Mentors provide logistical Mentors focus support on Mentors focus support on Mentors move between the of teacher and administrator practice. support to mentees. improving instruction using improving instruction and three mentoring a directive mentoring student learning using an approaches (instructional, approach instructional, collaborative collaborative and/or and/or facilitative approach facilitative) to guide to meet the needs of the beginning teacher(s) toward mentees improving instruction and student learning. Mentors initiate Mentors support mentees in Mentors support mentees in Mentors support mentees in conversations with mentees the goal setting process setting goals, developing a setting developing a in setting goals. and reflection of their professional growth plan professional growth plan practice and reflecting on their and reflecting on their practice growth using data Mentor roles are defined Mentor roles are defined Mentor roles and Stakeholders collaborate in and shared with mentors and communicated with responsibilities are defined refining and contextualizing mentors and mentees. and communicated with mentor roles and mentors, mentees and responsibilities and develop within the school protocols for community. communicating them. 4.3 utilizes a standards No standards for mentor Standards for mentor Standards for mentor Adopted standards for based system of ongoing growth and accountability growth and accountability growth and accountability mentor growth and assessment for mentor are identified. are identified. are adopted by the district. accountability are aligned growth and with other district adopted accountability. standards. No timeline or tools for Timeline and tools for Timeline and tools for Timeline, tools and formative or summative summative assessments of formative and summative processes for gathering assessments of mentors’ mentors’ practices are in assessments of mentors’ formative and summative practices are in place place and utilized. practices are in place and assessment data of utilized. mentors’ practices are in place and utilized.
of teacher and administrator practice. Mentors provide logistical support to mentees. Mentors focus support on improving instruction using a directive mentoring approach Mentors focus support on improving instruction and student learning using an instructional, collaborative and/or facilitative approach to meet the needs of the mentees Mentors move between the three mentoring approaches (instructional, collaborative and/or facilitative) to guide beginning teacher(s) toward improving instruction and student learning. Mentors initiate conversations with mentees in setting goals. Mentors support mentees in the goal setting process and reflection of their practice Mentors support mentees in setting goals, developing a professional growth plan and reflecting on their practice Mentors support mentees in setting developing a professional growth plan and reflecting on their growth using data Mentor roles are defined and shared with mentors Mentor roles are defined and communicated with mentors and mentees. Mentor roles and responsibilities are defined and communicated with mentors, mentees and within the school community. Stakeholders collaborate in refining and contextualizing mentor roles and responsibilities and develop protocols for communicating them. 4.3 utilizes a standards based system of ongoing assessment for mentor growth and accountability. No standards for mentor growth and accountability are identified. Standards for mentor growth and accountability are identified. Standards for mentor growth and accountability are adopted by the district. Adopted standards for mentor growth and accountability are aligned with other district adopted standards. No timeline or tools for formative or summative assessments of mentors’ practices are in place Timeline and tools for summative assessments of mentors’ practices are in place and utilized. Timeline and tools for formative and summative assessments of mentors’ practices are in place and utilized. Timeline, tools and processes for gathering formative and summative assessment data of mentors’ practices are in place and utilized.