Mentor Handbook

A Guide for Educator Induction

Kimberly Caplan, CSI Induction Coordinator kimberlycaplan@csi.state.co.us

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Table of Contents Welcome ............................................................................................................................................... 2

Components of the CSI Induction Program........................................................................................... 3

Mentoring Year at a Glance .................................................................................................................. 4

Building Your Mentoring Skills .............................................................................................................. 6

Resources ............................................................................................................................................. 6

Initial Mentoring Meeting Guidance Mentoring Agreement

Inductee Self-Evaluation Colorado Teacher Quality Standards Colorado Special Services Provider Standards Ideas for Mentoring Discussions Teacher Portfolio Timeline Special Services Provider Portfolio Timeline

NTC Differentiated Coaching NTC Mentoring Language Coaching Questions NTC Collaborative Assessment Log Mentor Contact Log Observation by Mentor Form Model Classroom Observation Form

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Welcome Thank you for agreeing to be a mentor in the Educator Induction Program for the Colorado Charter School Institute (CSI). CSI is a statewide charter school authorizer serving over 18,000 students in forty charter public schools across the state from Durango to Steamboat Springs and Fruita to Colorado Springs. CSI offers schools the opportunity to participate in a Colorado Department of Education (CDE) Approved Induction Program. The intent of the one year program is to:

• Assist newly-licensed educators, veteran educators new to the school or incoming out-of-state educators make a smooth transition into their new environment

• Increase the skills and abilities of new educators and ensure that those educators are knowledgeable about the state adopted Educator Quality Standards

• Provide support to and retain effective Colorado educators CSI recognizes that each of our schools have unique missions and instructional programs; therefore, the CSI Educator Induction Program provides a framework that allows schools to meet induction program requirements while customizing ongoing, embedded professional development at the school.

Mentors play a key role in the induction process. You are the inductee’s guide in adjusting to the new school environment and their partner in planning for professional growth and development. The mentor provides

• guidance on the “how to’s” of a new workplace, • emotional support and encouragement during the first year at a new school, • feedback on all aspects of classroom teaching, and • models professional best practices.

CSI mentors are experts in their fields, with an average of 10 years of teaching experience overall and an average of 7 years in the current school setting. We appreciate your commitment to supporting new educators at your school and building capacity for great teaching across the state!

As the CSI Induction Coordinator, I hope to support each of our schools in their commitment to continuous growth and learning for educators. Please do not hesitate to reach out for assistance.

Sincerely,

Kimberly Caplan

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Components of the CSI Induction Program

The CSI Induction Program is an intentional way of planning experiences for educators in the program to orient them to the school’s culture, instructional methodologies, and processes and procedures. Because each CSI school has its own mission, vision and instructional methodologies, the program varies slightly from school to school, with school leaders and coaching staff developing professional learning opportunities that are unique to the school. All CSI schools include the following program components:

School Orientation and Professional Development

Your school leader and/or curriculum and instruction staff develop ongoing professional development experiences that are embedded throughout the school year. These may include start of school orientation and training, professional learning committee meetings, grade level meetings, in-service days, etc. Your school may have additional trainings or meetings that are specifically targeted to your induction program. Each school provides an overview of the orientation and professional development plan to CSI.

As a mentor, you can assist your inductee in navigating the professional development opportunities at your school. These can serve as topics for discussion during mentoring meetings.

Mentorship

Each teacher or special services provider participating in the induction process is assigned a mentor. Some schools use a one-to-one mentor-to-inductee model and others have a single mentor for a cohort of educators in the program. All CSI schools are required to provide thirty hours of mentorship to induction participants. You should track the time spent with your inductee and the topics covered on the Mentor Contact Log. At the end of April, you will submit the log to your Induction Coordinator who will sign off on the hours and provide

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CSI verification of completion. Upon completion of the program, you will receive a professional development certificate for 30 clock hours.

Included in the mentorship portion of the program are two required observations. As the mentor, you must conduct an observation of your inductee, and you will organize an opportunity for your inductee to observe a model classroom or peer. The model classroom/peer observation can be in your classroom, or you can set up an observation of a different educator in your building or another school. Observation of a video of a model classroom is also allowed. These observations are meant to be formative in nature, and should not be part of the inductee’s employee evaluation. You will want to meet with your inductee prior to the observation to discuss the focus of the observation and then follow up afterward to discuss the outcome and lessons learned. While the observations can be scheduled at any time during school year, it is recommended that the mentor observation take place during the first semester. The following forms can be used to document observations. If your school has a different form for observations, you can use school forms. Your inductee will need to upload the completed forms to the CSI online system by April 30th.

Observation by Mentor Form

Model Classroom/Peer Observation Form

CSI Online Modules

The CSI Induction Program is based on the Colorado Educator Quality Standards (teacher, special services provider) which describe the knowledge and skills that are demonstrated by effective teachers and special services providers in Colorado. In order to ensure a common understanding of the state standards, CSI provides online modules to cover this content. Self-paced video modules provide an overview of the Colorado Educator Quality Standards, the Colorado Academic Standards and the Colorado Model Evaluation System. In addition, a fourth video module provides an orientation to CSI. While your school may have its own process for evaluation and may utilize a curriculum based on alternate core competencies or standards for instruction, it is important for all educators to understand the state-wide system. Mentors can assist inductees in comparing and contrasting the state system and the school’s evaluation and curriculum.

