Mentee User Guide for Coaching and Mentoring Application

Mentee User Guide

• Mentee User Guide

  • 1. What You Can Do as a Mentee

  • 2. Key Concepts

  • 3. Getting Started

  • 4. Navigating Your Mentee Dashboard

  • 5. Working with Goals

  • 6. Participating in Check-Ins

  • 7. Managing Tasks and Action Items

  • 8. Using Resources and Attachments

  • 9. Understanding Program Support Areas

  • 10. Notifications and Communication

  • 11. Troubleshooting

  • 12. Best Practices for Mentees

  • 13. Getting Help

1. What You Can Do as a Mentee

Districts configure permissions. In many implementations, mentees can:

• View goals, tasks, action items, check-ins, and resources linked to their mentorships

• Participate in check-ins (live or by adding/editing summaries) when enabled

• Upload resources/attachments where allowed

• Create goals or mark tasks/action items complete, depending on district policy

2. Key Concepts

• Mentorship: Your relationship with a specific mentor during a school year, scoped to a program.

• Program: A configured set of support areas tied to your mentorship; it shapes what appears in check-ins and reporting.

• Support Areas: Coaching categories your district tracks (for example, Classroom Environment). These are program-specific.

• Goal: An objective you and your mentor are working toward. Goals can have tasks, check-ins, discussions, and attachments.

• Task: A concrete step under a goal, often with a target date and completion state.

• Check-In: A recorded mentoring session. It may be created live, uploaded via transcript/audio for AI analysis, or logged manually.

• Action Item: A follow-up item created manually or by AI during check-ins. You or your mentor can complete these when enabled.

3. Getting Started

1. Sign In: Open your district’s Professional Learning (PL) portal and select the Coaching and Mentoring tab.

2. Confirm Access: You should see a mentee dashboard or your mentorship selector. If not, request the Mentee role from an admin.

3. Select School Year: Use the year selector where available. Goals and check-ins are organized by school year.

If you have multiple mentors or past mentorships, select the correct mentorship before reviewing goals, check-ins, resources, or action items. Confirm the school year and program so you are working in the right context.

4. Navigating Your Mentee Dashboard

The mentee dashboard is your starting point for active mentorship work. Use it to see current goals, upcoming or recent check-ins, assigned action items, shared resources, and high-level progress indicators.

• Review alerts or recent updates first so you know what has changed since your last visit.

• Open the relevant mentorship if you are connected to more than one mentor or program.

• Use filters, tabs, or school-year selectors to narrow the view to the work you need.

• Follow links from dashboard cards to open the full goal, check-in, task, or resource record.

5. Working with Goals

Goals capture the focus of your mentoring work. Depending on district settings, you may be able to create goals, edit goal details, add attachments, discuss progress, or complete tasks tied to a goal.

1. Open the goal from your dashboard or mentorship page.

2. Review the goal description, support area, target dates, tasks, related check-ins, and attachments.

3. Add updates or evidence where your district allows mentee contributions.

4. Mark tasks complete only when the work is finished and the status accurately reflects your progress.

Keep goal updates specific and evidence-based. A useful update explains what you tried, what happened, what you learned, and what support you need next.

6. Participating in Check-Ins

Check-ins document mentoring conversations and may include summaries, support areas, notes, transcripts, AI-generated insights, tasks, and action items. Your district controls whether mentees can create, edit, or comment on check-ins.

• Before the check-in: Review your goals, recent action items, and any resources your mentor shared.

• During the check-in: Discuss progress, challenges, evidence, next steps, and support areas connected to your program.

• After the check-in: Review the summary, confirm action items, upload agreed resources if allowed, and follow up on assigned tasks.

If a check-in includes AI-generated content, read it carefully. Ask your mentor or admin to correct anything that is incomplete, inaccurate, or not appropriate for the mentoring record.

7. Managing Tasks and Action Items

Tasks and action items help turn mentoring conversations into concrete next steps. They may appear under goals, check-ins, or a dedicated action-item view.

1. Open your assigned tasks or action items.

2. Review the description, due date, related goal or check-in, and completion status.

3. Update progress according to your district’s workflow.

4. Mark the item complete when you have finished the expected deliverable.

When you need clarification, contact your mentor before changing the status. Clear task updates make it easier for both of you to track progress between meetings.

8. Using Resources and Attachments

Resources and attachments may include lesson plans, observation notes, templates, evidence of practice, meeting artifacts, or files shared by your mentor. Open them from the related goal, check-in, or resource area.

• Upload only files that are appropriate for the mentorship record and allowed by district policy.

• Use descriptive file names so your mentor can quickly understand the purpose of each attachment.

• Avoid uploading sensitive student information unless your district has explicitly approved that use.

• Remove or replace outdated files when your workflow allows it.

9. Understanding Program Support Areas

Support areas are the categories your district uses to organize coaching and mentoring work. They help connect goals, check-ins, and reports to the focus areas of your program.

You may see different support areas depending on the mentorship program, school year, or district configuration. If a support area does not match your work, discuss it with your mentor before selecting or changing it.

10. Notifications and Communication

MAC may notify you about shared goals, upcoming or completed check-ins, assigned action items, comments, or updates depending on your district’s configuration. Use notifications as prompts to review the relevant record and respond when needed.

For questions about mentoring expectations, contact your mentor first. For access issues, missing mentorships, or permission problems, contact a coaching administrator or your district support team.

11. Troubleshooting

12. Best Practices for Mentees

• Review your goals and action items before each mentoring conversation.

• Keep updates concise, professional, and focused on evidence of practice.

• Use check-ins to document progress, barriers, support needed, and agreed next steps.

• Complete action items promptly or communicate early when a due date needs to change.

• Protect confidential information and follow district guidance for uploaded files and notes.

13. Getting Help

If you need help using MAC, start with your mentor or coaching administrator. They can confirm your mentorship assignment, program, permissions, school-year context, and local expectations.

When reporting a technical issue, include what you were trying to do, the mentorship or goal involved, the school year selected, any error message you saw, and the approximate time the issue occurred.