National Mentor Month: Sarah Mason and Reagan Mangavalli at Clifton Hills Elementary
January 7, 2026 – Starting a first year in the classroom comes with excitement, pressure, and a lot of unknowns. For first year teacher Reagan Mangavalli, one of the most meaningful parts of this year has been knowing she is supported every step of the way at Clifton Hills Elementary.
Through the district’s mentorship program, Mangavalli was paired with Sarah Mason, who serves as one of her school’s new teacher coaches and was also matched with Mangavalli as her personal mentor.
“We were assigned our mentors when we first came here,” Mangavalli said. “At first I was like, ‘How do y’all know me?’ The match was so perfect.”
That intentional matching is part of a larger system designed to support new teachers from their very first days in the district. Erin Kirby, Coordinator of Induction for Hamilton County Schools, explained that support begins at the school level.
“We have lead mentors and support mentors,” Kirby said. “So they have a school-based induction program, which includes orientation to the building, monthly New Teacher Network sessions, and mentee-mentor matches for first through third year teachers and new teacher coaches.”
From classroom management to daily routines, Mason is someone Mangavalli knows she can turn to. “She checks in on me whenever I need it,” Mangavalli shared. “One morning she gave me a book to help with morning meeting because I had been working on some classroom management things. I tried it that same day.”
The support goes beyond instruction. Before the first day of school, Mason surprised Mangavalli with a small basket and a plant. She also sends encouraging messages throughout the year. “She’ll send me random pick me ups,” Mangavalli said. “It means a lot.”
One of the biggest benefits of having a mentor is having a safe place to ask questions. “I can ask her any ‘stupid question,’” Mangavalli said. “I can text her and say, ‘What does this mean?’ and she’s like, ‘You’re not dumb. I promise.’”
Mason understands how important that reassurance is.
. “Feeling supported is the main thing,” she said. “Especially in education, it can be hard. Having people on your team is the best way to stick around.”
The mentor relationship helps with the many behind the scenes tasks new teachers often do not expect. Mangavalli explained that Mason helped her learn how to log parent contacts, track behaviors, prepare for conferences, and even send positive notes home in both English and Spanish. “She showed me step by step how to do everything,” Mangavalli said. “That kind of support makes such a difference.”
Mangavalli has high expectations for herself and wants to give everything she has to her students. “I don’t want to feel like I’m just floating by,” she said. “Everybody says first year teachers feel like they’re just getting through the days. I don’t want that.”
On hard days, having a mentor helps keep perspective. “I can text her and say, ‘Today was hard. I need help,’ and she’s there for me,” Mangavalli said.
Mason sees her role as helping Mangavalli feel confident by the end of the year. “Success to me is that she still enjoys education and enjoys being in the classroom,” Mason said. “I want her to feel confident and know what she’s doing.”
They meet monthly and also find time during the school day to connect. “It doesn’t take up her planning time or keep her late after school,” Mason explained. “It’s still a good way to support her without adding more stress.”
In addition to school based support, new teachers also connect across the district through structured learning and collaboration. Kirby explained that the district offers multiple layers of induction support.
“We offer a quarterly New Teacher Academy,” Kirby said. “It’s a school-day embedded experience where our brand-new teachers are put into cohorts. In the morning, they can observe modeled lessons or spend time in content collaboration, and in the afternoon they’re with our induction team focusing on classroom management, teacher well-being, and organization.”
Mangavalli loves the ability to connect with others in their first years. “It’s nice to hear other new teachers say, ‘I’m struggling with this,’ and be able to say, ‘Me too,’” she said. “It helps you feel less alone.”
When asked what thriving looks like, Mangavalli’s answer is simple and sincere. “Thriving means I’m happy, my kids are happy, they’re learning, and I’m learning with them. As long as we’re all happy and learning, we’re good.”
This National Mentor Month, we celebrate the power of mentorship and the educators who show up for one another. Teachers like Sarah Mason and Reagan Mangavalli remind us that support, encouragement, and shared experience help new teachers grow with confidence and pride.
