To facilitate formative assessment and professional development Support Providers Support Providers have the following roles and responsibilities: Develop a supportive and confidential mentoring relationship with the Participating Teacher with whom they are paired; Deepen their understanding of cultural, ethnic, cognitive, linguistic, and gender diversity; Work with the Participating Teacher to develop an Individual Induction Plan (IIP) and revise such plan, based on feedback from formative assessment; Confer 1 2 hours weekly with the Participating Teacher to plan, coach, and provide – constructive feedback; Observe and/or lessons in the Participating Teacher’s classroom; Share instructional strategies, ideas, and materials with Participating Teachers; Serve in the capacity as a professional role model; Assist the Participating Teacher to investigate and refine a particular area identified in the Individual Induction Plan; Provide feedback on program effectiveness to the Program Director. Participate in a Program evaluation process; and Submit a monthly Contact Log. Support provider roles and responsibilities are clearly defined in the support provider nomination forms, application packet, and Support Provider Memorandum of Understanding (MOU) and the Support Provider Handbook. They are reflective of a Support Provider Selection Criteria diverse society and Since the program serves a number of school districts, charter schools, and a private school, knowledgeable assignment is within the roles and responsibilities of each co-sponsor. Selection criteria are diverse abilities, cultural, consistent with the support provider’s specified roles and responsibilities, including but not language, ethnic and limited to the following: gender diversity They A minimum of three years exemplary teaching experience; have a thorough grasp of Demonstrated understanding of the appropriate state curriculum frameworks and the the academic standards, California Standards for the Teaching Profession; frameworks, and Demonstrated understanding of accountability systems that drive curriculum in public accountability systems schools;
To facilitate formative assessment and professional development Support Providers Support Providers have the following roles and responsibilities: Develop a supportive and confidential mentoring relationship with the Participating Teacher with whom they are paired; Deepen their understanding of cultural, ethnic, cognitive, linguistic, and gender diversity; Work with the Participating Teacher to develop an Individual Induction Plan (IIP) and revise such plan, based on feedback from formative assessment; Confer 1 – 2 hours weekly with the Participating Teacher to plan, coach, and provide constructive feedback; Observe and/or lessons in the Participating Teacher’s classroom; Share instructional strategies, ideas, and materials with Participating Teachers; Serve in the capacity as a professional role model; Assist the Participating Teacher to investigate and refine a particular area identified in the Individual Induction Plan; Provide feedback on program effectiveness to the Program Director. Participate in a Program evaluation process; and Submit a monthly Contact Log. Support provider roles and responsibilities are clearly defined in the support provider nomination forms, application packet, and Support Provider Memorandum of Understanding (MOU) and the Support Provider Handbook. They are reflective of a diverse society and knowledgeable diverse abilities, cultural, language, ethnic and gender diversity They have a thorough grasp of the academic standards, frameworks, and accountability systems Support Provider Selection Criteria Since the program serves a number of school districts, charter schools, and a private school, assignment is within the roles and responsibilities of each co-sponsor. Selection criteria are consistent with the support provider’s specified roles and responsibilities, including but not limited to the following: A minimum of three years exemplary teaching experience; Demonstrated understanding of the appropriate state curriculum frameworks and the California Standards for the Teaching Profession; Demonstrated understanding of accountability systems that drive curriculum in public schools;
Common_Standards_Narrative_Madera_USD_BTSA_310_2014.docx