The People’s Democratic Republic of Algeria

Ministry of Education

General Inspectorate of National Education

District 28 (Tebessa #01)

Trainee Teachers

Mentorship Programme
Mentor’s Guide
 PREAMBLE

Dear colleague,

You have been designated by your inspector to accompany a newly recruited

teacher who has not received any initial training during their university studies.

Your main concern is likely to know:

• What exactly is expected of you

• Where and for how long the accompanying mission will take place, and what
are the practical modalities.

Designed to address your concerns, this guide will facilitate your task as it will also
serve as your logbook.

It provides guidance and support to trainees during their mentorship period. It

includes information on the goals and objectives of the mentorship, the roles and
responsibilities of the trainee, as well as guidance on how to complete the
mentorship successfully.

2
1 ACCOMPANYING A BIGINNER TEACHER

What does "accompanying a beginner teacher" mean?

According to Rioux-Dolan (2004), "accompanying" means walking with the person,
evolving with them and, consequently, transforming with them. This also implies that we can
rely on each other to find solutions together when obstacles arise, without completely
excluding the possibility that one person can act as a guide and support for the other.

What is the role of mentoring and what is its objective?

Accompanying a beginner teacher involves a process of professional development where

they learn professional skills with the help of a more experienced colleague, in this case, you.
The objective of this process is to help the new teacher gain confidence and autonomy in
their work.

What are the missions and role of the mentor ?

Mission Role
• Facilitate the settling in of the teacher and
• Assistance with professional promote their integration into the school
integration and teaching team.

• Engage the process of acquiring

• Assistance in the acquisition or
construction of professional skills
considered a priority for starting
the job
professional know-how for the
development of professional skills by
supervising their practices, stimulating
their reflection on them, and making them
aware of the effects of their decisions and
actions on the class and their students'
learning.

• Evaluation • Assist the trainee in positioning

himself/herself in relation to the skills
he/she needs to acquire

3
 Where will the support take place and what will be its duration?

The support, which will last throughout the school year, is divided into two parts: a part in
the school and classroom, and a part outside the school during seminars and pedagogical
days organized by the inspector.

2 THE FORMATIVE DIMISSION OF SUPPORT

Assisting a beginning teacher means helping them acquire the professional skills
that are considered a priority when starting in the profession.

Assistance in acquiring these skills is a gradual process. It is based on working time

in the school and in the classroom, using various modalities such as observation,
trials, research, practical application, evaluation, and self-evaluation.

Your work, therefore, is not to present models for them to reproduce and offer
ready-made solutions, but to help them construct knowledge and acquire skills that
they can reinvest and that will lead them to autonomy.

3 PRACTICAL MODALITIES OF YOUR MISSION AND ROLE

Your supervision mission will be carried out under the supervision of your
inspector and has a triple objective:

• To promote the involvement of the teacher in the school, within the

pedagogical team and in the classroom.
• To support them during the process of acquiring professional skills by
articulating research work and practical implementation, classroom practices
and analysis of practices, evaluation and self-evaluation.
• To measure their achievements and evaluate their progress.

Your mentorship support mission can only begin after you have:

• Identified, with the trainee, their training needs and defined the working axes
with them.
• Explained the principles and modalities of the mentorship support, as well as
the evaluation methods.
• Established a schedule of meetings.

Monitoring a trainee teacher also involves regular progress reports to inform the
him/her and the inspector of the skills acquired and those that still need to be
developed.

4
4 Working Documents Samples

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 Document N° 1
Ministry of Education
General Inspectorate of National Education

Education Directorate of the Province of Tebessa

Meeting Schedule
Trainee (mentee) : ………………………………….… High School : ……………………………………..……….
Trainer (mentor) : ………………………………….…..……… High School :………………………………..……

Sessions Scheduled Date Deferral OBSERVATIONS (Reasons for deferment)

Session 01
Session 02
Session 03
Session 04
Session 05
Session 06
Session 07
Session 08
Session 09
Session 10
Session 11
Session 12
Session 13
Session 14
Session 15

Signature (Mentor) Signature (Mentee) Seal & Signature

( Inspector)

Note
1. The schedule of meetings must be established jointly by the supervising teacher and the trainee teacher.
2. The dates are determined at the beginning of the school year during the meeting that will bring together
the two teachers with the inspector, as stipulated in the guide for supporting the trainee teacher.

3. Should it be impossible to meet up on the scheduled date, a deferment date is to replace the initial one.
4. A sample of the schedule should be sent to the principal(s) where both mentee and mentor work.

