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Abstract
The best student teaching experiences are those where novice teachers are provided significant and high-quality supervision by their mentors (National Research Council, 2010). However, for many seasoned teachers, mentoring future teachers can seem like a juggling act between imparting years of content knowledge and providing intensive hands-on training in the classroom (American Education Research Association, 2005). So, what does the supervision of a student teacher include? How should a mentor teacher facilitate the continued improvement of a student teacher? Student teachers need exposure to almost every aspect of the school system and the total program of Agricultural Education. They need experience facilitating instruction in diverse environments of varying class sizes, even as they transition from formal environments to in-service professional development. Student teachers need to understand the educational needs of students of differing abilities and how these factors may be influenced by family, peers, and by the community. In short, they need to know it all, and they need to know it quickly. So, how might a mentor teacher best structure their student teacher's learning experiences? Here are four major elements to consider when mentoring student teachers: Onboarding Onboarding is orienting the student teacher to school policies, procedures, and routines by introducing them to the school and surrounding community. Mentor teachers should devote a substantial portion of the student teacher's first days at school describing school policies and procedures, including a review of the school's policy guides, the teacher handbook, and the student handbook. The student handbook is perhaps the most concise source of helpful information. Student teachers need to understand and prepare to follow policies related to student absences, disciplinary procedures, field trips, daily schedules, handling school funds, inclement weather plans, fire and tornado drills, and emergency lock-down procedures. After a thorough orientation to school policies and procedures, load up the student teacher and take them for a drive around the community. Show them where their students live and where their parents work. Familiarize them with the various types of agriculture prevalent in the community and introduce them to key people who support the program. Having a student teacher is a badge of honor, and community supporters need to know that the program trains young people for careers in agriculture and prepares future teachers. Introducing student teachers to crucial supporters in the community communicates the expectation that they should also develop the same type of relationships when they begin their programs. Student teachers bring their culture, social circumstances, community mores, and standards to the classroom. Helping