Knowledge, skill, disposition 3 2 1 (Personal) Expresses self clearly orally Adequate communication Sometimes develops Communications and in writing; exemplary skills; is seldom misunderstandings due to listening, questioning, and misunderstood communication errors nonverbal skills Seeks to understand divergent points of view; Demonstrates a basic Does not always exercise Respect for diversity works well with students respect for all individuals, tolerance for different and adults of all regardless of their points of view or for backgrounds background individuals of different backgrounds Uses critical thinking skills Problem solving to identify problems, outline Usually makes good Oftentimes jumps to alternatives, seek relevant decisions and/or identifies conclusions without seeking data, and find workable solutions relevant information solutions Consistently thinks back on Does not exhibit reflective Reflecting experiences and behaviors Engages in occasional approach to practice for the purpose of reflection individually and and learning to with others continually improve performance Instructional Uses appropriate Has a repertoire of Does not demonstrate Relationship between identified instructional instructional strategies to practices associated knowledge of practices and student achievement improve achievement of all with increased student best practice students achievement Curriculum and state standards Has deep knowledge of Has good working Does not have mastery of assigned content areas and knowledge of assigned all content assigned content of state content standards content areas; familiar with areas and/or of state state standards standards
Knowledge, skill, disposition 3 2 1 (Personal) Communications Respect for diversity Problem solving Reflecting Expresses self clearly orally and in writing; exemplary listening, questioning, and nonverbal skills Seeks to understand divergent points of view; works well with students and adults of all backgrounds Uses critical thinking skills to identify problems, outline alternatives, seek relevant data, and find solutions Consistently thinks back on experiences and behaviors for the purpose of and learning to continually improve performance Adequate communication skills; is seldom misunderstood Demonstrates a basic respect for all individuals, regardless of their background Usually makes good decisions and/or identifies workable solutions Engages in occasional reflection individually and with others Sometimes develops misunderstandings due to communication errors Does not always exercise tolerance for different points of view or for individuals of different backgrounds Oftentimes jumps to conclusions without seeking relevant information Does not exhibit reflective approach to practice Instructional Relationship between identified instructional practices and student achievement Curriculum and state standards Uses appropriate instructional strategies to improve achievement of all students Has deep knowledge of assigned content areas and of state content standards Has a repertoire of practices associated with increased student achievement Has good working knowledge of assigned content areas; familiar with state standards Does not demonstrate knowledge of best practice Does not have mastery of all content assigned content areas and/or of state standards
Guidelines%20for%20Mentoring%20Program%2017-18.docx