Mentoring Assistant Instructors

So you’re studio is growing and you need an assistant in your classes.  This is a great problem to have!  But how does the mentoring process work?  What are the parameters for successfully mentoring an apprentice instructor, giving them just the right amount of responsibilities?  It is a delicate balance. Here are some points to remember.

1. Before assisting your classes, decide what other qualifications you want your assistant to complete first.  For example, you might want your assistant to be training at an intermediate level in the apparatus they’ll assist, and attending classes multiple days per week.  The apprentice’s dedication to their own training as well as understanding the studio’s curriculum can create a solid foundation.  You might look for an apprentice with certain character traits such as a strong work ethic, positivity, and community spirit.  Perhaps you have a minimum age requirement for apprentice instructors (consult with your insurance company on this one).  You might also require your assistant to watch you teach several classes (this could be before they start assisting, or a regular routine that happens throughout their apprenticeship).  It can be really difficult to put on one’s “teacher brain” when you’re taking class as a student, so sitting on the sidelines and taking notes is very helpful for apprentices.
2. Decide what you want your apprentice to do and not do when assisting your classes.  What is the role of assistant?  Do you need help spotting students?  Do you need your assistant to work with the one brand new student in class, offering both spotting and verbal repeats of your instructions?  Make both lists on paper (the DO list and the do NOT DO list).
3. Communicate expectations to your apprentice up front so they know what their role is.  Knowing one’s role is one of the biggest points of contention between any senior/junior instructor relationship.  It is vital that you set the tone early on for what you want your assistant to DO and NOT DO.  The list you made in step 3 can reviewed with your assistant to clarify expectations.  Go over the points together so the assistant knows what is expected of them.
4. Train your assistant on how to do the DO list.  If you want your assistant to spot students, then train them on how to spot appropriately.  You could have them attend a live teacher training program elsewhere to develop these skills.  If you want your assistant to be able to lead a ground warm-up, then spend time teaching them how to do this.  Take every opportunity to set your assistant up for success by giving them information up front.
5. Reinforce role expectations through consistent feedback.  Know that your apprentice will get it wrong sometimes, and you will too. But if you build a solid rapport with your apprentice from the start (one where they are open to your feedback and you offer it with care), then you should never feel awkward about giving feedback.  Your apprentice should be used to getting regular performance appraisals, whether formal or informal.  You might offer feedback privately after each class at the beginning of the apprenticeship.  Over time, feedback could thin out to once a month or once a quarter depending on the assistant’s needs.
6. Record formal performance evaluations on paper using standardized criteria.  This protects you in case there is an issue with your assistant.  If the assistant repeatedly does not take feedback or exhibits behaviors that do not align with your expectations, then you have written records as proof of their actions.  It can be helpful to have a probation structure in place in case an assistant needs serious improvement, but this is up to the studio owner.  These records can protect you in hiring/letting go decisions (I’m not a lawyer so please consult with your attorney for more information).
7. Evaluate your apprentice procedures as needed.  There is no perfect set of policies, so regular reflection on what is working/not working will help you revise the process and make it stronger.

Remember that the goal of having procedures for assistant/apprentice instructors is to support growth for all parties involved including students, the assistant, and the studio.  It will take some time to establish, but once procedures are in place the process should develop a nice flow.

Don’t have time to mentor your own apprentices?  The Born to Fly Aerial Teacher Certificate can be completed at a number of different studios across the country.  Trainees can receive live mentorship at each of these studios.  Please contact us for more.

How have you mentored assistant instructors at your studio?  Please leave a comment below and let us know!

Author

Julianna Hane traded life on a cotton farm to become a dancer and aerialist.  She holds an MFA in Modern Dance, and is a Certified Laban Movement Analyst and Pilates Instructor.  Julianna is also the Director of Training at Born to Fly Teacher Programs and Support, and wrote the Aerial Teacher's Handbook.