part of the goal setting for 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 5.3 facilitates Mentor project provides Mentor project professional Mentor project professional Mentor project professional professional learning learning activities include learning activities learning activities professional learning that is guided by activities culturally responsive emphasize culturally emphasize culturally research, standards, teaching practices responsive teaching responsive teaching culturally responsive practices, including practices, including practices, local priorities measurement of impact. measurement of impact and the developmental leading to differentiation of needs of mentors, as instruction well as teacher and administrator mentees. Professional development Professional development Professional development Professional development for mentors and mentees for mentors and mentees is for mentors and mentees is for mentors and mentees is is guided by content area guided by the Oregon guided by the Oregon guided by the Oregon standards. Professional Teaching or Professional Teaching or Professional Teaching or Administrator Standards, Administrator Standards, Administrator Standards, as well as relevant content as well as relevant content as well as relevant content area standards. area standards and area standards and priorities in alignment with priorities in alignment with the diversity of the the diversity of the students/families in the students/families in the district/school for mentors district/school. Mentees and mentees. have some flexibility and choice. Formative assessment Formative assessment Formative assessment District (e.g. SLGGs, data is not used to data collected as part of data collected as part of DIBELS, Title IIA surveys, determine content of the mentor project (e.g. the mentor project (e.g. etc.) and project (e.g. professional development. observations of observations of observations of
part of the goal setting cycle. for meeting goals as part of the goal setting cycle. 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 5.3 facilitates professional learning that is guided by research, standards, culturally responsive practices, local priorities and the developmental needs of mentors, as well as teacher and administrator mentees. Mentor project provides professional learning activities Mentor project professional learning activities include culturally responsive teaching practices Mentor project professional learning activities emphasize culturally responsive teaching practices, including measurement of impact. Mentor project professional learning activities emphasize culturally responsive teaching practices, including measurement of impact leading to differentiation of instruction Professional development for mentors and mentees is guided by content area standards. Professional development for mentors and mentees is guided by the Oregon Professional Teaching or Administrator Standards, as well as relevant content area standards. Professional development for mentors and mentees is guided by the Oregon Professional Teaching or Administrator Standards, as well as relevant content area standards and priorities in alignment with the diversity of the students/families in the district/school for mentors and mentees. Professional development for mentors and mentees is guided by the Oregon Professional Teaching or Administrator Standards, as well as relevant content area standards and priorities in alignment with the diversity of the students/families in the district/school. Mentees have some flexibility and choice. Formative assessment data is not used to determine content of professional development. Formative assessment data collected as part of the mentor project (e.g. observations of Formative assessment data collected as part of the mentor project (e.g. observations of District (e.g. SLGGs, DIBELS, Title IIA surveys, etc.) and project (e.g. observations of
final-mps-rubric.docx