6
 Document N° 2
Ministry of Education
General Inspectorate of National Education

Trainee Mentorship Support Document

- Secondary Schools Trainee Teachers -

INFORMATION
Province :……………………… Municipality :………………………… High School :………………………………………..………
Surname : ……………………. First Name :………………………………… Maiden Name : ……………………….………………
Date of Birth : …………………………………. Place :…………………………………………………..………….
Degree :……………………………………………. Graduation Date :……………………………………………..
Date of Apprenticeship :………………….. Public Service Visa n°……….…. date ………………..
Name of the Mentor : …………………………… High School :…………………………………………………….

1st SESSION : DOCUMENTS

Supervisor’s
Date :……………………….. Session: from ……………….…..…… to …………..……………… Signature
Objective : Getting started with the documents a teacher should use namely : the syllabus and the
relevant guide, the annual progression, textbooks and teacher’s guide, lesson plan, diary,
marking log, training copybook, reflective journal, etc.
Mentor’s remarks : ……………………………………………..…………………………………….…………………………..

2nd SESSION : USE OF PEDAGOGIC DOCUMENTS IN PLANNING

Supervisor’s
Date :……………………….. Session: from ……………….…..…… to …………..……………… Signature

Objective: Introduction to using educational documents during course preparation, including: the
curriculum and its accompanying document, the textbook, the teacher's guide, as well as any useful
reference documents for teaching the subject.
Mentor’s remarks : ……………………………………………..…………………………………….…………………………..
………………………………………………………………………………………………………………………..………………………

3rd SESSION : LESSON PLAN PREPARATION

Date :……………………….. Session: from ……………….…..…… to …………..……………… Supervisor’s
Signature
Objective: Introduction to preparing a lesson plan in accordance with the current approach
(Competency-Based Approach), through the study of lesson plan models.

Mentor’s remarks : ……………………………………………..…………………………………….…………………………..

………………………………………………………………………………………………………………………..………………………
Note : For the next session, the trainee will be asked to present a lesson plan of a previously taught
lesson that he will have developed himself.

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4th SESSION : DISCUSSING THE PREPARED LESSON PLAN
Supervisor’s
Date :……………………….. Session: from ……………….…..…… to …………..……………… Signature

Objective: Study of the prepared lesson plan. The trainee should be asked to identify the place of the
sequence in the progression, the objectives pursued, the choice of activities, the approach and
material used, as well as the evaluation methods envisaged.

Mentor’s remarks :
• Strengths: ……………………………………………..…………………………………….…………………………..
……………………………………………………………………………………………………………………………
• Points to improve:…………………………………………………………………………………………..……….
……………………………………………………………………………………………………………………………
Other Remarks :…………………………………………………………………………………………………………….

5th SESSION : CLASS OBSERVATION & DEBATE

Supervisor’s
Date :……………………….. Session: from ……………….…..…… to …………..……………… Signature
Class :………………………………..………….. Lesson Title :……………………………….……………….
Target Competency :…………..………… Types of Activities:………………………………………..
The trainee teacher attends your class or that of another colleague. The class is followed by a
discussion focused on the different stages of the lesson and the time allocated to each of
them, the importance of formative assessment, the use of the blackboard, the written record
of the lesson in the student's copybook, the pedagogical means used, etc.

Mentor’s remarks : …………………………………………………………………..…………………………………………..

…………………….……………………………………………………………………………………………………………………..
Note: At the end of the session, the trainee will be asked to prepare the lesson plan that the
supervisor will present the next session and which the trainee will observe.

6th SESSION : CLASS OBSERVATION DEBATE

Supervisor’s
Date :……………………….. Session: from ……………….…..…… to …………..……………… Signature

Class :………………………………..………….. Lesson Title :……………………………….……………….

Target Competency :…………..………… Types of Activities:………………………………………..
The lesson presented by the supervising teacher is followed by a discussion in which
the following points must be addressed:

• Comparison between the lesson prepared by the trainee and the lesson presented
by the supervisor
• The different stages of the lesson and the time allocated to each of them, the
importance of formative assessment, the use of the blackboard, the written record
of the lesson in the student's notebook, the pedagogical means used, etc.
Mentor’s remarks :……………………………………………………………………..…………………………………………..
…………………….……………………………………………………………………………………………………………………..
Note: At the end of the session, the trainee will be asked to prepare the lesson he/ she will
present the next session.

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7th SESSION: PRESENTATION OF A LESSON BY THE TRAINEE (1)
Date :……………………….. Session: from ……………….…..…… to …………..………………
Supervisor’s
Class :………………………………..………….. Lesson Title :…………………………….………………. Signature
Target Competency :…………..………… Types of Activities:…………………………………..