The CSI online platform also serves as a repository for a professional portfolio. Inductees must demonstrate understanding of the Educator Quality Standards and proficiency in implementing the Standards in the classroom. Your inductee will be asked to upload artifacts to the online portfolio by the last day of each month and reflect on how the artifacts represent proficiency in the Standard. A single artifact may be submitted for multiple standards and a maximum of five artifacts can be submitted for a standard. Reflections should be 1 – 3 paragraphs in length. The Portfolio Timeline (teacher, special services provider) provides examples of the types of artifacts that your inductee may consider submitting. You may wish to use the monthly portfolio assignment as a point of discussion for mentor meetings and you can provide support in selecting artifacts and connecting them to the Standards.

Mentoring Year at a Glance

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Start of School

•Hold initial meeting•Identify areas for support•Plan mentoring schedule

First Semester

•Meet regularly and provide support•Conduct a formative observation

Mid-Year

•Reflect on first semester•Celebrate successes

•Identify continuing support needs

Second Semester

•Meet regularly and provide support•Set up model classroom observation

Final Meeting

•Reflect on school year •Celebrate successes

•Assist in setting professional goals for next year

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Building Your Mentoring Skills What are the key mentoring and coaching practices that best support teacher effectiveness? The New Teacher Center offers an online interactive toolkit highlighting best practice strategies with videos and downloadable templates that you may wish to use to guide conversations with your inductee.

Resources The following pages provide a variety of resources that mentors may find useful in working with their inductees. Many of them are borrowed or adapted from CSI Schools, other Colorado districts or other states.

Adapted from The Mentor’s Guide, 2nd ed. by Lois J. Zachary

Initial Meeting

Use these questions to guide a discussion as you and your inductee fill out the Mentoring Agreement Form. Delineation of Mutual Responsibilities:

• What is your role as a mentor? • What is your role as an inductee?

Ground Rules:

• Meeting times • Meeting locations • Punctuality, cancellation, rescheduling • Handling stumbling blocks

o What might they be? o How will we respond to them? o How will we handle disagreements?

• Feedback o Logistics o Type of feedback o How to phrase

• Communication o What forms of communication will you utilize? o What content will you include?

• Learning styles, pet peeves Confidentiality: What school policies exist? What are your personal preferences? Boundaries: How available are you? How available is your inductee? What are you both willing to do? (Emails, phone calls, Facebook, after hours) Closure: What are your priorities right now? How do you anticipate your priorities changing throughout the year? You may want to discuss the inductee’s Beginning of Year Self-Evaluation.

Adapted from The Mentor’s Guide, 2nd ed. by Lois J. Zachary

The Mentoring Agreement The goals and objectives for this mentoring relationship are:

The role of the mentor is: The role of the inductee is:

Schedule for mentoring meetings resulting in 30 contact hours: Face to Face

Additional communication opportunities

Proposed dates for observations

Ground rules/norms for the relationship (including confidentiality):

In the case of conflicts or unforeseen difficulties in the mentoring relationship, we agree to take the following steps:

Mentor signature and date:

Inductee signature and date:

Adapted from PROTÉGÉ NEEDS ASSESSMENT ©2008 Barry Sweeny www.teachermentors.com

Name:

School:

Subject/Grade Level:

rev s e cat r ex er e ce c st e t teac a ter s

st y r t ree str est assets as a e cat r

st y r t ree areas f c cer f r t e year

Induction Self-Evaluation (Fall)

This self-assessment will assist you in inventorying your experiences and areas of need. Use it to begin conversations with your mentor about strengths and needs for support during the upcoming year.

Adapted from PROTÉGÉ NEEDS ASSESSMENT ©2008 Barry Sweeny www.teachermentors.com

The Induction Program is designed to support your professional growth. To help us support you, please rate your current level of concern for the following topics.

No Somewhat Very Concern Concerned Concerned

Expectations

School policies & expectations 1 2 3 4 5

School curriculum 1 2 3 4 5

Standards for student learning 1 2 3 4 5

Using technology as a tool for learning 1 2 3 4 5

Evaluation of teacher performance 1 2 3 4 5

Teaching

Determining student academic ability 1 2 3 4 5

Effective use of teaching strategies 1 2 3 4 5

Differentiating for individual student differences 1 2 3 4 5

Unit and lesson plan design 1 2 3 4 5

Effective use of textbooks and curriculum guides 1 2 3 4 5

Classroom Management

Student discipline 1 2 3 4 5

Preparation time 1 2 3 4 5

Assessing/grading student work 1 2 3 4 5

Organization of the classroom 1 2 3 4 5

Management of paperwork and reports 1 2 3 4 5

Accessing materials, supplies, equipment 1 2 3 4 5

The budget for instructional materials 1 2 3 4 5

Cultural diversity of students 1 2 3 4 5

Relationships

Parents and community members 1 2 3 4 5

Principals, administrators, Board of Education 1 2 3 4 5

Colleagues 1 2 3 4 5

Motivating & rapport with students 1 2 3 4 5

A Common Vision of Great Teaching The Colorado Teacher Quality Standards Excellent teaching is vital to every student’s success: teachers have the honored role of helping to prepare their students for the world ahead.

