’s contacts, few are remembered as well as
the mentor teacher. For that reason, mentor teachers are selected by the
school district with care and with the knowledge that their experiences
will provide a nurturing environment for the beginning teacher. It is of
primary importance that the beginning teacher process be a positive
experience for both the beginning teacher and the mentor teacher.
Further, the university supervisor plays an important role in assisting
the beginning teacher and the mentor teacher. Because the beginning
teacher is some distance from the campus, a university supervisor serves
as a liaison between the university and the beginning teacher, and assists
the mentor teacher in directing the beginning teacher’s development.
Major Domains of Professional Competence
Knowledge of the
Discipline & Learners
(Knowledge)
Keeping up to
date in
discipline and
understanding
and respecting
learners
Responsiveness to
educational community
Pedagogical
Competence
(Performance)
Dispositional
Competence
(Professional Competence)
Effective assessment,
planning, instructions
and student-centered
(class) management
Ethical Judgment
Reflective Judgment
Critical Curiosity
Communication
skills
Tolerance of ambiguity,
attentiveness to self
and others
Reiman & Oja, 2003
1)
2)
3)
4)
5)
6)
7)
Direction and guidance in initial job
assignment or placement
Help in building competence
Time to work with mentor
Opportunity to discuss concerns in a
setting free of evaluation
Orientation to the school and
community
Support and advocacy by principal,
mentor and staff
A realistic initial job assignment
Once a student is accepted into Texas Woman’s University’s Teacher
Education Program, he or she must complete a professional
practicum.
Undergraduate students are required to complete traditional student
teaching, while graduate students can elect to satisfy his or her
professional practicum requirements through an internship or
through traditional student teaching.
If the graduate student selects the internship, he or she must meet
requirements of the No Child Left Behind Act (NCLB), which includes
holding a bachelor’s degree from an accredited college or university,
passing his or her content area TExES exam or completing a minimum
of 24 hours in his or her area of certification (middle and secondary
placement) if a state exam is not available, passing his or her practice
TExES Pedagogy and Professional Responsibility (PPR) exam and
completing 12 hours of pedagogy courses (EDUC 5113, EDUC 5123,
EDUC 5131, EDUC 5133 and EDUC 5142).
When a graduate student is hired as the “teacher of record” on a one-year
probationary contract by a school district or accredited private school,
the student must enroll in a two-semester internship program and he or
she is assigned a university supervisor. (The university supervisor is an
expert in the intern’s field of study and is certified to supervise students
in his or her specific discipline.) The employing school assigns a veteran
teacher to serve as a peer mentor for the one-year internship.
Conversely, an undergraduate student is assigned to a mentor teacher
who is selected with care by his or her principal who is secure in the
knowledge that the mentor’s experience will provide a nurturing
environment for the beginning teacher for the one semester practicum.
Given their importance, we trust the mentor teachers will assist the
beginning teachers as they prepare for careers as professional educators.

Provides a professional role model

Gives something back to the
community

Commits to mentoring the beginning
teacher and following the university’s
guidelines in structuring the
experience

Gives feedback on observed
performance

Is a good networker, great listener and
facilitator
Offers guidance in business
customs of the school

Serves as a confidant

Knows how and when to give feedback


Sets high expectations
Makes recommendations for
advancement

Is accessible

Fosters development

Holds the beginning teacher
accountable

Is a friend and teacher

Helps Build self-esteem


Provides a view of work through the
eyes of a professional

Helps design realistic goals
Gives access to someone who has been
through college, job and family
transitions


Shares aspirations and dreams

Assists in career planning

Enters into the relationship to be
mentored on career and how to maintain
a personal life



Agrees that this relationship is not
entered into to find a job
Grows and thinks about planning for the
future


Plays an active role in the mentoring
relationship. A beginning teacher can do this
by offering critical reflections on his or her
own practice and identifying areas in which
assistance is needed.
Participates regularly in programs organized
for beginning teachers. These include peer
support groups, professional development
seminars and beginning teacher workshops.
Takes advantage of someone’s knowledge,
experience, and expertise

Observes experienced teachers at work. The
beginning teacher should adhere to a
schedule of observations of various
experienced teachers. The beginning teacher
could keep a log to record and reflect on the
diversity of their styles.


