administrative standards. Mentors reflect, but not on Mentors reflect at least Mentors reflect at least Mentors reflect at least a consistent basis, on their monthly on their use of weekly on their use of weekly on their use of use of mentoring tools and mentoring tools and mentoring tools and mentoring tools and protocols protocols protocols protocols and seek out support from peers to improve practice. Documented contact both Documented contact both Documented contact both Documented contact both in-person and virtual (e.g., in-person and virtual (e.g., in-person and virtual (e.g., in-person and virtual (e.g., email, phone, text, Skype) email, phone, text, Skype) email, phone, text, Skype) email, phone, text, Skype) between mentor and between mentor and between mentor and between mentor and mentee occurs. mentee occurs at least mentee occurs at least mentee occurs at least weekly. weekly, and is protected weekly and is protected time. (75-90 hours required time. Mentors are regularly by statute.) present in the educator’s setting. 7.2 supports knowledge Mentors rarely attend Mentors attend some Mentors attend the Mentors attend all of curriculum standards, professional learning professional learning majority of professional professional learning grade level and subject opportunities with mentees. opportunities with mentees learning opportunities with opportunities with mentees standards, culturally to support clarification and mentees to support to support clarification and responsive practices, implementation of clarification and implementation of pedagogy and information implementation of information performance levels for information students. Mentors are assigned Mentors support mentees Mentors support mentees Mentors support mentees without consideration of to know the curriculum for to know the content and to deepen their content or curriculum which they are responsible curriculum for which they understanding of the knowledge are responsible content and curriculum for which they are responsible Mentors provide Mentors provide Mentors provide Mentors utilize a variety of support focused support focused support focused strategies (e.g. on management and on management and on management, delivery modeling, delivery of instruction delivery of of standards-based learning lab, etc.) to instruction instruction, authentic provide job-embedded assessments and culturally support focused on inclusive practices management, delivery of standards-based
administrative standards. Mentors reflect, but not on a consistent basis, on their use of mentoring tools and protocols Mentors reflect at least monthly on their use of mentoring tools and protocols Mentors reflect at least weekly on their use of mentoring tools and protocols Mentors reflect at least weekly on their use of mentoring tools and protocols and seek out support from peers to improve practice. Documented contact both in-person and virtual (e.g., email, phone, text, Skype) between mentor and mentee occurs. Documented contact both in-person and virtual (e.g., email, phone, text, Skype) between mentor and mentee occurs at least weekly. Documented contact both in-person and virtual (e.g., email, phone, text, Skype) between mentor and mentee occurs at least weekly, and is protected time. (75-90 hours required by statute.) Documented contact both in-person and virtual (e.g., email, phone, text, Skype) between mentor and mentee occurs at least weekly and is protected time. Mentors are regularly present in the educator’s setting. 7.2 supports knowledge of curriculum standards, grade level and subject standards, culturally responsive practices, pedagogy and performance levels for students. Mentors rarely attend professional learning opportunities with mentees. Mentors attend some professional learning opportunities with mentees to support clarification and implementation of information Mentors attend the majority of professional learning opportunities with mentees to support clarification and implementation of information Mentors attend all professional learning opportunities with mentees to support clarification and implementation of information Mentors are assigned without consideration of content or curriculum knowledge Mentors support mentees to know the curriculum for which they are responsible Mentors support mentees to know the content and curriculum for which they are responsible Mentors support mentees to deepen their understanding of the content and curriculum for which they are responsible Mentors provide support focused on management and delivery of instruction Mentors provide support focused on management and delivery of instruction Mentors provide support focused on management, delivery of standards-based instruction, authentic assessments and culturally inclusive practices Mentors utilize a variety of strategies (e.g. modeling, learning lab, etc.) to provide job-embedded support focused on management, delivery of standards-based
final-mps-rubric.docx