To have maximum impact on student learning, teachers must develop and evolve along with their students. This involves self-reflection, increased levels of meaningful feedback on instructional practice and an overall commitment to continuously refining their craft.

Identifying the complex components of quality teaching is a fundamental step in supporting teachers’ professional growth as well as developing a fair and reliable evaluation process; both aspects of the Great Teachers and Leaders Act. The statewide Teacher Quality Standards provide this shared understanding of the essentials of great teaching—a common vision.

Just as the Colorado Academic Standards provide common expectations for student learning, the Teacher Quality Standards outline the knowledge and skills required of an excellent teacher. They are the core of the evaluation process and offer a tool for teacher self-reflection, goal setting and ongoing professional growth.

The Teacher Quality Standards are foundational to providing every student with what they deserve—excellent teachers who are consistently supported in their efforts to improve their practice and influence student learning in new and powerful ways.

QUALIT Y STANDARD I

Students have the greatest chance

to succeed when their teachers receive

meaningful feedback and are

supported in their efforts to

continuously improve their craft.

Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g., science, social studies, arts, physical education, or world languages). The secondary teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s).

ELEMENT A: Teachers provide instruction that is aligned with the Colorado Academic Standards and their district's organized plan of instruction.

ELEMENT B: Teachers develop and implement lessons that connect to a variety of content areas/disciplines and emphasize literacy and mathematics.

ELEMENT C: Teachers demonstrate knowledge of the content, central concepts, inquiry, appropriate evidence-based instructional practices, and specialized characteristics of the disciplines being taught.

QUALIT Y STANDARD II

Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.

ELEMENT A: Teachers foster a predictable learning environment characterized by acceptable student behavior and efficient use of time in which each student has a positive, nurturing relationship with caring adults and peers.

ELEMENT B: Teachers demonstrate an awareness of, a commitment to, and respect for multiple aspects of diversity, while working toward common goals as a community of learners.

ELEMENT C: Teachers engage students as individuals, including those with diverse needs and interests, across a range of ability levels by adapting their teaching for the benefit of all students.

ELEMENT D: Teachers work collaboratively with the families and/or significant adults for the benefit of students.

2 | COLORADO TEACHER QUALITY STANDARDS REFERENCE GUIDE

QUALITY STANDARD III Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.

ELEMENT A: Teachers demonstrate knowledge about the ways in which learning takes place, including the levels of intellectual, physical, social, and emotional development of their students.

ELEMENT B: Teachers use formal and informal methods to assess student learning, provide feedback, and use results to inform planning and instruction.

ELEMENT C: Teachers integrate and utilize appropriate available technology to engage students in authentic learning experiences.

ELEMENT D: Teachers establish and communicate high expectations and use processes to support the development of critical-thinking and problem-solving skills.

ELEMENT E: Teachers provide students with opportunities to work in teams and develop leadership.

ELEMENT F: Teachers model and promote effective communication.

QUALITY STANDARD IV

Teachers demonstrate professionalism through ethical conduct, reflection, and leadership.

ELEMENT A: Teachers demonstrate high standards for professional conduct.

ELEMENT B: Teachers link professional growth to their professional goals.

ELEMENT C: Teachers are able to respond to a complex, dynamic environment.

ELEMENT D: Teachers demonstrate leadership in the school, the community, and the teaching profession.

For more information contact CDE Educator Effectiveness Educator_Effectiveness@cde.state.co.us http://www.cde.state.co.us/EducatorEffectiveness

Spring 2019

Special Services Providers Quality Standards Effective Special Services Providers (SSPs) in the state of Colorado are vital members of the education team and have the knowledge and skills necessary to ensure that diverse student populations have equitable access to academic instruction and participation in school-related activities. Effective Special Services Providers develop, implement, and support evidence-based services and/or specially designed instruction to meet the unique needs of their students. They support growth and development to close achievement gaps and prepare students for postsecondary and workforce success. They have a deep understanding of the interconnectedness of the home, school and community, and collaborate with all members of the education team to strengthen those connections. Through reflection, advocacy, and leadership, they enhance the outcomes and development of their students. Just as the Colorado Academic Standards provide common expectations for student learning, the Special Services Providers Quality Standards outline the knowledge and skills required of an excellent SSP. They are the core of the evaluation process and offer a tool for practitioner self-reflection, goal setting and ongoing professional growth. The Special Services Providers Quality Standards are foundational to providing every student with what they deserve—excellent SSPs who are consistently supported in their efforts to improve their practice and influence student learning in new and powerful ways.

QUALIT Y STANDARD I

Special Services Providers demonstrate mastery of and expertise in the domain for which they are responsible.

