evidenced based Learning Series Workshops Learning Series Workshops reflective practice and use collaborative inquiry for and mentor forums, to and mentor forums, that of mentoring tools, mentors, as well as refine mentoring skills and develop and support their protocols, formative teacher and improve student learning. reflective practice and use assessments and state administrator mentees. of mentoring tools, instructional initiatives to protocols, and formative develop, extend and refine assessments to develop, mentoring skills and extend and refine practices and improve mentoring skills and student learning. practices and improve student learning. Mentees participate in Mentees participate in Mentees participate in Mentees participants in available professional learning ongoing professional ongoing professional district/consortium communities and learning communities and learning communities and professional development. professional development professional development focused professional based on common needs based on their assessed development based on of mentees. needs. their assessed needs, and focused. The mentor project does The mentor project The mentor project The mentor project not provide time for the provides time for data provides protected time for provides protected time for analysis of student work, collection, observations the analysis of student the analysis of student data collection, and reflective work, data collection, work, data collection, observations and reflective conversations (i.e. inquiry observations and reflective observations and reflective conversations (i.e. inquiry cycle). conversations (i.e. inquiry conversations (i.e. inquiry cycle). cycle). cycle) differentiated by the needs of mentees. 5.2. ensures mentors Mentors do not reflect on Mentors engage in Mentors follow and Mentors follow and apply new learning to their practice and reflect on complete an annual goal complete an annual goal mentoring practice their own development as setting and reflection cycle setting and reflection cycle through engaging in teachers and mentors with an emphasis on with an emphasis on goal-setting and cultural responsiveness cultural responsiveness reflection, implementing aligned with mentor aligned with mentor inquiry action plans, and standards reviewed by standards reviewed by analyzing data. project leaders. peers and project leaders. Mentors do not develop Mentors develop an action Mentors develop a Mentors develop goals plan for meeting goals as professional growth plan professional growth plans
evidenced based collaborative inquiry for mentors, as well as teacher and administrator mentees. Learning Series Workshops and mentor forums, to refine mentoring skills and improve student learning. Learning Series Workshops and mentor forums, that develop and support their reflective practice and use of mentoring tools, protocols, and formative assessments to develop, extend and refine mentoring skills and practices and improve student learning. reflective practice and use of mentoring tools, protocols, formative assessments and state instructional initiatives to develop, extend and refine mentoring skills and practices and improve student learning. Mentees participate in available district/consortium professional development. Mentees participate in professional learning communities and professional development based on common needs of mentees. Mentees participate in ongoing professional learning communities and professional development based on their assessed needs. Mentees participants in ongoing professional learning communities and focused professional development based on their assessed needs, and focused. The mentor project does not provide time for the analysis of student work, data collection, observations and reflective conversations (i.e. inquiry cycle). The mentor project provides time for data collection, observations and reflective conversations (i.e. inquiry cycle). The mentor project provides protected time for the analysis of student work, data collection, observations and reflective conversations (i.e. inquiry cycle). The mentor project provides protected time for the analysis of student work, data collection, observations and reflective conversations (i.e. inquiry cycle) differentiated by the needs of mentees. 5.2. ensures mentors apply new learning to mentoring practice through engaging in goal-setting and reflection, implementing inquiry action plans, and analyzing data. Mentors do not reflect on their practice Mentors engage in and reflect on their own development as teachers and mentors Mentors follow and complete an annual goal setting and reflection cycle with an emphasis on cultural responsiveness aligned with mentor standards reviewed by project leaders. Mentors follow and complete an annual goal setting and reflection cycle with an emphasis on cultural responsiveness aligned with mentor standards reviewed by peers and project leaders. Mentors do not develop goals Mentors develop an action plan for meeting goals as Mentors develop a professional growth plan Mentors develop professional growth plans