The COVID-19 pandemic has resulted in an unprecedented upheaval of the traditional teaching context. Fortunately, disruptions can also catalyze innovations as they cause the field to re-examine its assumptions and practices. Re-thinking how we mentor pre-service and early-service teachers is one area that shows particular promise for improving teaching. I cite examples from my experience as a mentor teacher and a teacher educator to question traditional models of mentoring that inhibit innovation, collaboration, and reflective practice. Tools and routines that explicitly draw out the assets each member brings to the teaching dyad are needed to address the challenges of our current context, encourage thoughtful instructional change, and build teacher agency and collaboration.