Teacher Mentorship Programs

The best teams aren’t the ones with the most talent. They’re the ones that know how to work across differences. In 1939, Viola Spolin—the inventor of theater games, the foundation of improvisational theater—faced a tough challenge: how to bring together a group of kids from different racial and cultural backgrounds who didn’t trust each other. And they did not speak the same language. She had been hired to teach theater, but rehearsals were filled with misunderstandings, silence, and tension. Instead of lecturing or forcing collaboration, she turned theater into a game. She had the kids mimic a moving train, mirroring each other's movements and sounds. Slowly, their self-consciousness faded. They started to work together, laugh, and connect. Spolin wasn’t just teaching theater. She was solving a problem we still struggle with today: how to unlock the potential of diverse teams. Here’s the paradox: Diverse teams have more perspectives, ideas, and creativity—but they also face more misunderstandings and conflict. Diverse teams perform better if they manage differences well. But when differences aren’t embraced, teams struggle. Spolin’s approach offers clues for turning diversity into an advantage: (1) Shift the focus from individual performance to collective experience. Spolin’s games weren’t about individual talent—they were about working together. Similarly, in teams, when we move from “Who’s right?” to “How can we build on each other’s ideas?”, collaboration improves. (2) Create shared moments of connection. Spolin’s games helped kids focus on doing rather than their differences. We can do the same in our teams by designing rituals—structured ways to connect and engage, like brainstorming sessions where every voice is heard. (3) Embrace discomfort. Spolin’s kids didn’t trust each other at first, and that’s normal. Diverse teams feel more friction—but that’s actually a sign they’re thinking critically, not just going along with the status quo. The key is to stick with it. Spolin’s students started out unsure and disconnected, but through play, they learned to work together and create something meaningful. When we find ways to connect—not despite our differences, but because of them—collaboration becomes easier and more powerful. [Learn more about Viola Spolin here: https://lnkd.in/eXsZ8XJy] #team #collaboration #learning #leadership #connection #work #play #differences #diversity #conflict

A decidedly non-AI update to start the week. For the FIRST TIME ever, a global handbook of youth mentoring includes <drumroll> a chapter on mentoring in India - written by us at Mentor Together. This is a really important stride because much of the world’s youth population where mentoring is most urgently needed lies in the Global South. Yet the dominant evidence base, frameworks, and practice literature on mentoring still emerge largely from the Global North. This imbalance in a way continues to keep mentoring a much acknowledged but under formalised and funded intervention in our countries. When I started Mentor Together, my entry to this space was through research. And I was amazed to find the amount of evidence and research that studied this very intuitive idea of supporting young people through deep and enduring relationships. It contributed greatly to my conviction that this was something to be built for India. Publishing a lot more on mentoring in India (and the Global South) will I hope catalyse thousands of actors across these landscapes to take evidence into their design. In our chapter, we attempt to document and make sense of what is unfolding in India’s mentoring landscape: • How the objectives of India’s educational policies increasingly align with student capability development, and where mentoring is beginning to find a more explicit place within that conversation. • How mentoring is emerging within educational systems, often through efforts to extend teacher roles - bringing both promising possibilities and real implementation challenges. • Why rigorous documentation and measurement matter so deeply at this stage - not simply to prove that mentoring “works,” but to understand how, for whom, and under what conditions programs are effective. • The diversity of mentoring models across India’s nonprofit ecosystem, where mentoring is frequently layered onto existing interventions, sometimes making it difficult to isolate what mentoring itself is contributing. • And finally, the question of professionalization. If youth mentoring is to be treated as serious developmental infrastructure, the field may need to evolve much like public health did for paraprofessionals - with clearer role definitions, training pathways, service standards, and support. Super excited that we get to be a part of a growing global conversation on mentoring that is slowly becoming more geographically and culturally representative. If you’d like to read the otherwise paywalled chapter, send me a DM!

