Kamora Rhodes is a newly hired paraeducator at Wilson Middle School who previously worked in an elementary school in another district. Kamora has been assigned to work with Mark Jeffries in his general education classroom. Mark is an experienced teacher but he is new to teaching in an inclusion setting, as well as to working with a paraeducator. Both Mark and Kamora are passionate in their desire to help all their students succeed, but Mark is not quite sure how to leverage Kamora’s knowledge and skills to help her effectively implement lesson plans. Mark plans successful inclusive lessons, but Kamora is often not sure she is implementing intervention strategies correctly. Gretchen Stewart, the intervention specialist who works with Kamora, has given her strategies and tips, but has a large caseload and often has to rely on Kamora or Mark’s perception of how things are going.
Kamora and Mark are beginning to feel frustrated with the lack of progress of several of their students. Kamora is hesitant to ask for guidance, and Mark does not feel qualified to more directly supervise Kamora’s practice.
How might Kamora benefit from having a mentor? Who might fulfill this role for her?