ELEMENT A: Special Services Providers provide services aligned with state and federal laws, local policies and procedures, Colorado Academic Standards, their district’s organized plans of instruction and the individual needs of their students.

ELEMENT B: Special Services Providers demonstrate knowledge of effective services that reduce barriers to and support learning.

ELEMENT C: Special Services Providers demonstrate knowledge of their professions and integrate evidence-based practices and research findings into their services.

QUALIT Y STANDARD II

Special Services Providers support or establish safe, inclusive, and respectful learning environments for a diverse population of students.

ELEMENT A: Special Services Providers foster a safe, accessible, and predictable learning environment characterized by acceptable student behavior and efficient use of time in which each student has a positive, nurturing relationship with caring adults and peers.

ELEMENT B: Special Services Providers understand and respond to diversity within the home, school, and community.

ELEMENT C: Special Services Providers engage students as individuals with diverse needs and interests, across a range of ability levels by adapting services for the benefit of students. ELEMENT D: Special Services Providers work collaboratively with the families and/or significant adults for the benefit of students.

Spring 2019

2 | COLORADO SPECIAL SERVICES PROVIDERS QUALITY STANDARDS REFERENCE GUIDE

QUALITY STANDARD III

Special Services Providers plan and deliver effective services in an environment that facilitates learning for their students.

ELEMENT A: Special Services Providers apply knowledge of the ways in which learning takes place, including the appropriate levels of intellectual, physical, social, and emotional development of their students.

ELEMENT B: Special Services Providers utilize formal and informal assessments to inform planning and service delivery.

ELEMENT C: Special Services Providers integrate and utilize appropriate available technology to engage students in authentic learning experiences.

ELEMENT D: Special Services Providers establish and communicate high expectations and use strategies to support the development of critical-thinking, problem-solving skills, and self-advocacy.

ELEMENT E: Special Services Providers develop and implement services related to student needs, learning, and progress towards goals. ELEMENT F: Special Services Providers model and promote effective communication.

QUALITY STANDARD IV

Special Services Providers demonstrate professionalism through ethical conduct, reflection, and leadership.

ELEMENT A: Special Services Providers demonstrate high standards for ethical and professional conduct.

ELEMENT B: Special Services Providers link professional growth to their professional goals.

ELEMENT C: Special Services Providers respond to a complex, dynamic environment.

ELEMENT D: Special Services Providers demonstrate leadership and advocacy in the school, the community, and their profession.

For more information contact CDE Educator Effectiveness Educator_Effectiveness@cde.state.co.us http://www.cde.state.co.us/EducatorEffectiveness

Ideas for Mentoring Discussions by Month

August: Tour of building School history Mission & vision School forms and documents How to make copies Where to park Emergency procedures Lunchroom procedures Attendance procedures School hours/alarm system/after-hours access Where to find supplies How to use classroom technology September: Substitute procedures Department/team meetings and schedules Discipline procedures Structures and routines for the classroom Gradebook or technology questions Back to school night October: Parent Communication Parent Teacher Conferences Report Cards Strategies for difficult or struggling students Instructional strategies Content specific conversations RtI Diverse student populations November: Assessment Strategies Progress through curriculum What to teach before break

Planning for holiday calendar Identifying/planning for students in danger of failing December: Semester end procedures Goal setting for second semester How to begin fresh in January January: Re-teaching classroom routines New instructional strategies Self-evaluation of first semester Identify areas for professional growth Goals for second semester parent communication February: Engaging activities for students Check-in on progress through curriculum Co-teaching RtI check in March: Parent/teacher conferences Planning for state assessments April: Teaching during testing schedules May: Maintaining student engagement Year-end calendar Closure with students Things to change following year End of year check out procedures

All the time: • Strategies for...

o Classroom Management o Formative Assessment o Routines for Organization o Challenging Students

• Uses for Technology • “How do you teach …?” questions • Classroom observations and follow up • Work/Life balance

What is the Induction Portfolio? The CSI Induction Program is based on the Colorado Educator Quality Standards which describe the knowledge and skills that are demonstrated by effective educators in Colorado. In order to ensure a common understanding of the state standards, CSI provides online modules to cover this content. Self-paced video modules provide an overview of the Colorado Educator Quality Standards, the Colorado Academic Standards and the Colorado Model Evaluation System. In addition, a fourth video module provides an orientation to CSI. While your school may have its own process for evaluation and may utilize a curriculum based on alternate core competencies or standards for instruction, it is important for all educators to understand the state-wide system. After completing the video modules in September, you will use the CSI online platform to build a professional portfolio that demonstrates your understanding of the Educator Quality Standards and your proficiency in implementing the Standards in the classroom. You will be asked to upload artifacts to the online portfolio by the last day of each month (October – April). Online Submission Guidance By the last day of each month, you must complete an artifact submission in the CSI online system. The submission is comprised of two parts:

1. Uploading artifact documents - work samples that create a snapshot of your practice in the classroom A single artifact may be used to provide evidence for multiple standards, and up to five artifacts can be submitted each month. The Artifact Ideas section below lists some artifacts that you may want to consider. Please note that the list is not comprehensive. You are welcome to use your creativity in selecting artifacts.

