Originally published in TEACH Magazine, September/October 2025 Issue
By Hoda Ahmed
Excited? Absolutely. Overwhelmed? Without a doubt.
As a first-year Faculty of Education student, I was experiencing the full spectrum of emotions that come with balancing coursework and student teaching placements. The transition into teaching involved navigating a steep learning curve, and while I would soon realize that being a teacher involves so much more, my initial focus—like many new teachers—was on mastering the mechanics: lesson planning, classroom management, and family communication.
That’s when I discovered The Mentoree—a community that would not only guide me through these challenges, but ultimately reshape the trajectory of my teaching career.
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Connecting with a Mentor
The Mentoree is an organization dedicated to connecting educators—whether early career or experienced—with mentors. When I first discovered it on Twitter (now X), the idea immediately resonated with me. I was eager to connect with someone who had relevant experiences and could help answer the many questions I had.
What drew me in even further was the flexibility of the mentorship. I had the agency to shape our conversations, decide what to share, and set the frequency of our meetings. This was not a rigid program; it was a dynamic, mentee-driven relationship. And that was exactly what I needed.
The Mentoree provided a diverse database of mentor profiles, allowing educators to find a connection best suited with their interests and goals. Drawn to a shared passion for early childhood and special education, I reached out to a mentor named Teri who was a K–12 Special Education Consultant—and, coincidentally, also navigating her first experience teaching a university course.
Our conversations went beyond answering my questions. She valued my perspective as a university student, actively seeking my opinions on her course content and structure, as well as her assessment and evaluation practices. Our relationship embodied The Mentoree’s core belief: “We all have something to teach, and we all have something to learn.”
The Mentoree provided resources to help structure our initial conversations, allowing us to build a strong foundation for our relationship. Since Teri was based in Toronto and I am in Ottawa, we opted to meet via Skype.
Her experience in a different school board gave me a broader perspective, and the physical and professional distance between us created a unique sense of openness. I felt comfortable to speak more candidly—perhaps even more so than if my mentor had been a direct colleague from my own school or school board.
Using Mentorship to Support Professional Learning, Well-Being, and Efficacy
When I first connected with Teri, our conversations focused on my immediate concerns as a pre-service teacher: How do I assess student learning? How can I effectively plan for units and lessons? How often—and in what ways—should I communicate with families? Teri guided me in finding answers as these questions arose, offering insights that helped me build confidence in my teaching.
Toward the end of our first year together, we had the opportunity to share our experience with other educators as guests on The Mentoree’s OnEdMentors podcast.
As the next school year approached, Teri reached out and asked if I would be interested in carrying on with our mentorship. I was thrilled to reconnect, knowing that new questions and challenges awaited me as I entered my second year. This time, our relationship evolved—we became co-learners, engaging in deeper discussions about the broader issues facing educators.
At the end of my second year in the teacher education program, we decided to continue our conversations over the summer. This gave us the perfect opportunity to further explore some of those educational issues, leading to the creation of what we affectionately call our “Book Club for Two.”
Over the years, we have explored books related to equity (Belonging Through a Culture of Dignity by Floyd Cobb and John Krownapple; The Skin We’re In by Desmond Cole), early literacy (Reading Above the Fray by Julia Lindsey), and self-regulation (Self-Reg Schools: A Handbook for Educators by Stuart Shanker and Susan Hopkins; The Interbrain by Digby Tantam; Intentional Neuroplasticity by Lori Desautels).
We carefully chose the books together, aligning with my interests and learning goals. This allowed us to dive deeper into topics that were both personally meaningful and professionally relevant. Each text sparked discussions and prompted new questions, deepening my understanding and encouraging me to reflect on my own teaching practices.
As our relationship continued, we encountered a new challenge—the COVID-19 pandemic. Transitioning from in-person to remote teaching was overwhelming, especially as an early career teacher. At times it was difficult to feel effective in the new online landscape, but one advantage I had was my already established virtual relationship with my mentor.
Teri was also teaching virtually in an elementary school during that time, and our regular check-ins became a vital space for reflection, brainstorming, and support. In those moments, I truly realized the value of having a mentor who understood the challenges I faced, and who was navigating similar ones herself.
Teri’s ongoing learning about Self-Reg at the MEHRIT Centre (where she ultimately became a course facilitator), piqued my curiosity, inspiring me to explore the subject further. With her support, I took advantage of opportunities to learn more about the importance of self-regulation and its impact on both students and educators.
Our shared journey led us to many insightful conversations about mentorship as a self-regulating strategy that fosters educator well-being. Ultimately, this exploration culminated in an incredible opportunity: we developed and presented on this topic at the MEHRIT Centre’s Self-Reg Summer Symposium in 2023.
An Evolving Relationship
Five years on, our mentorship remains strong. At every stage of my career, through each transition and new challenge, Teri has continued to be a steady source of guidance and support. She remains available for as long as it feels right, offering me encouragement without pressure or obligation.
Could I have survived my first five years teaching alone? Probably. But would my journey have been as enriching? Absolutely not. This mentorship not only provided me with much needed support, but also opened doors to new opportunities and deeper learning. While our questions, conversations, and interests changed over time, one thing remained constant—a safe space where our relationship could grow.
Our roles as mentor and mentee are ever evolving because The Mentoree is built on the belief that “every teacher deserves to experience mentorship on their own terms, at the times and in the ways they choose.”
There are moments when teaching can still feel a little overwhelming, but having a supportive mentor helps to transform those challenges into opportunities for learning and growth. Thanks to this reciprocal relationship, my passion for teaching continues to flourish.
If you’re curious, I encourage you to explore The Mentoree for yourself—you never know how it might shape your journey!
Hoda Ahmed has been teaching in Ontario for five years, in the Primary and Junior divisions. She is deeply passionate about mentorship and fostering meaningful connections with her students and colleagues.
