Knowledge, skill, disposition 3 2 1 (Instructional) Demonstrates Knows best practice in Does not always Classroom management procedures and practices exemplary classroom classroom management; exercise effective management; handles experiences few classroom management almost all behavior management problems issues without administrator involvement Uses a wide repertoire Knows the importance Does not use a wide Monitoring and assessment of student progress of strategies to monitor of both assessment for range of formative and assess student learning and assessment assessment strategies progress for purpose of of learning and uses a and/or has some providing students with range of assessment difficulty in accurately formative feedback; strategies or appropriately uses a wide range of evaluating student techniques to evaluate progress student learning for purposes of grading and reporting Uses assessment results Differentiation of instruction to plan appropriate Knows the basic Tends to provide the instruction for all principles of same instruction to all learners, making differentiation students, regardless of modifications in their prior learning or strategies as appropriate readiness Commitment to Mentoring Has a strong desire to Is willing to serve as a Expresses reservations serve as a mentor; mentor, but not about ability (or time) to articulates a altogether enthusiastic serve in this capacity commitment to inducting new members to the profession
Knowledge, skill, disposition 3 2 1 (Instructional) Classroom management procedures and practices Monitoring and assessment of student progress Differentiation of instruction Demonstrates exemplary classroom management; handles almost all behavior issues without administrator involvement Uses a wide repertoire of strategies to monitor and assess student progress for purpose of providing students with formative feedback; uses a wide range of techniques to evaluate student learning for purposes of grading and reporting Uses assessment results to plan appropriate instruction for all learners, making modifications in strategies as appropriate Knows best practice in classroom management; experiences few management problems Knows the importance of both assessment for learning and assessment of learning and uses a range of assessment strategies Knows the basic principles of differentiation Does not always exercise effective classroom management Does not use a wide range of formative assessment strategies and/or has some difficulty in accurately or appropriately evaluating student progress Tends to provide the same instruction to all students, regardless of their prior learning or readiness Commitment to Mentoring Has a strong desire to serve as a mentor; articulates a commitment to inducting new members to the profession Is willing to serve as a mentor, but not altogether enthusiastic Expresses reservations about ability (or time) to serve in this capacity
Guidelines%20for%20Mentoring%20Program%2017-18.docx