2. Describing how these artifacts represent your skills and knowledge for each element and for the overall standard by reflecting on the following guiding questions: • Why did you choose this artifact or collection of artifacts? • How do the artifacts selected demonstrate your understanding of the standard

and your ability to implement each element of the standard in your professional practice?

• What challenges did you encounter in implementing the standard or which components of the standard would you like to strengthen in the future? Reflections should be 1 – 3 paragraphs in length.

Portfolio Timeline for Teacher Induction

In the online platform, you can upload to any Standard at any time. It is a great way to collect samples of your work product as you complete them. Work you do in August and September on unit planning may generate great artifacts for Quality Standard I, but the artifact isn’t due until February. You can upload it early if you’d like. You can also remove it, if you get to February and decide you want to submit something else. Artifact Ideas for Each Month October: Quality Standard II, Elements A & D Classroom Management Parent Communication Classroom rules/expectations posted Classroom webpage Classroom behavior agreement/compact Classroom newsletter Behavior chart Daily planner Classroom layout design (photo) Weekly folder Lesson plan related to classroom culture Letters/e-mails home Check out slip Parent contact log Job charts Copy of progress report Seating chart Student portfolio for parent conference Bulletin boards Report Card Bell ringer activity Daily agenda posted (photo)

November: Quality Standard II, Elements B & C Diverse Learners Modification/accommodation plans Survey results from students Choice menus for student projects Lesson plans reflecting differentiation of instruction Differentiated assessments Demographics of diverse learners in your classroom including IEP,504,ALP, ELLs Student Interest Inventories Agendas/notes from trainings on diverse learners Bulletin boards/PowerPoints, etc. reflecting diversity

December: Quality Standard III, Elements A, C, D, E, F Instructional Strategies Lesson plans reflecting teaching/reinforcing expectations Graphs showing variety of assessment results and plans for using assessment data Audio of questioning strategies used during lesson Activities to address learning styles Objectives posted and/or on student materials Agendas/notes from trainings, PLCs that demonstrate continued professional development in content area/instructional methodology Photos of student and/or teacher using technology Web content developed for a lesson Bell Ringers/Exit Tickets/KWL/Graphic Organizers Roles for Group Work Log of Articles/Books/Websites used to improve instruction List (including dates) of activities or cooperative learning projects where different instructional levels of learning styles are being addressed

January: Quality Standard III, Element B Assessment & Data Sample classroom assessments Pre-test/post-test data Notes from meeting that reviewed interim or state assessments Rubrics Assessment results reflected in lesson plans Student goal charts Child study team/ problem solving and/or instructional decision making notes Team meeting notes Graphs of student growth Screen shot of grade book Procedures for grading, reviewing and returning work Lesson plans modified to reteach concepts or skills that weren’t attained

February: Quality Standard I, Elements A, B, C Curriculum Curriculum maps Lesson plans aligned to standards/scope & sequence Standards/Pacing Guides with notations Units of Study Reading, writing, listening, speaking embedded in lesson plan Word wall, sentence stems, protocols for group work that demonstrate reading, writing, listening and speaking expectations Activities that include mathematical concepts – understanding/creating graphs/charts, recognizing patterns, analyzing data Interdisciplinary lesson plans KWL, Pre-test data used for lesson planning

March: Quality Standard IV, Elements A & D Teaming Structures & Leadership Organizational chart of school teams PLC Meeting Agendas/Minutes Grade-Level or Content Meeting Agendas/Minutes Study Group Agendas/Assignments Screen shot of online community related to content, instructional strategies RtI/MTSS Meeting Agenda/Minutes Log of team meetings attended School project/committee work Handouts/presentation from professional development you facilitated Evidence of participating in a PTO meeting, Board meeting, or other outside of classroom school advocacy

April: Quality Standard IV, Elements B & C Reflection on Practice Mentor Observation Form (required) Observation of a Model Lesson Form (required) Initial Self-Assessment & End of Year Self-Assessment (required)

What is the Induction Portfolio? The CSI Induction Program is based on the Colorado Special Services Provider Quality Standards which describe the knowledge and skills that are demonstrated by effective Special Services Providers in Colorado. In order to ensure a common understanding of the state standards, CSI provides online modules to cover this content. Self-paced video modules provide an overview of the Colorado Special Services Provider Quality Standards, the Colorado Academic Standards and the Colorado Model Evaluation System. In addition, a fourth video module provides an orientation to CSI. While your school may have its own process for evaluation and may utilize a curriculum based on alternate core competencies or standards for instruction, it is important for all educators to understand the state-wide system. After completing the video modules in September/October, you will use the CSI online platform to build a professional portfolio that demonstrates your understanding of the SSP Quality Standards and your proficiency in implementing the Standards in the classroom. You will be asked to upload artifacts to the online portfolio by the last day of each month (November – April). Online Submission Guidance By the last day of each month, you must complete an artifact submission in the CSI online system. The submission is comprised of two parts:

1. Uploading artifact documents - work samples that create a snapshot of your practice in the classroom A single artifact may be used to provide evidence for multiple standards, and up to five artifacts can be submitted each month. Ideas for artifacts can be found in the online Resource folder related to your job position (i.e. School Counselor, SLP, OT, etc.) You are welcome to use your creativity in selecting artifacts.