Agrees to a no-fault conclusion of mentor
relationship
Is receptive to feedback and mentoring







Seeks out help. The beginning teacher must
understand that he or she must seek out
support, be forthright in communicating
classroom issues, and remain open to
feedback in order to develop as a
professional.
Sets aside additional time per month to
participate in the mentor program
Respects time constraints
Listens, thinks, questions, and strategizes
with the mentor
Always RSVP’s non-attendance to the
appropriate personnel
Always RSVP’s the Professional
Development Center’s Office when
required
Abides by additional mentor/student
rules agreed to by both parties


Provides coaching to help
the beginning teacher
develop effective teaching
strategies and
communication strategies
with students, parents, and
peers
Assists the beginning teacher
in developing studentcentered management and
organization skills




Provides emotional support
and guidance in decisionmaking
Observes the beginning
teacher’s teaching
performance and provides
feedback
Assigns a grade
Encourages the beginning
teacher to seek advice
regarding special problems in
instruction

Participates in mentor
selection

Assigns beginning teachers to
mentors who are competent
teachers, committed to
students and who have good
people skills



Facilitates a relationship
between the mentor and
beginning teacher

Supports and champions
mentoring to the entire school
community
Make sure that the mentor
and beginning teacher meet
regularly and that they are
satisfied with each other’s
participation in the program

Provides release time for the
mentor and beginning teacher
to engage in regular
classroom observations and
other mentoring activities
Creates an environment
which allows for a no-fault
termination of the mentoring
relationship

Conducts an orientation
program for beginning
teachers and mentors

Conducts the formal evaluation of
the beginning teacher. The
principal should ensure that the
beginning teacher is informed
early in the year about the
district’s evaluation standards
and procedures and is evaluated
on schedule.

Establishes a school culture that
is built on collegiality and
supports professional
collaborations among new and
veteran teachers

Ensures reasonable working
conditions for the beginning
teacher, which might include
schedule modifications. For
instance, the beginning teacher
could be assigned a moderate
teaching load, a course load with
relatively few preparations, few
extra-curricular duties, and a
schedule that is compatible with
the mentor’s.
The mentor can facilitate an ongoing relationship
between the beginning teacher and the principal by:

Arranging a conference between
the beginning teacher and the
principal early in the practicum.

Asking the principal for
assistance in interpreting school
policies, curriculum and the
nature of the community to the
beginning teacher.



Involving the principal in
introducing the beginning teacher
to the school and community.


Inviting the principal to observe
the beginning teacher and assist
in the evaluation process

Encouraging the beginning
teacher to seek assistance from
the principal with solving specific
problems that may arise in the
practicum.
Inviting the principal to
participate in conferences with
the university supervisor, mentor
teacher, and the beginning
teacher.
Asking the principal for
assistance in arranging for the
beginning teacher to observe in
other schools or classrooms.
Seeking assistance from the
principal in explaining to the
student teacher how the school
program functions through the
school office personnel.




Counsels beginning teachers
and designs a mentor
program to ensure that the
program components help
mentors create a climate for
high expectations for
learning
Ensures resources are
available to support
beginning teachers, mentors
and university supervisors
Communicates effectively
with school communities,
administrators and staff
Maintains an understanding
of the existing local
communities