The lesson presented by the trainee is followed by a discussion in which the following
points will be addressed:

• Comparison between the lesson prepared and presented by the trainee and the
lesson prepared by the supervisor
• The different stages of the lesson and the time allocated to each of them, the
importance of formative assessment, the use of the blackboard, the written
record of the lesson in the student's notebook, the pedagogical means used.
Supervisor's observations:……………………………………………………………………………………………
Note: At the end of the session, the trainee will be asked to prepare another lesson
that they will present in the next session.
8th SESSION: PRESENTATION OF A LESSON BY THE TRAINEE (2)
Supervisor’s
Date :……………………….. Session: from ……………….…..…… to …………..……………… Signature
Class :………………………………..………….. Lesson Title :……………………………….……………….
Target Competency :…………..………… Types of Activities:………………………………………..
The lesson presented by the trainee is followed by a focused discussion, above all:
• The relationship between the targeted skill(s) and the content, the activities chosen,
and the degree of achievement of the targeted objectives,
• The importance of lesson planning,
• The role of assessment in the teaching/learning process,
• The role of the student in the teaching/learning process: Was is it student centred?
Supervisor's observations:

- Strengths: ………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………
- Weaknesses: ………………………………………………………………………………….
……………………………………………………………………………………………………………………………
- Observations related to the points to be enriched to meet the trainee's needs:
…………………………………….…………………………………………………………………………………………
Note: At the end of the session, the trainee will be asked to prepare another lesson that he
will present the next session.

9th SESSION : PRESENTATION OF A LESSON (3)

Supervisor’s
Date :……………………….. Session: from ……………….…..…… to …………..……………… Signature
Class :………………………………..………….. Lesson Title :……………………………….……………….
Target Competency :…………..………… Types of Activities:………………………………………..

The lesson presented by the trainee is followed by a discussion focused, among other things,
on group organization, evaluation of student work, checking students' notebooks, use of
teaching resources, and taking into account individual differences.

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Supervisor's observations:

• Strengths: .................................................... ...............................................................

• Weaknesses: ......................................... ...............................................................
• Observations related to areas to be enriched to meet the needs of the trainee:
.........................................................
• Note: at the end of the session, the trainee will be asked to research the impact
of evaluation on learning, the means, and different types of evaluation.

10th SESSION : EVALUATION

Supervisor’s
Date :……………………….. Session: from ……………….…..…… to …………..……………… Signature

The session will focus on evaluation and will mainly cover:

• Evaluation as an integral part of the program and the pedagogical process

• The different types of evaluation: diagnostic, formative, and summative
• The importance of continuous assessment - reading and analysis of the circular
on continuous assessment
• Reading of the school report, the methods for calculating the subject average
and the annual average.

Supervisor's observations related to areas to be enriched to meet the trainee's needs in the
field of evaluation::………………………………………………………………………………..………………………
……………………………………………………………………………………………………………………………………..
• Note: at the end of the session, the trainee will be asked to design an assignment topic by
determining the level and class..

11th SESSION : ANALYSIS OF THE PREPARED ASSIGNMENT

Date: ............................................... Session: from ............ to ............... Supervisor’s
Signature
The session will focus on the topic prepared by the trainee. The discussion will mainly
address the following aspects:

• Are the skills and scientific content targeted by the evaluation highlighted?
• Does the assignment cover a part of the official curriculum?
• Is the allotted time sufficient?
• Is the assignment within the students' reach?
• Are the questions clear, precise, concise, and unambiguous?
• Is the assignment free of linguistic and scientific errors?
• Are the illustrations and diagrams clear?
The discussion will also focus on the grading scale and the key.

Supervisor's recommendations: ............................................................... .......................................

Note: At the end of the session, the supervisor will provide the trainee with copies of
student assignments (homework or in-class assignments) to be graded according to
the answer key and grading scale.

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 12th SESSION : STUDY OF GRADED STUDENT PAPERS
Supervisor’s
Signature
Date: ..................... Session: from ........................... to .................................

Objective: Reading of graded copies accompanied by explanations and identification

of deficiencies that need to be addressed and the way to do so.

Note: At the end of the session, the trainee will be asked to research pedagogical
remediation.

13th SESSION : PEDAGOGICAL REMEDIATION

Supervisor’s
Date: ................................ Session: from ........................... to ................................. Signature

The session will focus on observing a pedagogical remediation session conducted by

the supervising teacher followed by a discussion focused on how to prepare and
implement a pedagogical remediation session, taking into account individual
differences and evaluation to ensure the achievement of targeted objectives.

Supervisor's observations: ...................................................................................................................