2. Describing how these artifacts represent your skills and knowledge for each element and for the overall standard by reflecting on the following guiding questions: • Why did you choose this artifact or collection of artifacts? • How do the artifacts selected demonstrate your understanding of the standard

and your ability to implement each element of the standard in your professional practice?

• What successes or challenges did you encounter in implementing the standard? Reflections should be 1 – 3 paragraphs in length.

Portfolio Timeline for Special Services Provider (SSP) Induction

In the online platform, you can upload to any Standard at any time. It is a great way to collect samples of your work product as you complete them. Work you do in August and September on unit planning may generate great artifacts for Quality Standard I, but the artifact isn’t due until February. You can upload it early if you’d like. You can also remove it, if you get to February and decide you want to submit something else.

Month Focus & Quality Standard

November Learning Environment & Diverse Learners Quality Standard II, Elements A,B,C,D

December Specialized Instruction Quality Standard III, Elements A,C,D,F

January Data & Student Outcomes Quality Standard III, Elements B,E

February Expertise in the Field Quality Standard I, Elements A,B,C

March Ethics & Leadership Quality Standard IV, Elements A,C,D

April Reflection Quality Standard IV, Element B

© 2017 New Teacher Center. All Rights Reserved. www.newteachercenter.org

AConceptualFrameworkfor

DifferentiatedCoaching

Collaborative

Coach directs the interaction based on assessed needs Coach provides information about teaching or procedures Coach offers suggestions and solutions with rationale

Coach acts as a facilitator of the teacher’s thinking and problem-solving Teacher actively directs the flow of information Teacher self-assesses and self-prescribes

Examples: • Co-develop a lesson or

curriculum unit • Problem solve issues of

practice • Analyze examples of

student work together • Co-observe another

teacher; debrief together

Coach and teacher co-construct solutions and material Coach guides interaction without directing it Coach and teacher contribute ideas somewhat equally

Facilitative

Examples: • Listen as the teacher analyzes

observation data • Pose questions that clarify and

deepen the teacher’s thinking • Facilitate a group of teachers

as they assess student work

Examples: • Share a process for

analyzing student work • Model an instructional

strategy • Offer a menu of ways to

differentiate instruction • Share thinking that leads to a

solution • Reference current research • Provide information

Adapted from the work of Carl Glickman

Instructive

AutonomousTeachers

www.newteachercenter.org © 2013 New Teacher Center. All rights reserved. ___-___-US-1304-EN

FO R MATIVE A S S E S S M ENT AN D S U PP O RT R E SO U RC E

Mentoring LanguageParaphrasing Clarifying

Paraphrasing communicates that the listener has…Listened carefully,Understood what was said, Extends thinking, and Cares

Paraphrasing involves:• Restatinginyourownwords• Summarizing• Organizing

Possible paraphrasing stems include:So,…In other words,…It sounds like…There are several key points you’re bringing up…From what you’re saying,…You’re primarily concerned with…

Clarifying communicates that the listener has…Heard what the speaker said,but does not fully understand what was said

Clarifying involves asking a question (direct or implied) to:

• Gathermoreinformation• Discoverthemeaningofthelanguageused• Learnmoreaboutthespeaker’sreasoning• Seekconnectionsbetweenideas• Developormaintainafocus

Possible clarifying stems include:Would you tell me a little more about…?Let me see if I understand…Can you tell me more about…It would help me understand if you’d give me an

example of…So, are you saying/suggesting…?What do you mean by…?How are you feeling about…?

Mediational Questions Non-Judgmental Responses

Mediational questions help bring about a new understanding by posing questions that extend thinking, learning, and planning.

Mediational questions help the colleague:• Hypothesizewhatmighthappen• Analyzewhatworkedordidn’t• Imaginepossibilities• Compareintendedplansandoutcomeswith

what actually happened

Possible mediational question stems include:What’s another way you might…?What would it look like if…?What do you think would happen if…?How was ___ different from (like)…?What sort of an impact do you think…?What criteria do you use to…?When have you done something like ___ before?What do you think about…?How did you decide…? (come to that conclusion?)What might you see happening in your

classroom if…?What might have contributed to…What do you think ___ might have been thinking

or feeling?

Non-judgmental responses communicate that the listener is open-minded, encouraging, and interested.

Non-judgmental responses help to:• Buildtrust• Promoteaninternallocusofcontrol• Encourageself-assessment• Developbeginningteacherautonomy• Fosterrisk-taking

Possible non-judgmental responses include:Identifying what worked and why

I noticed when you ___ the students really ___Encouraging

It sounds like you have a number of ideas to try out!

Asking the teacher to self-assessIn what ways did the lesson go as you expected?What didn’t you expect?

Asking the teacher to identify her or his roleWhat instructional decisions made the lesson successful?

