Description
This course will continue building the participant’s understanding of the process of mentoring a new teacher and give a detailed explanation of the mentoring cycle. The participant will also review the four key themes of an effective classroom as defined by the InTASC Model Core Teaching Standards. The participant will be taken through the phases of the mentoring cycle and given tools for diagnosing mentees’ needs, planning for interventions, setting new goals, and reflecting on the mentoring process. Finally, the participant will apply the learning by completing the first mentoring cycle with their mentee.
Objectives
In this course the mentor will:
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Apply key themes of effective teaching to the mentoring cycle.
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Diagnose and prioritize mentees’ strengths and areas of growth based on quantitative data (i.e., student achievement results from summative and formative assessments) and qualitative data (i.e., student work, feedback, classroom observations, peer and supervisor feedback), as well as InTASC Model Core Teaching Standards.
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Design and implement a mentoring support plan to develop mentees’ knowledge and skills in content, content-specific pedagogy, classroom management and facilitation of self-reflection skills.
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Set short- and long-term professional growth goals based on competencies and student results.
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Create a logical sequence of mentoring supports to develop mentee skill over time to reach goals.
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Identify and leverage high-quality, evidence-based resources to support mentee-specific needs.
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Facilitate effective mentoring cycles grounded in student evidence, including difficult conversations.
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Track mentee progress.
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Certificate
By completing/passing this course, you will attain the certificate Teacher Quality Certificate
Learning Credits
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