Note: At the end of the session, the trainee will be asked to prepare a pedagogical
remediation session.

14th SESSION: PRESENTATION OF A PEDAGOGICAL REMEDIATION SESSION

Supervisor’s
Date: ................................ Session: from ........................... to ................................. Signature

The session will be dedicated to observing a pedagogical remediation session

conducted by the trainee.

Supervisor's observations:

•Positive aspects of the preparation: ..........................................................

• Negative aspects of the preparation: ..........................................................
• Strengths of managing and conducting the session: .....................................
..............................................................................................................
• Weaknesses of managing and conducting the session: .................................
..............................................................................................................
Other remarks and recommendations: ......................................................... .................................

Note: At the end of the session, the trainee will be asked to research the use of new
technologies in teaching (ICTs).

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 15th SESSION : INTEGRATION of ICTs IN TEACHING
Supervisor’s
Date: ............................................ Session: from ........................... to ........................... Signature

During this session, the trainee teacher will present the results of their research. The
ensuing discussion will focus on the importance of integrating new technologies in
the teaching and learning process across different subjects, as well as their
contribution to achieving the objectives assigned to one or multiple sessions.

Observations and recommandations: ..........................................................................................

...........................................................................................................................................................................

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 Document N° 3
MINISTRY OF NATIONAL EDUCATION
GENERAL INSPECTORATE OF NATIONAL EDUCATION

TRAINEE’S PERFORMANCE EVALUATION GRID

Trainee’s Name: ………………… Date: ………………………………………………

Session N° …………………………….. Title of the Session: ……………………….

Rating Scale
UEO Unable to Express an Opinion.
-- Completely unsatisfactory performance. Needs to work deeply on practices related
to the indicator
- Performance close to the mastery threshold but still insufficient. Needs to improve
in terms of practices related to the indicator
+ Satisfactory performance but still needs to be improved to ensure its stability over
time. Mastered the practices related to the indicator
++ Demonstrates mastery of practices related to the indicator. High level of
performance and stable over time
Objectives / Expected Outcomes App Comments
Proposes objectives in line with the reference
frameworks.
Clearly announces the objectives to the students.
Proposes objectives that make sense to the students.
Teaching-learning procedures
Takes into account prior knowledge, prerequisites
Makes connections with previous lessons
Proposes a situation setting for the lesson
Provides a clear overview of the lesson's stages
Provides reminders and moments of synthesis during
the lesson
Engages the students in activities
Clearly explains the instructions for the task and
proposes a suitable correction system
Proposes activities that make sense to the students
Cares about the errors and difficulties of the students
and proposes effective regulation strategies
Proposes or helps find varied and relevant examples or
counterexamples.
Adapts teaching methods to the students.
Ensures the progress of all students.
Proposes activities that stimulate reflection.

13
Time Management App Comments
Effectively manages lesson time and adapts it according
to the situation
Proposes harmoniously sequenced activities
Respects the established lesson plan while taking
unforeseen events into account
Leave enough time to think about the answers to
his/her questions.
Physical Settings & Pedagogical Resources
Uses educational resources
Provides documents and didactic material that promote
and support learning.
Proposes diagrams, graphs, figures, images, etc. that
support the explanations.
Manages the space on the board according to the
amount of information to be communicated
Management of Subject, knowledge, programmes
Adapts the content of the subject to the students.
Dose the material and content covered, taking into
account the pace of the class's progress
Demonstrates a deep knowledge of the subject matter
being taught.
Makes interdisciplinary connections between the
subject being taught and the material covered in other
disciplines.
Management of the Group’s Relational Dynamics
Listens to the students
Encourages the participation of all.
Exploits the input of learners
Proposes group activities
Maintains a framework that promotes learning and
harmonious exchanges between students.
Takes into account the cause of the problem, its nature,
and the timing of its occurrence when implementing
disciplinary action.
To explain the desirable behaviour expected during a
disciplinary sanction.
Considers punishments as a last resort.
Evaluation Procedures of Learning
Checks the understanding of instructions before
starting a test.
Ensures fairness by putting all students in the same
conditions during an evaluation.
Ensures to provide diagnostic, accurate and
individualized feedback shortly after the evaluation.
After an evaluation, the teacher proposes targeted
remediation based on the results.
Motivational Factors App Comments
Values, respects and encourages the students
Maintains interest and motivation of the students.