Co-teaching or Team Teaching: #One Teach, One Observe 🔹 How to Implement: One teacher leads the instruction while the other observes specific student behaviors, participation, or learning outcomes. Pre-plan what to observe and how to use the data. 🔹 Example: In a Grade 5 science class, Teacher A teaches a lesson on ecosystems while Teacher B observes how ELL students engage with the vocabulary. After class, both reflect on supports needed. #One Teach, One Assist 🔹 How to Implement: One teacher instructs, while the other circulates to help individuals or small groups. Focus support on students with IEPs, ELLs, or those struggling with content. 🔹 Example: During a math lesson on fractions, one teacher delivers the concept while the other supports students who are behind or need translation into their native language. # Station Teaching 🔹 How to Implement: Divide the class into small groups and rotate them between different stations, each led by a teacher or working independently. Plan each station to target different aspects of the same topic. 🔹 Example: In a middle school English lesson on persuasive writing: Station 1: Brainstorming ideas (teacher-led) Station 2: Sentence starters and structure (teacher-led) Station 3: Peer editing (independent) #Parallel Teaching 🔹 How to Implement: Split the class into two groups; each teacher teaches the same material simultaneously. Great for large groups or when you want more participation. 🔹 Example: In a history class, each teacher teaches a group about the causes of World War I. Smaller groups allow more debate and questioning. #Alternative Teaching 🔹 How to Implement: One teacher works with a larger group while the other pulls a smaller group for remediation, enrichment, or assessment. Rotate students across weeks based on needs. 🔹 Example: During a reading comprehension unit, one teacher re-teaches inference skills to struggling readers while the other leads a discussion with the rest of the class on figurative language. #Team Teaching (Tag Team) 🔹 How to Implement: Both teachers actively instruct together, sharing the stage and exchanging ideas during the lesson. Requires high collaboration and mutual respect. 🔹 Example: In a Grade 9 integrated science and math project, both teachers model how to collect data during a science experiment and use statistics to analyze results. #Best Practices for Implementation ✅ Plan Together Regularly Use co-planning time to align objectives, strategies, roles, and assessments. ✅ Define Roles Clearly Decide who leads, who supports, and how transitions will be handled during lessons. ✅ Differentiate Instruction Use collaborative settings to better meet diverse learning needs. ✅ Reflect and Adjust After each lesson, debrief together on what worked and what didn’t. ✅ Maintain Consistent Communication Use tools like shared digital planners, Google Docs, or apps to stay aligned.

International school leadership growth starts with one essential truth: educators succeed faster when they don’t grow alone. Over my 30+ years in global education, I’ve seen talented teachers and emerging leaders transform their careers not by chance or timing, but through intentional relationships that improve their practice and expand their vision. In international schools—where cultures blend, expectations change, and career paths vary by country—growth can feel both exciting and overwhelming. That’s why the most successful global educators aren’t those who try to navigate everything alone. They’re the ones who seek clarity, mentorship, and community as they build the next chapter of their careers. One of the biggest misconceptions I see is thinking that leadership is something you “step into” once you earn a title. But leadership in international education begins long before holding the role. It starts with how you work with others, how you communicate, how you respond to challenges, and how you invest in your own growth. When educators adopt this mindset, they stop waiting for opportunities and start creating them. And here’s the part many people overlook: leadership growth isn’t just about the mentee. It also elevates the mentor. When experienced educators guide others, they sharpen their own thinking, improve their communication, and deepen their influence on school culture. Mentorship becomes a two-way process—boosting the capacity of both people involved. International schools thrive when educators develop together. When teachers feel supported, they innovate more confidently. When leaders promote ongoing learning, teams follow suit. When mentorship is part of the culture, schools become communities where people don’t just work—they thrive. If you’re building your career in international education, ask yourself: Who is supporting my growth? And who am I helping to grow in return? These two questions will influence your path more than any job posting or interview ever could. Because growth isn’t accidental. It’s intentional. And it’s shared. That’s a central message in my book The Growth Minded Educator. It offers practical strategies, reflective tools, and habits that support long-term success in global schools. What’s one of the best ways you’ve fostered professional growth in your career while working with others?

