Taking Guide” as he/she teaches the content The activity is designed to (pg. 16) help participants understand Roles Diagram” • “Mentor that the beginning teacher’s from the participant handbook need(s) determine the (pg. 17) mentor’s role(s) Teacher Needs • “Beginning Some mentor roles are Chart” from the activity in intentionally included in Section 1 of this module more than one of the beginning teacher needs categories Variety Instructions for grouping • “Teacher Description” Document from participants must be the participant handbook followed (pgs. 19-27) Activity requires table of Beginning groups of at least eight • “Characteristics Teachers Comparison Chart” participants Section 3: Teacher Variety 48-53 from the participant handbook Trainers should NOT place all (pg. 28) together “1’s” The various pathways to the profession are one reason differentiated mentoring is necessary Module 3: Mentoring Cycle and Expanded ADEPT Support 54- 98 and Evaluation System
(pg. 16) • “Mentor Roles Diagram” from the participant handbook (pg. 17) • “Beginning Teacher Needs Chart” from the activity in Section 1 of this module Taking Guide” as he/she teaches the content The activity is designed to help participants understand that the beginning teacher’s need(s) determine the mentor’s role(s) Some mentor roles are intentionally included in more than one of the beginning teacher needs categories Section 3: Teacher Variety 48-53 • “Teacher Variety Description” Document from the participant handbook (pgs. 19-27) • “Characteristics of Beginning Teachers Comparison Chart” from the participant handbook (pg. 28) Instructions for grouping participants must be followed Activity requires table groups of at least eight participants Trainers should NOT place all “1’s” together The various pathways to the profession are one reason differentiated mentoring is necessary Module 3: Mentoring Cycle and Expanded ADEPT Support and Evaluation System 54- 98
mentor_trainer_support_document_2.0.docx