14
Suggests motivational activities.
Provides positive feedback.
Individual Characteristics of Learners
Is interested in each student, their needs, and their level
of learning.
Demonstrates his/her knowledge of the student as a
learner
Suggests adapted exercises to the different levels of
students.
Is attentive to the reactions of the students and
anticipates them
Individual Characteristics of the Teacher
Expresses himself/herself correctly in writing and
orally in the language of instruction.
Demonstrates organization in the management of the
teaching-learning sequence.
Shows the ability to adapt to unexpected situations.
Projects his / her voice appropriately.
Walks around the classroom and captures the group's
attention when presenting the material
Shows originality while being effective in his /her
teaching approach

Signature of the mentor

15
 Document N° 4
MINISTRY OF NATIONAL EDUCATION
GENERAL INSPECTORATE OF NATIONAL EDUCATION

EVALUATION GRID OF THE TRAINEE

Education Directorate of the province of : …………………………………Tebessa………………………………………………………….
Name and first name of the trainee teacher: …………… …………… High School :………………………………………………..
Subject : ………………………………………………………………………………………………………………………………………………………………
Name & surname of the trainer Teacher : …………………………………… High School :……………………………………………….

Code Key: 1- acquired 2- Partially Acquired 3- to improve

Competency Competency Indicators 1 2 3

01 Knowledge of the syllabus and the accompanying
LEARNING / TEACHING
ORGANIZE AND PLAN

document.
02 Defining the objectives of each learning/teaching session.
SITUATIONS

03 Construction and implementation of teaching/learning

situations.
04 Relevant and thoughtful use of pedagogical support
materials.
05 Thorough and careful lesson planning.
06 Design and implementation of pedagogical remediation
and support activities.
07 Organization of classroom space and time according to
planned activities.
08 Organization of the different moments of a sequence.
CLASS WORK

09 Adaptation of different forms of intervention and

ORGANIZE

communication to the types of situations and activities

planned.
10 Organization and management of work (plenary, group,
individual or in pairs).
11 Management and guidance of student interventions.
12 Whiteboard use and other pedagogical resources.
13 Care for the students’ written record.
14 Understanding the role of evaluation and knowledge of the
different types of evaluation.
ASSESS

WORK
PUPILS’

15 Designing evaluations at different stages of learning.

16 Analysis and use of evaluation outcomes.

17 Awareness of the importance of self-training in

TRAINING AND

professional development
MANAGING
ONE'S SELF-

18 Identification of one's own needs in order to satisfy them

CPD

through research.
19 Exchange of experiences with fellow teachers.
20 Work within the framework of the school team.

Mentor’s Signature Seal & Signature of the Principal

(Where mentoring is taking place)

16
APPENDIX
SAMPLES OF DOCUMENTS

lesson plan Mapping Unit.docx Marking Sheet.docx reflective Training Log.pdf

template.docx Journal.pdf

1. Map of the current units

2. Diary (cahier journal)
3. Lesson Plans
4. Log Book (cahier de textes)
5. Training Log
6. Reflective Journal
7. Marking copybook: exams & tests + continuous assessment + oral expression +
projects & extensive reading
8. Samples of the projects dealt with so far (PPs’ work)
• PS. Students’ copybooks should be checked with some feedback.

17
 Mapping a Unit
Level & Stream:

Unit :

Theme:

Number of weeks allocated: ………… Number of hours: ………….

From…………………………….….… to ………………………………………………………………………………………………………

Global target Sequence/ Resources Integration

Sessions Objectives Remediation
Competency competency Skill to install apprenticeship Assessment

NB: Due to time constraints , Integration is limited ………………………….

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School :…………………………………………………… Teacher: ………………………………………………………………….

Lesson Plan
Theme Unit:
Sequence Lesson Focus
Recent Part covered
Objectives
Class Profile
Anticipated Problems
Possible Solutions
Target Competency

Framework Material /
Timing Procedure Rationale Interaction Pattern
Stages resources

- Plenary (whole
PPP class)
The
PPU - Individually
rationale - In pairs
PDP
Describe the that - Open pairs
TBL - Small groups
procedure underlies
TTT - S-SS
each step - T-S
Etc..
- Etc.

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 ……………… High School Academic
year: 20….-20…..

Term: 01 Class:

Continuous Assessment Oral Test Exam extensive

Average
N° Names Exp. reading
Att.1 Discp.2 Particip.3 Assign.4 Cpyb.5 20 20 20 20
01
02
03
04
05
06
07
08
09
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25

Statistics:

Class Av. Note: ……………………………………………………………….

≥ 10 ………………………………………………………………………….
< 10 ………………………………………………………………………….
[8 , 9.99] ………………………………………………………………………….
<8 ………………………………………………………………………….

1. Attendance
2. Discipline
3. Participation
4. Assignment
5. Copybook

20