In too many schools, here’s the norm: No one’s in classrooms. Feedback only happens 2x / year during evaluation season. PD feels like a waste of time. Leaders are buried in their offices. That approach? It’s not working. We’ve seen it. Over and over. So when we partner with school leadership teams, we help them build something better. Something that actually supports great teaching. Here’s what that looks like: 1. Every teacher and leader has the same vision for great teaching. It's not a guessing game. It's defined. Normed on. Shared. Revisited weekly. 2. Every teacher has the same coach for the whole year. Weekly observations. Weekly 1:1s. No skipping. No pushing to next week. That time is the most sacred time in the building. 2. Every teacher is crystal clear on their 3-4 biggest goals every 6 weeks. Success isn’t vague. It’s specific. And it’s revisited every week so you never have to guess where you stand. 3. Every teacher gets real PD. A tight model. Intentional rehearsal. High-quality practice with real-time feedback. 4. Every teacher knows if they’re getting better. We track progress. We celebrate wins. Growth isn't just a hope or a wish. It's tangibly seen and felt by everyone. When you build that kind of culture, people don’t leave. They stay. Because they see themselves getting better. And then they see themselves start winning. And leaders and teachers and kids all want to be part of winning teams.

What I've learned from mentoring 47+ professionals across 🇳🇬 🇰🇪 🇷🇼 🇬🇭 🇬🇧 since November 🌍 Here's what's the new mentorship game in 2025 looks like (from my personal experience) Gone are the days of one-way wisdom transfer. My mentees in Abuja, Nigeria teach me about local market/community dynamics while my virtual global network shares cross-cultural insights. This diversity creates a rich learning ecosystem where everyone grows. Mentor networks > Single mentor programs Why? Because no one person has all the answers. My mentees tap into a collective brain trust, getting diverse perspectives on tech, leadership, and market insights. What did I do differently? It's in the systems: 1. WhatsApp voice notes (game-changer for busy professionals!) 2. Weekly accountability check-ins (goals vs achievements) 3. YouTube video discussions-We learn from the wealth of external experience then exchange voice notes on local contexts. 4. Daily Podcast breakdowns with actionable takeaways 5. Infrequent physical 1-on-1 status check sessions (for those within Abuja and Lagos) 6. Cross-cultural knowledge exchange - Mentees from across the world's cultures in the same room, encouraging each other and sharing stories.. Best part for me? Watching a mentee in Lagos implement lessons from a case study in Kigali, or seeing my UK mentees adapt Nigerian business strategies. For those seeking mentors, a word of advice. Stop asking "Will you be my mentor?" Instead, bring specific challenges and potential solutions. Show you've done the homework. The best mentorship relationships are two-way value exchanges. Take it from me, I mentor young people, being one myself, but I have an army of advisory mentors who I look up to weekly #GlobalMentorship #AfricanTalent #LeadershipDevelopment #MentorshipMatters"

Future-Proofing Education: 3 Radical Mentorship Shifts to Reignite Teaching and Rebuild Broken School Systems Across continents, schools are facing a silent burnout epidemic. Teachers are overwhelmed, under-supported, and walking away—not because they lack skill or passion, but because the system fails to evolve with them. The teacher’s role has been stripped of its soul, reduced to compliance, content delivery, and endless documentation. It’s time for a hard reset. We must stop patching broken models and start redesigning the education ecosystem—starting with the mentors. Here are 3 future-forward strategies to rebuild and reignite teaching: 1. Reinvent Mentorship, globally: Move from supervision to collaboration. Adopt global models like Japan’s Lesson Study or Finland’s peer coaching structures. Make every school a learning lab, where teachers reflect, co-teach, and grow together—week after week. 2. Amplify Teacher Voice in Policy: Teachers aren’t just implementers—they’re visionaries. Like Singapore, build national or local frameworks where teachers actively shape policy through regular dialogue forums and reform panels. Ownership fuels transformation. 3. Purpose-Driven Micro-Credentials: Reimagine professional development. Certify what truly matters—resilience, innovation, empathy, creative leadership. Let teachers chart their growth through purpose, not just pedagogy. We don’t need another report. We need a revolution in how we see, support, and strengthen our educators. If you’re a school leader, educator, or policymaker, join the movement to humanize teaching and build teacher-led ecosystems. Comment, share, or connect—let’s co-create a future where every teacher thrives, and every child benefits. Because empowered teachers don’t just teach. They transform.

