Effective mentoring programs help to recruit new teachers and improve teacher retention rates (e.g. Ingersoll & Strong, 2011, Rideout & Windle, 2010). Many school districts require mentoring programs for new teachers; however, they do not always have the resources to prepare their teachers to mentor beginning teachers. Clinical faculty (CF), who are teachers trained to mentor student teachers, are a resource with existing expertise in mentorship. A curriculum for CF was designed, piloted, and implemented using a best practice utilization-focused approach (Patton, 2008). Its focus is on meeting school division needs to equip CF to better mentor beginning teachers, particularly in identified critical shortage areas. The curriculum deepens and expands CF capabilities to more effectively model, observe, and explore data collaboratively with first-year teachers, moving them from mentoring pre-service to in-service teachers. This paper describes the design of and findings from the implementation of a mentor training curriculum for supporting beginning teachers.