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Back in 1992, as a first year teacher, the principal gave me the classroom key, the instructor's editions of texts, and requested that I teach 9th, 10th, and 12th grade English. I had been alone with texts and no one to help or direct me. I reflected in my student teaching experience and missed the advice and collaboration supplied by my school educator. A few weeks after school began, two new English instructors came; we turned into our own learning area, until the word had been en vogue. We worked to establish standards and assessments to monitor student progress. We worked with educators at the core subjects to make a cross-curricular culture that enabled us to identify and monitor the transferability of skills. We became school leaders, encouraging teachers to discuss their resources, to provide constructive peer evaluations, and to use data from formative and summative evaluations to assess the curricular needs of their students. When reviewing what I have done to reinforce and enhance the livelihood, I am aware that the use of mentor pushed me forwards letting me be of service, and an illustration, to my coworkers. As I desired to be of greater use in the learning environment, I sought mentor certification. I had been an unofficial mentor for five decades in the country of North Carolina, and eventually become a Florida State Certified Mentor in 2000. With this certification, I gained insight to the evaluation and accountability of educators. With this certification, I gained insight into the evaluation of educators and was able to maneuver from using anecdotal evidence to providing comments on best practices used in the classroom. When working with my mentees, I combined the state-approved test tool with a method requiring beginner teachers to represent and...