INTERNSHIP

Mentoring Programme Stages and Criteria Stage I: Mentor programmes have a clear purpose and specified goals which reflect best practices. Criteria: 1.	The purpose statement describes why the mentor programme exists (need) and states how the programme is aligned with Stages II-VI. 2.	Goals state how the purpose of the programme will be achieved. Stage II: Mentor programmes are organized to provide intern teachers with professional support and continuous assistance. Criteria: 1.	The programme prepares mentors through training and on-going support activities. 2.	Mentor teachers must be on-site. 3.	The programme includes time for structured and/or planned contacts between the mentor and intern teacher. 4.	The programme defines expectations of administrators and explains how administrators at the building and district level support the mentor programme. 5.	The programme includes a year-long description of regular sequenced activities. 6.	The programme supports other district initiatives. 7.	The programme includes a process for mentor matching and a mechanism for re-assignment if the mentor is unable to fulfill the responsibilities. 8.	The programme ensures confidentiality between the mentor and intern teacher. Stage III: Mentor selection purposefully matches the best qualified mentor with a intern teacher. Criteria: 1.	The mentor teachers must be a certificated teacher who has completed at least three consecutive school years of employment in the school district. 2.	Participation by the mentor teacher must be voluntary. 3.	The mentor teacher will be selected by the district and approved by the local school board based on the following criteria: (1) demonstrates exemplary teaching ability as measured by the district appraisal system and (2) exhibits qualities of an effective mentor as noted in the resource notebook. 4.	The mentor must be matched with a intern teacher based on the most appropriate combination of the following: endorsement, grade level, proximity. 5.	The mentor teacher may provide assistance and guidance to not more than two intern teachers. Stage IV: Mentor programmes result in professional growth of the mentor and intern teacher. Criteria: 1.	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. 2.	The programme establishes on-going professional development and support for the intern teacher that addresses their individual needs. 3.	The programme provides professional development to administrators and other staff members regarding their roles in supporting the intern teacher. 4.	The programme aligns with other professional development initiatives. Stage V: Mentors have clearly defined roles and responsibilities. Criteria: 1.	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. 2.	The mentor builds a positive relationship with the intern teacher(s). 3.	The mentor respects confidentiality of the mentor/intern teacher relationship. 4.	The mentor models, coaches, observes and provides feedback. 5.	The mentor documents activity participation. 6.	The mentor advocates for the intern teacher by providing direct assistance on situational issues. Stage VI: Mentor programmes establish a local programme evaluation process in addition to the submission of requested CETDAR data. Criteria: 1.	The evaluation assesses achievement of specified programme goals. (Stage I) 2.	The evaluation assesses the effectiveness of programme organization in providing professional support and continuous assistance to the intern teacher. (Stage II) 3.	The evaluation assesses the effectiveness of the mentor selection and the matching process. (Stage III). 4.	The evaluation assesses the impact of the mentor programme on the professional growth of the mentor and intern teacher. (Stage IV). 5.	The evaluation assesses the degree to which mentors fulfilled roles and responsibilities. (Stage V).