Team teaching, when thoughtfully implemented, transforms the classroom into a dynamic, inclusive, and responsive learning environment. For co-teachers, it offers a chance to share the workload equitably, whether through alternating planning responsibilities or dividing instructional roles reducing burnout and fostering mutual respect. This collaboration allows educators to leverage their individual strengths: one might lead a whole-class discussion while the other supports a small group with targeted interventions, ensuring all learners are met where they are. Students benefit from seeing adults model constructive communication and compromise, especially when teachers navigate decisions together in real time, like choosing project guidelines or adapting lesson flow. Families, too, gain clarity and confidence when both teachers maintain open lines of communication, share observations, and highlight the unique benefits of a co-taught classroom. These team teaching tips like scheduling planning time, involving parents, and building community aren’t just logistical strategies; they’re the scaffolding for a classroom culture rooted in trust, adaptability, and shared growth. #TeamTeachingTogether

Mentorship in a Multicultural World Yesterday, I had the pleasure of joining Debbie Barnard in a meaningful discussion on how mentorship can transform both individuals and organizations. We explored the realities of our increasingly globalized world, where mentorship programs are no longer confined to the boundaries of a single culture or country. This shift opens up incredible opportunities for cross-cultural learning, but it also brings unique challenges. One of the most significant challenges is understanding and respecting diverse cultural norms and expectations. From communication styles to perceptions of leadership and hierarchy, what works in one cultural context may not resonate in another. However, this is also where the real opportunity lies. Mentorship programs can become powerful platforms for fostering cultural intelligence, empathy, and inclusivity among leaders and future leaders. By embracing these differences and encouraging open dialogue, mentorship programs help participants develop a more global perspective. This not only enhances their ability to lead diverse teams but also drives innovation by bringing together a wide range of ideas and experiences. What are your thoughts on mentoring in a multicultural context? How can we better equip our leaders to thrive in this global environment? #GlobalLeadership #Mentorship #CulturalIntelligence #LeadershipDevelopment #CrossCulturalLeadership #MentorshipMatters

Interdisciplinary collaborations on campus should be more than a buzzword. Working on a college campus means being surrounded by brilliant minds from diverse fields. And having the opportunity to explore the synergies that exist between our areas of expertise. But turning ideas into action isn’t always easy. Why? 🛑 Silos: Faculty and departments operate in isolation, with little cross-communication. 🛑 Competing Priorities: Teaching loads, research demands, and budget constraints often take precedence. 🛑 Lack of Incentives: Many institutions still reward individual achievements over collaborative efforts. So, the big question is: How can college and department leaders break down these barriers and facilitate the great work of faculty?**👇 1️⃣ Host Interdisciplinary Networking Events: Faculty can connect through mixers, panels, or informal lunches. 2️⃣ Simplify Administrative Processes: Remove barriers like teaching load conflicts or grant-sharing complexities. 3️⃣ Provide Seed Grants: Fund small-scale interdisciplinary projects to jumpstart partnerships. 4️⃣ Recognize and Reward Collaboration: Include team efforts in performance reviews and tenure criteria. 5️⃣ Encourage Team-Teaching: Support faculty in designing and delivering cross-disciplinary courses. 6️⃣ Facilitate Cross-Departmental Communication: Share opportunities and success stories via newsletters or intranet platforms. 7️⃣ Develop Interdisciplinary Curriculum: Co-create programs blending diverse fields. 8️⃣ Host Cross-Disciplinary Speakers: Invite speakers who bridge fields to spark collaboration. 9️⃣ Create Cross-Unit Committees: Form committees with representatives from different departments to identify opportunities One thing is clear:  👉 Collaboration doesn’t happen on accident. It takes intentional leadership to break down barriers and build bridges between faculty. Collaboration isn’t without challenges, but neither is isolation. The question is how you choose to grow. ---------------------------- ♻️ Repost this to help other academic leaders.  💬 Follow for posts about higher education, leadership, & the arts. #LeadershipGoals #HigherEdSuccess #HigherEducation #departmentchairs #deans #programmanagers #academicleadership #LeadershipSkills #HigherEdLeadership #Collaboration #InterdisciplinaryResearch #FacultySupport #StudentSuccess #Innovation