Sayville Schools’ Mentor Program Helps New Teachers Build Confidence

SAYVILLE, NY — Sayville Public Schools launched its Mentoring Program this year to support new staff members by pairing them with experienced educators dedicated to professional growth and success. The program is designed to build confidence through regular check-ins, classroom coaching, collaborative planning, and ongoing professional dialogue.

These partnerships provide practical support as new teachers navigate classroom management and daily instructional demands, helping them strengthen their skills, refine their practice and positively impact student learning. Mentor-mentee teams are recognized throughout the year for their collaboration and growth.

For February, the district is highlighting mentor Nicole Barile and her team of permanent substitute teachers: Siobhan Lavelle, William “Billy” Lutcha, and Tyler Kramer.

Barile, who has worked in the district since 2001, serves as a mentor to the group. While she did not have a formal mentor when she began her career, she credits the informal support of colleagues as influential and views mentoring as an opportunity to provide that same support to new staff members.

“I wanted to help the new staff in Sayville,” Barile said. “It’s important for them to have a strong support system and someone they can go to for help when needed.”

Barile emphasizes collaboration, problem-solving, and open communication in her mentoring role, encouraging mentees to ask questions and seek guidance as they adjust to the demands of their positions.

The mentees bring a range of strengths to the district. Tyler Kramer is noted for his willingness to assist wherever needed and his active participation in school activities. Billy Lutcha is recognized for his dedication to supporting students with special needs. Siobhan Lavelle is commended for her ability to adapt to multiple assignments throughout the school day.

For the mentees, the mentorship provides consistency and reassurance during their first years in the district. Lavelle shared that having a mentor offers peace of mind and reliable guidance as she continues to learn district expectations and classroom practices.

Lutcha said the mentorship experience has helped bridge the transition from college coursework to the realities of the classroom, providing practical insight and daily support.