mentor. We can Uses entry points to help the begin when you are teacher take ownership of the ready. solution and articulation of the next steps Professional 7. New Teacher Articulates importance of 4 3 2 1 Culture Developers are accountability in the role trained in and use the Expresses opportunities that New Teacher Center’s documenting mentoring work Formative can have on BT growth and Assessment and development Support tools with Takes an inquiring stance: beginning teachers. Approaches issue with How do you feel thoughtful questions and about the use of such reflective responses tools in observing, Explores issue from having debriefing multiple perspectives conversations with, Acknowledges and documenting complexities and your work with ambiguities beginning teachers? Professional As an NTD, you are an Uses a variety of strategies to 4 3 2 1 Culture instructional mentor. collect data for Tell us about your of their own practice strengths and areas Actively seeks constructive for growth. feedback to reflect on and How might you analyze impact of work know that you are Seeks professional learning effective? opportunities to improve What mentoring instructional practice skills do you think Strengths and areas of focus will be your are: strengths? Specific and thoughtful Which skills do Focused on moving BTs’ you think will practice forward so that be a focus for your they are successful and professional impact student growth as an achievement NTD? Driven by the ultimate goal of supporting the BT to become autonomous Verify that candidate understands and does not have any concerns with the professional responsibilities associated with this program:
mentor. We can begin when you are ready. Uses entry points to help the teacher take ownership of the solution and articulation of the next steps Professional Culture 7. New Teacher Developers are trained in and use the New Teacher Center’s Formative Assessment and Support tools with beginning teachers. How do you feel about the use of such tools in observing, having debriefing conversations with, and documenting your work with beginning teachers? Articulates importance of accountability in the role Expresses opportunities that documenting mentoring work can have on BT growth and development Takes an inquiring stance: Approaches issue with thoughtful questions and reflective responses Explores issue from multiple perspectives Acknowledges complexities and ambiguities 4 3 2 1 Professional Culture As an NTD, you are an instructional mentor. Tell us about your strengths and areas for growth. How might you know that you are effective? What mentoring skills do you think will be your strengths? Which skills do you think will be a focus for your professional growth as an NTD? Uses a variety of strategies to collect data for of their own practice Actively seeks constructive feedback to reflect on and analyze impact of work Seeks professional learning opportunities to improve instructional practice Strengths and areas of focus are: Specific and thoughtful Focused on moving BTs’ practice forward so that they are successful and impact student achievement Driven by the ultimate goal of supporting the BT to become autonomous 4 3 2 1 Verify that candidate understands and does not have any concerns with the professional responsibilities associated with this program: