Mentorship in inclusive education: Three keys to supporting early career teachers
- syoung679
- 18 hours ago
- 5 min read
By Marcus Lau (he/him), inclusive education teacher and UBC lecturer, Vancouver
As an early career teacher, I quickly discovered that mentorship is about much more than just finding answers. When I began teaching, I imagined that my mentor would have solutions to every challenge. But I soon learned that effective mentorship isn’t about having all the answers—it is about opening doors to resources, strategies, and relationships that help beginning teachers become more aware of the network of support around them. Mentorship helps us recognize our role within the school-based team so we can make more informed decisions and grow into more confident educators.
In my first year, the start of September felt like a whirlwind. Despite years of preparation through my teacher education program and graduate studies in inclusive education, I still felt like I was stepping into the unknown. I was standing in front of a diverse classroom of learners and working alongside a team of education assistants (EAs) for the first time. It was overwhelming. In the context of BC’s ongoing teacher shortage and increasing complexity in classrooms, mentorship is recognized as a critical support to help new teachers succeed and stay in the profession.1
Fortunately, I was matched with a mentor, Kathy Heikkila, through a district mentorship program—an experienced inclusive educator with over 10 years in the field. Kathy’s guidance didn’t just help me survive the school year; it helped me find my footing and empowered me to seek out resources and connections on my own. Reflecting on this journey, I want to share three key insights for mentors supporting early career teachers—especially those stepping into inclusive education.
1. Mentors are guides
One of the most valuable lessons I’ve learned is that mentors don’t need to have all the answers. I’ve come to think of mentors as guides—people who hand us a map to a treasure chest of keys. Each key unlocks a different resource, strategy, or perspective that helps us build our own teaching toolkit.
For instance, early in the year, I faced the daunting task of selecting programs and supports for students with a range of learning needs and individual education plans. What I craved in that moment was a clear answer—a go-to list. But my mentor didn’t hand me a ready-made solution. Instead, they encouraged me to reach out to district learning support teachers, consult with my EA team, and connect with families to learn more about students’ previous learning experiences. Through this process, I made better-informed decisions and developed meaningful relationships with the people around me.
Advice for mentors
Help mentees see you as part of a broader network of support.
Share your own decision-making process and the people you turn to when facing challenges.
Encourage a problem-solving mindset by asking reflective questions like, “What other approaches could you try?” or “Who else in the school might offer insight on this?”
2. Support early career teachers in connecting with families and caregivers
Building relationships with families is a cornerstone of inclusive education—and one of the most intimidating aspects for many new teachers. I remember the anxiety of receiving emails and phone calls from families I hadn’t yet met. I knew home-school collaboration was important, but I didn’t know how to start.
My mentor helped me see that effective communication needs to be family centred. The first step, they suggested, was asking families about their preferred communication methods. My mentor encouraged me to introduce myself through a short email and include a questionnaire to learn how each family wanted to receive updates.
Some families preferred daily communication sheets; others liked weekly emails or occasional phone calls. With input from my mentor, EAs, and colleagues, I explored various tools and adapted them based on family needs. Most importantly, I learned that asking families what works for them is the first step toward building trust.
Advice for mentors
Support mentees in developing communication tools that reflect their classroom community.
Share strategies for building trust, like introductory emails or family preference surveys.
Encourage mentees to think from the family’s perspective: “If you were the caregiver, what kind of communication would make you feel informed and supported?”
3. Guide teachers in collaborating with education assistants
Education assistants are essential partners in inclusive classrooms. They bring deep knowledge and work closely with students, yet many early career teachers feel unsure about how to lead and collaborate with them effectively. I know I did—especially when I learned I’d be working with a team of six EAs.
At first, I was overwhelmed by the systems already in place. Some approaches were working well, while others needed revisiting. My mentor encouraged me to adopt a team mindset and to recognize that collaboration is central to our work.
I began meeting regularly with my EA team—starting with simple check-ins and one-on-one conversations. I asked questions like these:
“What’s been working well for you?”
“What’s one thing you’d like us to consider as a team?”
“How can I help make your role more effective in supporting students?”
These kinds of informal, relational moments often led to the most honest and helpful conversations. As Joseph2 notes, the most impactful mentoring often happens outside of formal meetings—in casual chats that allow trust and collaboration to grow naturally. This approach helped me understand the strengths of the EAs I work with, and it encouraged open communication as we worked together to support students.
Advice for mentors
Encourage mentees to approach EAs as team members with valuable expertise.
Suggest setting up regular meetings to check in and share ideas.
Promote open-ended questions that foster mutual respect and shared ownership of student learning.
Final thoughts
Mentorship plays a powerful role in shaping early career inclusive education teachers. When mentors act as guides, they help new educators build confidence, develop collaborative relationships, and access the wide web of support available in our schools.
As I reflect on my own journey, I am grateful for the mentors who have helped me find my way. Their guidance has taught me that mentorship isn’t about handing over a single key but about providing a map to countless doors of opportunity. As the co-chairs of Teacher Mentors of BC remind us, “mentoring is an extension of the support network” that helps early career teachers feel “supported, challenged, and connected to their professional vision.”3 For mentors supporting new teachers, your impact is profound—not only on the educators you guide but also on the students and communities they serve.
About the author
Marcus Lau is a secondary inclusive education teacher with the Vancouver School Board, where he teaches a life skills program and supports diverse learners. He is also a sessional lecturer at the University of British Columbia, where he works with teacher candidates to develop inclusive and student-centred teaching practices. Marcus holds a Master of Education in Inclusive Education and is currently pursuing a Ph.D. at UBC, with a research focus on inclusive education and universal design for learning in both K–12 and higher education settings.
1 A. Hales, “Empowering Teachers through Mentorship: Lessons from British Columbia,” British Columbia Teachers’ Federation, 2024: bctf.ca/news-and-opportunities/news-details/2024/10/31/new-bctf-research-report-highlights-teacher-mentorship-in-bc-schools
2 M.X. Joseph, “Tips for mentoring new teachers,” Edutopia, October 31, 2024: www.edutopia.org/article/mentoring-new-teachers/
3 B. Wilson, J. MacDonald, & T. Sengotta, “Mentoring: Working together, learning forward,” BCTF Teacher magazine: bctf.ca/news-and-opportunities/news-details/2021/01/30/mentoring-working-together-learning-forward