The article considers a new model of mentoring to facilitate adaptation of new teachers in an online school. The model described is used at Skyeng, one of the largest online schools in Eastern Europe. The article discusses the idea of mentoring, its place and role in the teachers adaptation process, the stages of teacher adaptation and the functions and role of the mentor in each of the stages, as well as psychological and pedagogical aspects of mentoring and the variation in its content depending on what group of students the new teachers are going to work with.