Expert teachers are able to operate both in the moment and over time with clear outcomes in mind; skillfully managing students, content, equipment, materials, the clock and the calendar.

At first, beginning teachers may find it difficult to fit into the broader school community, especially if the faculty is primarily composed of experienced teachers. Because of this, the mentor should strive to make sure that staff members generally include and accept the beginning teacher.

However, a mentor should also offer extra information to a begin- ning teacher that gives the mentee an insider’s perspective on school operations. If a school memo states that after-school meetings end at 4:30 p.m., but in reality, meetings usually run until 4:45 p.m., share this information with the beginning teacher. Likewise, help the beginning teacher understand the school’s philosophy on classroom management. This can include sharing the school and district discipline guidelines, policies, and procedures, as well as informing him or her about unwritten expecta- tions, such as which discipline concerns a teacher should handle and which concerns the administration should handle. Information regarding parental support and involvement can also be important to relate to a beginning teacher. Talk to the beginning teacher about how to communicate with parents appro- priately, which can include sharing stories of interactions with both supportive and difficult parents.

Toward the end of the year, beginning teachers usually need institutional support again during the reflection phase of first-year teaching. Institutional support can help beginning teachers reflect on the school culture from the previous year and anticipate what it might look like in the next year and beyond. As the beginning teacher establishes new networks with colleagues and reaches out to the broader school community, the mentor can assist in facilitating a professional vision. 61

A 2015 curve an rns m by a faculty member found that more than wo eee tentan nver alums to be “very well” or “well” prepared Scare pae” NS to use technology and assessments to support focus on Ieewning en neo eae with respectful relationships and . a re naan ane percent of employers found alums to be Be vcens! aderenal pared to support critical thinking and to d nding of concepts, to use performance-based assess. ments, and to su i pport social, emotion , al, an iti is, to enable deeper learning.”