Mentoring aspiring teachers takes its own set of skills, and mentor teachers need professional learning designed to build them. This two-page summary pulls key excerpts from the National Center for Teacher Residencies (NCTR) report Mentor Teachers Matter: Strengthening Professional Learning Improves Teacher Quality and Retention (August 2026). It outlines how NCTR’s mentor teacher curriculum is designed and what it covers.
Four promising practices for facilitators
NCTR’s curriculum is built on four practices that help mentor teachers learn deeply, apply new skills, and refine their practice:
- Intentionally shape a culture of learning: Build trust and psychological safety by honoring teachers’ experiences and expertise.
- Center active learning and reflection: Use cycles of action, feedback, and reflection to create lasting shifts in practice.
- Utilize models: Show what effective mentoring looks and sounds like through videos, protocol demonstrations, completed tools, and case studies.
- Provide in-field coaching: Give mentor teachers real-time support and feedback in the classroom, connecting theory to practice.
Six content areas
The curriculum builds core mentoring skills: observing, co-planning, giving strategic feedback, leading reflective conversations, and guiding aspiring teachers through the complexities of a school setting. It covers:
- Orienting to the mentor teacher role and its responsibilities
- Building relationships between mentor teachers and aspiring teachers
- Modeling, co-planning, co-teaching, and feedback on instruction
- Adult learning theory
- Systematic skill building and refinement
- Preparing aspiring teachers to become professional educators
Teacher residency programs, educator preparation programs, and district leaders can use this summary to design or strengthen mentor teacher professional learning.
For the data, promising practices, and full curriculum, read the complete report: Mentor Teachers Matter: Strengthening Professional Learning Improves Teacher Quality and Retention.