Coordinates professional
development opportunities
for both beginning teachers
and mentors
Understands the skills and
strategies needed to exercise
conflict resolution and
problem solving
Develops techniques and
strategies needed to manage
crises
Develops evaluations and
provides the outcomes to
the appropriate disciplines
Supports the university’s
Institutional Effectiveness
Program
Provide instructional support. This includes, but
is not limited to:
 Regular observation of and conferencing with
the beginning teacher
 Support in teaching and learning standards of
the state curriculum frameworks
 Refining various teaching strategies
 Addressing issues such as student-centered
(classroom) management and communicating
effectively with parents
 Recognizing and addressing multiple learning
styles and individual student needs
Mentor and Beginning Teacher Checkpoints
(Stars with numbers symbolize the document to be completed at that checkpoint.)
Weeks 1
Weeks 1
Weeks 2-3
Weeks 2-3
Weeks 2-3
Weeks 2-3
One Visit
Weeks 5-6
Weeks 5-6
Weeks 5-6
Weeks 9-10
Weeks 9-10
Week 10
Week 11
Weeks 13-15
Week 13
Week 14
One Visit
Weeks 7-8
Weeks 7-8
Weeks 9-10
One Visit
1. Select a class that will be the focus of the TAP case study. The class may be one
in which the beginning teacher faces particular challenges.
2. With guidance from the mentor teacher, the beginning teacher completes the Class
Background Study.
3. Identify a class period in the next few weeks when the mentor teacher will
observe the beginning teacher. With guidance from the mentor teacher, the
beginning teacher completes the Plan for Learning.
4. The mentor teacher observes the beginning teacher.
5. With the beginning teacher’s input, the mentor completes the observation report.
6. The beginning teacher completes the Self Assessment/Reflection.
7. The beginning teacher and mentor conference about the data gathered by the
mentor for Clusters 1, 2, and 3. (Mentor teacher on site)
8. The mentor observes the beginning teacher.
9. With the beginning teacher’s input, the mentor completes the observation report.
10. The beginning teacher completes the Self Assessment/Reflection.
11. The beginning teacher and mentor conference about the data gathered by the
mentor.
12. Professional Development for all participants. Denton/TWU
13. Mid-Term “Grade” awarded.
14. The mentor teacher observes the beginning teacher.
15. With the beginning teacher’s input, the mentor completes the observation report.
16. The beginning teacher completes the Self Assessment/Reflection.
17. The beginning teacher and mentor conference about the data gathered by the
mentor.
18. With the mentor teacher’s assistance, the beginning teacher completes the
Statement of Professional Responsibilities.
19. With the beginning teacher’s input, the mentor completes the observation report.
20. TWU/ISD Mentor Conference.
21. The beginning teacher and mentor review the categories of performance to
determine the level of the beginning teacher’s performance and noting it on the
Evaluation of Performance.
22. Submit the Evaluation of Performance to the university supervisor.
Suggested
Timeline
Weekly
observations
are required
for all
beginning
teachers who
are in
training.
Directions to the beginning teacher: With guidance from your
mentor, complete this plan for the class your mentor will observe.
STANDARDS-BASED INSTRUCTION
PLAN
RATIONALE
Describe the key knowledge and skills (objectives) you intend for
students to learn in this lesson.
Why are these objectives appropriate for these students at this
time?
Describe how these objectives build on previous lessons and how
they lead to future lessons.
ASSESSMENT STRATEGIES
PLAN
RATIONALE
How do you plan to assess how well the students have achieved the
learning/objectives in this lesson? Check all that apply.
_____ Observation
_____ Written test (e.g., multiple choice, true/false)
_____ Oral report
_____ Performance
_____ Individual or group project
_____ Portfolio entry
_____ Conference
_____ Student self-assessment
_____ Peer assessment
_____ Rubric
_____ Other: __________________________________
Why have you chosen these approaches for assessment for this
lesson?
How do these assessment approaches support your long-term
assessment plan?
INSTRUCTIONAL DELIVERY
PLAN
Describe your instructional delivery. Address each of the following
questions.

What instructional strategies will you use for this lesson?
Include estimates of time allocations.

How will the students be grouped for instruction?

What activities have you planned for your students?

What instructional materials, resources, and technology will
you use? Attach a copy of instructional artifacts.

What modifications will you make for identified students
with special needs?

How will you accommodate different instructional levels
and learning styles of students in your class?
RATIONALE
Address each of the following questions.

Why have you chosen these instructional strategies?

Why have you chosen this grouping of students?

Why have you chosen these activities?

Why have you chosen these instructional materials and
resources?

Why have you chosen these modifications?

