1. Mentoring School Name Date Mentor’s Name

2. OVERVIEW What is Mentoring? The Mentoring Menu The Coaching Process

3. Mentoring Mentoring is a Professional Development Model designed to improve teaching and learning through close professional relationship between or among teachers. By engaging in thoughtful dialogues teachers are able to reflect on their own practices and become more independent and self-directed practitioners.

4. The 3Cs of Mentoring The goal is to create a reciprocal learning focused relationship. Skilled mentors do not have all the answers; they focus on developing the learning partner’s capacity to generate knowledge across the ‘Continuum of Interaction.’ Consulting Collaborating Coaching

5. The 3Cs of Mentoring Consulting - A consultant provides information on curriculum, instruction, and assessment Collaborating - Collaborative interactions involved shared planning, decision-making, problem-solving, and reflection. Coaching - A coach supports a colleague’s thinking, problem-solving, and goal achievement.

6. The 3Cs of Mentoring A good approach begins with collaborating or coaching and moves to consulting only as needed. Mentors will use all three Cs during an extended mentoring relationship.

7. Confidentiality The relationship and conversations between the mentor and the participating teacher are to remain confidential.

8. Mentoring Relationships Whole school –After School Presentation –School Based Workshops Small group –Study Group –Specific Groups Individuals –Coaching

9. Mentoring Menu Planning and Implementation of Curriculum Use of Processes in the Classroom Classroom Organization Classroom Assessment Practices

10. Planning and Implementation of Curriculum Development and Implementation of: Yearly Plans Unit Plans Lesson Plans This could include: issues about content issues about pedagogy

11. Use of Processes in the Classroom Communication Standard Questioning Classroom discourse Student writing Problem Solving Standard Explicit strategies Formulating problems Teaching through problem solving Reasoning Standard Connections Standard Representation Standard

12. Classroom Organization Use of Resources Curriculum Guides Student text(s) Manipulatives Effective use of Classroom Groupings Student Engagement in the Classroom

13. Classroom Assessment Practices Levels of Questions Level 2 and 3 development Organizing and Tracking Student Achievement Use of Additional Forms of Assessment Development of Assessment Items that Address Outcomes Aligning Assessment with Instruction

14. Coaching Process A presentation is made to the staff about the proposed process. Interested participating teachers may identify themselves for the process. Participating teacher and mentor meet to become familiar with each other, discuss the mentoring menu and clarify roles.

15. Coaching Process Participating teacher and mentor meet to establish the goal of the participating teacher and to develop a plan. Participating teacher and mentor meet to formulate a proposal for principal and board mathematics leader approval.

16. Coaching Process Implement the plan. Make time for formal and informal reflections on the project, throughout the process and upon completion. Reflections on the process should be done for and by the participating teacher as well as for and by the mentor.