Proteges
Proteges
A protege will be assigned to a mentor whose role is to provide guidance, support, and resources to help the protege become better prepared to meet the needs of students with visual impairments.
Protege feedback on the mentoring program:
“My mentor was really helpful and provided me with amazing resources and guidance. I have taught for many years, but this was my first as a TVI. He helped me navigate the role.”
“My mentor is wonderful! She was always available to answer my questions or find resources that would help me. She is an excellent teacher of the visually impaired and very dedicated to the field.”
Who Can Be a Protege?
- TVIs who are newly licensed and working in the field may receive mentoring services until fully licensed.
- First year TVI or O&M who has completed a program will receive mentoring services for one year with an optional second year.
- TVI or O&M who is new to the state or re-entering the profession will receive mentoring services for one year with an optional second year.
In Wisconsin, an O&M must have completed an O&M program approved by the Association for Education and Rehabilitation of the Blind and Visually Impaired (AER) and hold a valid O&M license from the Wisconsin Department of Public Instruction (DPI). For information about obtaining an O&M license, please visit the DPI O&M License page
To participate in this program as a TVI protege, you must have a current teaching license. For information about obtaining a teaching license, please visit the DPI Educator License page.
If you have a license based on reciprocity, please visit the DPI Pathways to Licensure page.
Benefits for Proteges:
- Opportunities for collaboration and problem-solving with professionals in the same certification area.
- Increased professional expertise through modeling and guided practice
- Ongoing support and partnership with an experienced colleague in the specialized field of vision.
Minimum Contact Between Mentor and Protege Includes the Following:
- Conduct one introductory meeting at the start of the school year (the “period of performance”).
- Complete at least one informal in-person observation, where either the mentor or the protege observes the other.
- Attend one shared professional development event, such as a webinar, conference, or district/CESA training.
- Maintain a minimum of two routine contacts per month via text, email, phone, or virtual platform.
- Facilitate a year-end closing meeting between the mentor and protégé to review progress.
Conduct trainings, meetings, and shared professional development virtually if preferred, but complete the required observation in person to ensure a high-quality, authentic assessment of the learning environment and student engagement.