It is the position of the National Association of School Psychologists (NASP) that school psychologists, regardless of employment setting, can benefit from professional support and mentorship. Such relationships can help with time management, establishing professional boundaries, identifying a career trajectory, managing relationships, fostering professional skills and competencies, and creating a foundation to become supervisors or mentors in the future (Harvey & Struzziero, 2008). Mentorship relationships benefit the mentors as well through career enhancement, professional growth, and a sense of giving back to the field (Canter, Kessler, Odar, Aylward, & Roberts, 2012). School psychologists at all levels should seek professional supervision which ensures that practices are "observed, monitored, and evaluated to ensure implementation of appropriate and up-to-date services." (NASP, 2011). Notably, professional support and mentoring relationships do not include a monitoring or evaluative component, and the mentor does not assume any responsibility or liability for the work of the mentee. The following guidance is intended to help structure effective professional support and mentorship relationships. None of the guidance provided should be construed as requirements or enforceable regulations.