JC Bowman: Teacher Mentoring in Tennessee

Teacher Mentoring in Tennessee
by JC Bowman

Editor’s Note: I thought I’d share this article by JC. This week I passed legislation regarding the importance of mentoring and growing fatherless rate in our nation and community. The issue, sadly seems to fall on deaf ears. I do think that an awareness and increase in volunteer efforts to reach single parent families with mentorship programs such as Boys and Girls Club, Big Brothers and Big Sisters, being involved in scouting, and children playing sports with encouraging coaches—all can make a difference. During our committee hearing when the legislation was presented I asked my fellow legislators—both republican and democrat and white and black “who played a pivotal role in your personal life?” I was pleased that each legislator seemed eager to tell who encouraged them. Rep. Scott Cypicky responded “My parents,” Rep. Ronnie Glyn, said “The Marines” and Rep. Jay Reedy said “The Army” —just to name a few.

In Tennessee, teacher mentoring requirements for teachers vary depending on the licensure pathway and the specific program or district policies in place. While the state does not mandate a universal, standalone mentoring requirement for all teachers, mentoring is often integrated into the licensure and professional development process, particularly for new or transitioning educators.

House Joint Resolution By Mike Sparks

“A RESOLUTION to raise awareness of the importance of positive male role models and mentorship opportunities in schools, nonprofit organizations, and faith-based organizations.”

For new teachers pursuing the Practitioner Teacher License (the initial license valid for three years), mentoring is commonly provided through approved Educator Preparation Programs (EPPs) or as part of a job-embedded licensure pathway. For example:

•       Job-Embedded Programs: Candidates with a bachelor’s degree who are hired as teachers of record while completing their EPP requirements often receive mentoring from experienced educators within their school or district. The employing school system typically arranges this support and is a practical component of the program rather than a strict state mandate. The Tennessee Department of Education encourages districts to provide guidance and supervision to ensure these teachers succeed during their first years.

•       Transitional License: For individuals teaching under a transitional license (valid for one year, renewable up to two additional years), the employing school district must commit to providing mentoring. This is explicitly required as part of the licensure application, where a Tennessee director of schools signs an “intent to hire” statement that includes a commitment to mentor the teacher during their transition to full licensure.

For traditionally prepared teachers completing an EPP (e.g., through a bachelor’s degree program with student teaching), mentoring typically occurs during the clinical experience phase, such as student teaching or internships. A licensed teacher supervises and provides feedback, but this is structured within the EPP rather than as a post-licensure requirement.

Once teachers advance to the Professional Teacher License (valid for six years after three years of experience under the Practitioner License), there is no formal state-wide mentoring requirement. However, districts may offer voluntary mentoring programs, and professional development opportunities, such as those provided by the Tennessee Department of Education, often include mentorship components, like support for National Board Certification or participation in the Tennessee Academy for School Leaders (TASL).

In general, mentoring in Tennessee is not a standalone, universally mandated requirement for all teachers but is embedded within specific pathways, particularly for new or alternatively certified educators. The nature and extent of mentoring depend on the teacher’s licensure route and the policies of their employing district.

My question to policymakers: Where can we find high-quality mentors for teachers and administrators? We often assign our new teachers the most challenging assignments. Then we wonder why discipline suffers and our teachers experience burnout and fatigue, ultimately leaving the profession. Administrators are often in the same boat. Sadly, we are lacking the essential ingredient of mentorship in our schools today.

Our suggestion is to ensure that funding is included in the future state funding to facilitate mentorship, either by utilizing highly effective retired educators or granting stipends to experienced classroom teachers with a proven track record in classroom management. This strategy is likely to have a positive impact on teacher retention efforts and create a better school environment, characterized by more consistent discipline and improved student behavior.

For the most accurate and up-to-date details, it’s best to check with the Tennessee Department of Education or the specific school district, as local practices can vary.

JC Bowman is the executive director of Professional Educators of Tennessee, a non-partisan teacher association located in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited.