Mentoring Programme Stages and Criteria
Mentor programmes have a clear purpose and specified goals which reflect best practices.
- The purpose statement describes why the mentor programme exists (need) and states how the programme is aligned with Stages II-VI.
- Goals state how the purpose of the programme will be achieved.
Mentor programmes are organized to provide intern teachers with professional support and continuous assistance.
- The programme prepares mentors through training and on-going support activities.
- Mentor teachers must be on-site.
- The programme includes time for structured and/or planned contacts between the mentor and intern teacher.
- The programme defines expectations of administrators and explains how administrators at the building and district level support the mentor programme.
- The programme includes a year-long description of regular sequenced activities.
- The programme supports other district initiatives.
- The programme includes a process for mentor matching and a mechanism for re-assignment if the mentor is unable to fulfill the responsibilities.
- The programme ensures confidentiality between the mentor and intern teacher.
Mentor selection purposefully matches the best qualified mentor with a intern teacher.
- The mentor teachers must be a certificated teacher who has completed at least three consecutive school years of employment in the school district.
- Participation by the mentor teacher must be voluntary.
- The mentor teacher will be selected by the district and approved by the local school board based on the following criteria:
- demonstrates exemplary teaching ability as measured by the district appraisal system
- exhibits qualities of an effective mentor as noted in the resource notebook.
- The mentor must be matched with a intern teacher based on the most appropriate combination of the following: endorsement, grade level, proximity.
- The mentor teacher may provide assistance and guidance to not more than two intern teachers.
Mentor programmes result in professional growth of the mentor and intern teacher.
- The programme establishes on-going mentor professional development that addresses the developmental stages of the intern teacher, roles and responsibilities of the mentor, coaching-observation-feedback, relationship building and collaboration strategies.
- The programme establishes on-going professional development and support for the intern teacher that addresses their individual needs.
- The programme provides professional development to administrators and other staff members regarding their roles in supporting the intern teacher.
- The programme aligns with other professional development initiatives.
Mentors have clearly defined roles and responsibilities.
- The mentor participates in on-going training (see St IV, Cr 1).
- The mentor collaborates with and supports the intern teacher during on-going structured and unstructured contact time.
- The mentor builds a positive relationship with the intern teacher(s).
- The mentor respects confidentiality of the mentor/intern teacher relationship.
- The mentor models, coaches, observes and provides feedback.
- The mentor documents activity participation.
- The mentor advocates for the intern teacher by providing direct assistance on situational issues.
Mentor programmes establish a local programme evaluation process in addition to the submission of requested CETDAR data.
- The evaluation assesses achievement of specified programme goals. (Stage I)
- The evaluation assesses the effectiveness of programme organization in providing professional support and continuous assistance to the intern teacher. (Stage II)
- The evaluation assesses the effectiveness of the mentor selection and the matching process. (Stage III).
- The evaluation assesses the impact of the mentor programme on the professional growth of the mentor and intern teacher. (Stage IV).
- The evaluation assesses the degree to which mentors fulfilled roles and responsibilities. (Stage V).