Welcome to the Net-Q Mentor Modules! You are embarking upon a meaningful journey of supporting experienced teachers (hereafter called participants) as they become effective new teacher mentors. This guide will walk facilitators through the modules, offering tips and tricks to maximize the usefulness of these online resources.
Ideally, the modules should be used in a “hybrid” fashion: as a resource for both independent online work and face-to-face group discussions. This guide was created to support a hybrid model for instruction. However, if necessary, the MentorModules.com site can also be used as the primary resource for an online mentor preparation program. Facilitators will have to determine what format best meets the needs (and schedules) of participants.
This guide is intended as a supplement to the information presented on the website and, as much as possible, will not repeat content offered on the website. Therefore, please be sure to read the online content, including the “About” page to get more information on the background for this web-based resource.
After completing all of the lessons in the modules, each participant should feel well-equipped and confident in his or her ability to serve as a new teacher mentor. We specifically designed each Real World video case, reading, expert interview, demonstration, and activity to support understanding of what it means to effectively support a beginning teacher. Our intent is for participants to positively influence the professional development of their new colleagues.
*This is just an excerpt of the Facilitator’s Guide. To view the Facilitator’s Guide in full, please
download the Facilitators Guide .pdf
Below you’ll find a video clip demonstration of a discussion about a Mentor Modules Real World Case. This shows the kind of honest and open discussion that the Mentor Modules can support. Notice that the discussion helps unravel how the Real World cases are very authentic and real, but they may not always show “best practices” for mentoring. Discussions like this are essential to help participants discover how they, as mentors, need to facilitate their mentee’s learning through questioning and talk rather than simply providing answers.