mentor logo

placeholder image

Interested in becoming a MentorMT mentor?

Open application for mentors typically spans March through May.

Find current information and the call for applications on the MentorMT landing page.

 

What are the qualifications of a MentorMT mentor?

  • Teaching experience. Mentors are active or recently retired Montana teachers with at least 5 years in the classroom. Top candidates have prior experience in mentoring or coaching.
  • Rural experience. Selection of mentor candidates prioritizes current or past experience teaching in rural and remote schools and living in rural communities.
  • Specialized knowledge. Mentor applicants provide current and past teaching assignments and areas of expertise by grade, subject level, and context (e.g., multi-grade, one-room, colony).

 

How are MentorMT mentors prepared?

  • Advance reading. Book chapters, research articles, and Web-based reports are assigned as preparatory reading and are referenced throughout the training process.
  • Blended learning. Mentors participate in two to three weeks of facilitated online learning (in June or October) in parallel with a series of real-time virtual workshops where they build relational and communication skills, study topics related to IEFA and student/teacher well-being, and learn to use program tools and resources.
  • Continuous improvement. Mentor growth is ongoing through the school year through monthly “Mentors Only” meetings and individual interaction with the assigned Metamentor.

 

How does MentorMT monitor participation and progress?

  • Progress updates. Mentoring partners define and work on personalized goals. Mentors submit monthly or semi-monthly progress updates to summarize mentee engagement and well-being, describe current areas of focus, and share highlights from recent interactions.
  • Each of these veteran K-12 educators is assigned to work with 30 to 40 mentors. Metamentors read and respond to mentor progress updates, assure that program expectations are met, and problem solve issues that arise with mentees.
  • Participant surveys. Completed by both mentors and mentees in December and May, these instruments assess program satisfaction and mentee perceptions of how mentoring influences their performance, confidence, and desire to remain in teaching.

Mentors received $500 for participation in and completion of the training process. If assigned to a mentee, they receive $2000 for a full year of mentoring and meeting program expectations as outlined in a Memorandum of Understanding. Please note that stipends are dependent on funding levels. The number of mentors accepted and availability of stipends will be confirmed on a year-by-year basis.