based on common needs based on their assessed assessed needs, of mentees. needs. and focused. The mentor project does The mentor project provides The mentor project provides The mentor project provides not provide time for the time for data collection, protected time for the protected time for the analysis of student work, observations and reflective analysis of student work, analysis of student work, data collection, conversations (i.e. inquiry data collection, data collection, observations and reflective cycle). observations and reflective observations and reflective conversations (i.e. inquiry 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 for professional growth plans part of the goal setting meeting goals as part of that integrate mentor goals cycle. the goal setting cycle. with other professional goals. Mentors do not collect data Mentors collect data and Mentors collect data and Mentors collect data and evidence of practice. evidence of practice to evidence of practice to monitor goal progress. monitor goal progress and make adjustments to practice based on results
based on common needs of mentees. based on their assessed needs. 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 part of the goal setting cycle. Mentors develop a professional growth plan for meeting goals as part of the goal setting cycle. Mentors develop professional growth plans that integrate mentor goals with other professional goals. Mentors do not collect data Mentors collect data and evidence of practice. Mentors collect data and evidence of practice to monitor goal progress. Mentors collect data and evidence of practice to monitor goal progress and make adjustments to practice based on results
OMPfoundationalstandardstool.docx