Why have you chosen these accommodations?
PLAN
Describe your instructional delivery.
Address each of the following
questions.
 What instructional strategies will you
use for this lesson? Include estimates of
time allocations.
 How will the students be grouped for
instruction?
 What activities have you planned for
your students?
 What instructional materials, resources,
and technology will you use? Attach a
copy of instructional artifacts.
 What modifications will you make for
identified students with special needs?
 How will you accommodate different
instructional levels and learning styles
of students in your class?
RATIONALE
Address each of the following
questions.
 Why have you chosen these
instructional strategies?
 Why have you chosen this
grouping of students?
 Why have you chosen these
activities?
 Why have you chosen these
instructional materials and
resources?
 Why have you chosen these
modifications?
 Why have you chosen these
accommodations?
 How do you plan to “close” the
lesson?
Are there any special circumstances that the observer should be aware of?
 Click
To Watch Video (WMV)
 Click To Watch Video (AVI)
 Click To Watch Video (FLV)
 Click To Watch Video (MPG)
Agree on:
1. Scheduled meeting times and places,
2. Best means of contact for questions as
they arise, and
3. Preferred means/times of contact
outside of the school day.
The mentoring relationship is shaped by the activities
that the mentor and beginning teacher participate in
together. Principals should provide release time for
both the mentor and the beginning teacher to engage
in regular classroom observations and other
mentoring activities.
These activities should help the beginning teacher
improve upon practice and develop an understanding
of the professional standards for teachers.
The activities with the beginning teacher may include:

Meeting frequently during the
school year to plan curriculum and
lessons

Observing one another's classroom

Conferring with the beginning
teacher daily/weekly to review
performance

Formally observe the beginning
teacher weekly using the
observation form (6 times a
semester for intern teachers)

Co-teaching the beginning
teacher’s class

Analyzing and assessing the
beginning teacher's practice in
relation to evaluation criteria in
order to help the beginning teacher
improve

Maintaining confidentiality

Participating in support team
meetings

Attending professional
development activities

Providing professional
assistance

Sharing a few guidelines for
expected behavior in the
classroom

Providing ideas for positive
reinforcement

Assisting in setting goals and
determining consequences

Helping the beginning teacher
identify when to write a referral
or contact families/caregivers
LESSON CYCLE
Independent
Practice
Assessment
Closure
Objectives
Introduction
Modeling
Examples
Activities
Guided
practice
Monitor
Assess
Independent
1.
Unit or Topic
2.
Essential Questions to be answered during this specific lesson
3.
Objectives: (TEKS)
4.
Introduction Think about:
How will you introduce the ideas and objectives of this lesson?
How can you tie the lesson objectives to student interests and past classroom activities?
What are the students expected to do during the lesson to acquire further knowledge or skills?
Think about: Take in to account what the students will be learning. Is this a review, or a new skill/
rule/concept/fact/idea? Choose instructional techniques/activities to use based on what your lesson
objectives are and what the students are expected to accomplish during and by the end of the lesson
today: partner learning, cooperative learning, small group work, student demonstration. What are you
doing at each stage of the lesson to facilitate and assess learning, and manage the various activities?
Teacher Models/Shows Examples/Discusses/Demonstrates Activities/Concepts (include approximate time frames):




