This workshop equips educators with effective strategies to support novice teachers through structured mentoring. Participants examine the importance of building trust-based mentor-mentee relationships, strengthening communication skills, and establishing clear expectations. Through guided reflection, practical tools, and best practices, mentors learn how to foster growth and resilience in early-career educators. Emphasis is placed on non-evaluative observation, reflective questioning, and creating a supportive coaching environment that empowers new teachers to solve problems independently.

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• Lack of trust or strong relationships between mentors and novice teachers.
  
  
• Ineffective communication practices that hinder support and collaboration.
  
  
• Absence of clear, supportive structures and expectations for mentoring.
  
  
• Over-reliance on directive guidance rather than empowering mentees to reflect and problem-solve.
  
  
• Minimal use of reflective practices for professional growth.
  

1. Strengthening Communication and Active Listening
   Participants will learn and practice key communication skills such as respectful listening, probing with open-ended questions, paraphrasing for clarity, and acknowledging differing perspectives. These skills lay the foundation for productive, trusting mentor-mentee relationships.
   
   
2. Implementing Reflective, Non-Evaluative Coaching
   Educators will gain tools for conducting effective classroom visits and feedback sessions using a reflective coaching model. Emphasis is placed on collaborative goal-setting, post-visit reflection conversations, and providing constructive, supportive feedback focused on growth rather than judgment.
   
   
3. Establishing Clear Expectations and a Culture of Continuous Growth
   Mentors will learn strategies for setting expectations that foster openness, professionalism, and growth. This includes developing a reflective practice using tools like the "4 Square Reflection Journal" and journaling prompts to guide mentees in analyzing classroom experiences and planning improvements