Showing enthusiasm for and interest in the teacher’sworkandthinking

I’m interested in learning/hearing more about…I’m really looking forward to…

15

FO R MATIVE A S S E S S M ENT AN D S U PP O RT R E SO U RC E

Mentoring Language

www.newteachercenter.org

Suggestions Suggestion Stems

Suggestions…

• Areexpressedwithinvitational,positivelanguage and vocal tone

• Offerchoicestoencourageownership

• Areoftenexpressedasaquestion(orincludea “tag question” to invite further thinkingand elaboration)

• Areachievable—enoughtoencouragebutnot to overwhelm

• Mayprovideinformationaboutthementor’sthinking and decision-making strategies

• Thatareaccompaniedbyresearchand/orrationale are more likely to be either acceptedor elaborated upon by the teacher

Express suggestions that represent using strategic practices, embed choices, and encouragethinking/experimentation:• Perhaps__,__,or__mightworkfor…

• Fromourexperience,onethingwe’venoticed…

• Several/someteachersIknowhavetrieddifferentthings in this sort of situation, and maybe onemight work for you…

• Whatweknowabout__is…

• Basedonyourquestion,something/somethingto keep in mind when dealing with…

• Thereareanumberofapproaches…

Following a suggestion with a question invites the teachertoimagine/hypothesizehowtheideamightworkinhis/hercontext:• Howmightthatlookinyourclassroom?

• Towhatextentmightthatworkinyoursituation/with your students?

• Whatdoyouimaginemighthappenifyouwereto try something like that with your class?

• Whichoftheseideasmightworkbestinyourclassroom (with your students)?

Teachable Moments Attitudes for Effective Listening

Teachable moments are spontaneous opportunities thatofferthementoranentrypointto:

• Fillininstructionalgaps• Helptheteachermakegoodchoices• Encouragetheteachertotake“thenextstep”

Taking advantage of a teachable moment involves:

• Sharinginthespiritofsupport• Beingbrief—focusontheessential• Beingstrategic• Avoidingusingjargonorsoundingpedantic

Possible teaching moment stems include:One thing to keep in mind is…If you’re interested in ___, it’s important to…What I know about ___ is…It’s sometimes/usually helpful to ___ when…

Effective listening communicates that the listener is…• Respectful• Focusedonbuildingtherelationship• Increasinghis/herknowledgeandunderstanding• Encouraging• Trustworthy

Effective listening involves:

• Trulyhearingwhattheotherpersonhastosay• Viewingtheotherpersonasseparatefrom

yourself with alternative ways of seeing whatyou see

• Genuinelybeingabletoaccepttheotherperson’sfeelings,nomatterhowdifferenttheyarefromyour own

• Trustingtheotherperson’scapacitytohandle,workthrough,andfindsolutionstohis/herown problems

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The Academy of Charter Schools 1718

Coaching questions

On “stuck” situations:

What can you do about that?

What other choices can you make?

What do you think is really bothering you about this?

What is stopping you?

What is it that you are really resisting?

When are you willing to “bite the bullet” to get things done?

Why do you have to think that over?

What do you think the main challenge is?

Why aren’t things worse?

If you were to change a bit, what would occur?

What if you do and what if you don’t?

Where are you just settling?

How can that help you?

Reframing:

What’s another way to look at that?

How can you reframe that to help you move on?

What about that makes it work?

Why aren’t things worse?

How would you have to change your thinking in order to do that?

How can that help you?

What’s right about that?

What would it take to get your “have to” to “want to?”

The Academy of Charter Schools 1718

Moving forward:

What do you want to experience?

What’s your next step?

Where will that lead?

What do you need to get that done?

How would trying that feel to you?

How can you stretch yourself there?

How will you demonstrate your commitment to that?

How can you find out more about that?

How can you put that into action immediately?

What’s one step forward that you feel comfortable taking?

Planning/Strategizing

If that doesn’t work, what else could you do?

How do you think it will work out?

Where will that lead?

How much time will that take?

What will that cost you?

How does that fit into your plan?

What’s the worst thing that could happen?

What’s the best thing that could happen?

What is your game plan?

What would it take for that to happen?

How can you find out more about that?

What expectations do you have about that scenario?

What will happen if your expectations are not fulfilled?

How do you think it will work out? Why?

What scares you about that?

What really excites you about that?

How will you feel if that happens?

What are the benefits in that?

The Academy of Charter Schools 1718

What’s your back-up plan?

How will you celebrate your victory?

Values/Priorities

Who are you when you do that?

How does or doesn’t that fit into who you really are?

Why do you describe that as a need?

What do you need to do more of?

What do you need to do less of?

What about that fits into your purpose?

What will recharge your batteries?

What part of that relates to your dream?

What makes you laugh?

What are you unwilling to give up?

What about that makes a real statement for what you stand for?

What are you unwilling to tolerate any longer?

What will you get out of that?

What belief system are you coming from?

Why is that important to you?

What value is that to you?

How does that have meaning for you?

What keeps you going?

When do you compromise your values? Why?

Let’s look at what you must experience in life. Why is that so important?

Tell me about a time when life was really good. What value was being expressed or honored? (And the contrary)

Working with past experiences:

How did that work for you before?