Model/demonstrate/show students an example of the activity/activities that they are expected
to complete-using specific steps, procedures, directions and/or
Explain/outline the information (using chart, transparency, white board, Powerpoint) and/or
Discuss/list key questions to be discussed/researched/answered
Check for understanding of directions/procedures through student modeling or answers
Activities (include approximate time frames):
5.
Guided practice activity for students-How will you assess/provide feedback and correct misunderstandings or reinforce
their learning during this part of lesson?
6.
Student Independent practice-How will this be assessed?
7.
Overall Assessment –How will you evaluate the stated lesson objectives throughout the lesson, both
formally/informally?
8.
Closure/Conclusion
At the end of the lesson, how will you draw the lesson ideas together for students?
----------------------------------------------------------------------------------------------------------------------------- --------------------------Follow up lesson/activities
What activities might you suggest for enrichment and/or remediation?
What lessons might follow as a result of this lesson?
Resources or materials needed for lesson
U
First Week: Observation and Assisting
Observation is a very important skill in the mentor
experience. By learning what to look for, you can enhance
your own planning and self-evaluation skills. The observation
forms were developed in these 3 Areas:
 Observing activity
 Observing strong point of the lesson
 Providing suggestions for improvement
 Was the lesson well planned?
 Was class time used efficiently and effectively?
 Were disciplinary problems handled appropriately?
 Did the beginning teacher demonstrate
professionalism and work well with colleagues, staff
and students?
 Is there a need for a three-way conference ?
 Summarize
 Recall
impressions
supporting information
 Compare
 Analyze
plans with achieved results
cause-effect relationships
 Articulate
new learning
Think about a significant role model in your
life and the qualities that made him/her
special. Share these qualities with your
beginning teacher to create a composite
mentor.
Stress
the need for life outside the
classroom
Be available to listen
Recognize the new teacher as a peer
Remind the new teacher that making
mistakes is normal
Designate time for venting/sharing
In completing this exercise, consider words and actions that can
be used positively, as deposits, and negatively, as withdrawals.
List deposits into the
relationship bank
account:
List withdrawals from
the relationship bank
account:
1.
1.
2.
2.
3.
3.
4.
4.
Many dictionaries
suggest that to
coach is:
 To
teach
 To train
 To tutor
A
set of interactions
between two
individuals for the
purpose of mutual
professional growth
 An independent
relationship in which
we support each other’s
learning (co-learning)
Rapport
Trust
Reflective questioning
Build rapport through:
 Posture
 Gestures
 Tonality
 Language
 Breathing
 Paraphrasing
 Listening
 When
you sense that your beginning teacher
is tense or anxious
 When a conversation becomes tense or
anxiety-ridden
 When you do not understand what the
beginning teacher is saying
 When you are unable to pay attention to each
other
Paraphrasing communicates that you:



Have HEARD what the speaker said,
UNDERSTAND what the speaker meant, and
CARE about the speaker.
Paraphrasing involves either:


SUMMARIZING what you heard, or
RESTATING it in your own words.
 Attend
fully
 Listen to understand
 Capture the essence of the message
 Reflect the essence of voice tone and gestures
 Make the paraphrase shorter than the original
statement
 Paraphrase before asking a question
When listening to the speaker, avoid:
 Autobiographical
comments;
 Inquisitive, frivolous questions; and
 Easy-fix solutions.
 So…
 In
other words…
 While you…
 Given that…
 From what I hear you say…
 I’m hearing many things…
 As I listen to you, I’m hearing…
Build trust through:
 Confidentiality
 Consistency
 Interest
 Thinking
 Withholding
judgment
Reflective questions:
 Are
open-ended,
 Promote a nonjudgmental process, and
 Encourage self-directed learning and problem
solving.
Reflective questions help the beginning
teacher:
 HYPOTHESIZE
what might happen.
 ANALYZE what did or did not work.
 IMAGINE possibilities.
 EXTRAPOLATE from one situation to
another.
 EVALUATE the impact.
Some effective question stems:
 What’s
another way you might…?
 What might you see happening in your
classroom if…?
 What options might you consider when…?
 How was…different from or similar to…?
 What criteria do you use to…?
 How could you transfer that same strategy to
…?
1.
2.
3.
4.
5.
6.
7.
Have a specific intention for the question.
Use the context to shape the question.
Use exploratory language.
Use introductory phrases.
Use plural nouns.
Eliminate “why?”
AVOID:
•
•
•
•
Do you…?
Can you…?
Will you…?
Have you…?
 Who
influenced your decision to become an
educator, and how did he/she influence you?
 What two major changes would you make to
welcome new teachers into the education
profession?
 If you could make any changes in education,
what would you do?
If you know the answer to the
question you are about to ask,
you are not coaching.
 Click
To Watch Video (WMV)
 Click To Watch Video (AVI)
 Click To Watch Video (FLV)
 Click To Watch Video (MPG)



Mentors the beginning
teacher as he or she identifies
his or her philosophical
beliefs when perfecting his or
her student-centered
behavior management plan
Confirms the beginning
teacher’s student-centered
behavior management system
addresses the beginning
teacher’s responsibilities
Confirms that students’
responsibilities are addressed
in the student-centered
behavior management system



