Mentors are selected Mentors are selected Mentors are selected Mentors demonstrate based the criteria based the criteria and based the criteria and during the interview additional relevant factors additional relevant factors process effective teaching including certification and including certification, practice, strong intra and experience. experience, current interpersonal skills, assignment, proximity of knowledge of pedagogy, location and reflect the context, content, and diversity of the general diverse learning needs of community population. beginning teachers and their students. 4.2. defines and Mentors and mentees set Mentors meet regularly with Mentors build a trusting Mentors become a trusted communicates mentor up a schedule to meet. mentees. relationship and are attuned member of the mentees roles and responsibilities to the needs of the mentee. support system and are that are focused on the responsive to the changing continuous development needs of the beginning of teacher and teacher/administrator. administrator practice. Mentors provide logistical Mentors focus support on Mentors focus support on Mentors move between the 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 goals, developing a in setting goals. and guide 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
Mentors are selected based the criteria Mentors are selected based the criteria and additional relevant factors including certification and experience. Mentors are selected based the criteria and additional relevant factors including certification, experience, current assignment, proximity of location and reflect the diversity of the general community population. Mentors demonstrate during the interview process effective teaching practice, strong intra and interpersonal skills, knowledge of pedagogy, context, content, and diverse learning needs of beginning teachers and their students. 4.2. defines and communicates mentor roles and responsibilities that are focused on the continuous development of teacher and administrator practice. Mentors and mentees set up a schedule to meet. Mentors meet regularly with mentees. Mentors build a trusting relationship and are attuned to the needs of the mentee. Mentors become a trusted member of the mentees support system and are responsive to the changing needs of the beginning teacher/administrator. 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 guide 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 goals, 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 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
final-mps-rubric.docx