How do you feel about doing that again?

F O R M A T I V E A S S E S S M E N T T O O L

PARTICIPATING TEACHER • MENTOR 2004, 2007, 2008, 2009, 2010, 2016 New Teacher Center. Do not reproduce without permission. TL-CAL-USCA-1003-EN

Collaborative Assessment LogName: Mentor: Date:

Grade Level/Subject Area: School:

+ What's Working: ▲Current Focus—Challenges—Concerns:

Teacher's Next Steps: Mentor's Next Steps:

Next Meeting Date: Focus:

I. Teachers demonstrate mastery of and pedagogical expertise in the content they teach.The elementary teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches. The secondary teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s).

Element A: Teachers provide instruction that is aligned with the Colorado Academic Standards and their district's organized plan of instruction.

Element B: Teachers develop and implement lessons that connect to a variety of content areas/disciplines and emphasize literacy and mathematics.

Element C: Teachers demonstrate knowledge of the content, central concepts, inquiry, appropriate evidence-based instructional practices, and specialized characteristics of the disciplines being taught.

II. Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.

Element A: Teachers foster a predictable learning environment characterized by acceptable student behavior and efficient use of time in which each student has a positive, nurturing relationship with caring adults and peers.

Element B: Teachers demonstrate an awareness of, a commitment to, and respect for multiple aspects of diversity, while working toward common goals as a community of learners.

Element C: Teachers engage students as individuals, including those with diverse needs and interests, across a range of ability levels by adapting their teaching for the benefit of all students.

Element D: Teachers work collaboratively with the families and/or significant adults for the benefit of students.

III. Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.

Element A: Teachers demonstrate knowledge about the ways in which learning takes place, including the levels of intellectual, physical, social, and emotional development of their students.

Element B: Teachers use formal and informal methods to assess student learning, provide feedback, and use results to inform planning and instruction.

Element C: Teachers integrate and utilize appropriate available technology to engage students in authentic learning experiences.

Element D: Teachers establish and communicate high expectations and use processes to support the development of critical-thinking and problem-solving skills.

Element E: Teachers provide students with opportunities to work in teams and develop leadership.

Element F: Teachers model and promote effective communication.

IV: Teachers demonstrate professionalism through ethical conduct, reflection, and leadership.

Element A: Teachers demonstrate high standards for professional conduct.

Element B: Teachers link professional growth to their professional goals.

Element C: Teachers are able to respond to a complex, dynamic environment.

Element D: Teachers demonstrate leadership in the school, the community, and the teaching profession.

School: Mentoring Teacher: Inductee:

Date Start time/End Time Mentoring Activity/Focus Type of Contact Hours Invested smallest increment allowed = .25

hours

Mentor Contact Log

Total Hours

1

Pre-Observation (completed by Inductee prior to pre-observation meeting with Mentor)

Date of Observation

Grade Level/Subject

Learning Target/Objective of lesson (student outcome)

Focus of Observation

Reason for Focus of Observation

t a : Addi ional No es rom Pre- bserva ion Mee ing

Directions: 1. Inductee completes Pre-Observation section. 2. Mentor and Inductee meet to review focus of observation. 3. Mentor observes Inductee and provides a summary of the observation, pointing out strengths, areas for growth,

and questions for reflection in the Mentor Feedback section. 4. Inductee completes Post-Observation Reflection section.

Observation by Mentor Form

2

Mentor Feedback (summary completed by mentor after observation)

Observed Strengths

Area for continued growth

Questions to consider for reflection

3

Post-Observation Reflection (Completed by Inductee after observation)

How do you feel the lesson went? Did you feel students reached your objectives? Why or why not?

How did the actual lesson compare to what you had planned?

What insight have you gained from this experience that may influence future lesson planning?

Respond to Mentor questions for reflection here.

1

Pre-Observation (completed by Inductee during planning meeting with Mentor)

Date of Observation

Grade Level/Subject

Focus of Observation

Reason for Focus of Observation

t a : Addi ional No es rom Pre- bserva ion Mee ing

Directions: 1. Inductee and Mentor meet and complete Pre-Observation section. 2. Inductee completes Observation Scripting & Notes section during observation. 3. Mentor and Inductee meet and discuss outcomes of observation. 4. Inductee completes Post-Observation Reflection section.

Model Classroom Observation Form

2

Observation Scripting & Notes (completed by Inductee during observation) In the left column, script and capture what you see and hear in the classroom during the observation. Immediately following the observation jot down notes in the right column on what worked well, what questions you have, how the classroom composition is similar or dissimilar to your own, ideas that inspired you or what you might like to try. Share this with your Mentor during your next meeting.

Observations/Scripting Notes for Discussion with Mentor

3

Post-Observation Reflection (Completed by Inductee after meeting with Mentor to discuss the outcomes of the observation)

In regards to your observation focus, how do you feel the lesson went? What specific strategies made the lesson work well?

What insight have you gained from this experience that may influence future lesson planning and/or instructional strategies?

What additional supports or resources might you need to assist you in developing successful strategies that you observed?