Reviews the list that explains
specific interventions the
beginning teacher is
committed to using with his
or her students.
Reviews the beginning
teacher’s description of
classroom incentives
Reviews the beginning
teacher’s explanation of
discipline referral guidelines
and procedures
Reflective
Conversation
Classroom
Observation
Plan for
Learning
 August
through October
 November
 March
through February
through July
Anticipation
Anticipation
Reflection
Survival
Rejuvenation
Jul
Jun
May
Apr
Mar
Feb
Jan
Dec
Nov
Oct
Sep
Aug
Disillusionment
 Begins
during student teaching/internship
 Is
marked by romanticization and a
commitment to making a difference
 Carries
through the first weeks of school
 Reality
hits.
 Teachers in this stage are primarily focused on
self.
 Some key Survival phase questions
•
•
•
How am I doing?
Will I make it?
Do others approve of my performance?
 Extensive
time commitment—seventy hours
per week
 High
stress
 Self-doubt
 Lower
self-esteem
 Focus
on time and task
 Some
key Rejuvenation phase questions
•
•
•
Is there a better way?
How can I do all that is expected of me?
How can I improve this?
 Assessment
of impact on students
 Focus
on student learning
 Some
key Reflection phase questions
•
Are students learning?
•
What are students learning?
•
How can I raise achievement levels?
•
Is this meaningful to students?
Anticipation
Anticipation
Reflection
Survival
Rejuvenation
Jul
Jun
May
Apr
Mar
Feb
Jan
Dec
Nov
Oct
Sep
Aug
Disillusionment
Frances Fuller (1969) asked teachers to
describe their chief concerns about
teaching. The study resulted in the
identification of three developmental
levels of teacher concern.
Stage 1: Survival
Stage 2: Task
Stage 3: Impact
Stage One
Survival
Stage
Self
Support mentors can provide beginning teachers during the Survival Stage:
1. Look for opportunities to provide specific praise
2. Show interest in the beginning teachers’ ideas
3. Facilitate reflection on things that are going well and on how setbacks
can be avoided in the future
4. Invite beginning teachers to social and professional activities
5. Share coping skills
6. Encourage beginning teachers to live balanced lives with time for self,
family, and friends
Stage
Two
Stage
One
Task Stage
Survival Stage
Time/
Task
Self
Support mentors can provide beginning teachers during the Task Stage:
1. Help beginning teachers prioritize all of their tasks
2.Invite beginning teachers to look at and adapt lesson plans
3.Share methods of accomplishing common teaching and management tasks
4.Arrange for beginning teachers to speak to and observe other colleagues
5.Invite beginning teachers to reflect on their rationales for instructional
decisions
Stage Three
Stage Two
Stage One
Impact Stage
Task Stage
Survival Stage
Student
Learning
Time/Task
Self
In the Impact Stage, the beginning teacher is having the most effect on
students and their learning. It is the mentor’s job to listen and watch for
ways to help the beginning teacher move to this stage. The mentor should
always be cognizant of the phases a teacher goes through and how those
phases might align with the Stages of Concern.
“The most important characteristic of a
successful mentor is a commitment to
provide personal time and attention to
the beginner.”
“How to Help Beginning Teachers Succeed”
By Steven Gordon


Succeed at Coaching, Mentoring and Supervision, NC State
University College of Education, Reiman & Oja, 2003
Texas Beginning Educator Support System (TxBESS), 2005
Michelle Williams-Laing, Director of the
Professional Development Center, 940-898-2223,
mwilliamslaing@twu.edu
 Texas Education Agency State Board for Educator
Certification

Capitol Station, P.O. Box 12728
Austin, TX 78711-2728
888-863-5880
www.tea.state.tx.us

Resources for Learning
206 Wild Basin Rd., Bldg. A, Suite 103
Austin, TX 78746-3343
512-327-8576
www.resourcesforlearning.net
Certificate of Completion
Texas Woman’s University
College of Professional Education
Provider Number: 061502
“Guiding the Beginning Teacher” Mentor Training
Has completed the above Professional Development Program and has earned
1 Clock Hour of
Continuing Professional Education (CPE)
Spring 2016