Mentoring Process. A. Mentoring Process - The parties to this Agreement also recognize the importance and value of affording beginning teachers maximum opportunities to acquire the knowledge and develop the skills necessary to have successful teaching experiences. Toward this end they agree to cooperate in establishing a mentoring process which will not only satisfy legally mandated induction requirements, but will promote the personal and professional wellbeing of beginning teachers, will increase the retention of promising beginning teachers, and will transmit the shared core values of the district to such teachers. The following guidelines have therefore been agreed to in an effort to accomplish these goals.
1. Volunteers will be selected from among the existing teaching staff to serve as mentors for beginning teachers throughout their probationary period. Mentor assignments may be modified, however, if so requested by either party.
2. Mentors will be selected from among the most experienced teachers available, and will themselves be tenured whenever possible - but they need not be trained in the same discipline, nor share similar assignments or responsibilities.
3. To facilitate contact between mentors and the beginning teachers with whom they work, common conference periods, preparation periods and/or lunch hours will be scheduled whenever possible.
4. Released time for classroom observation(s) or other mentoring activities should be approved for mentors and/or the beginning teachers with whom they work. Up to one (1) day per semester should be provided during the first probationary year, up to one (1) day per semester during the second, and up to one (1) day per year during the third.
5. Mentors shall not be expected to assist in the supervision, discipline or appraisal of the beginning teachers with whom they work, nor shall they be expected or required to provide information for use in such administrative functions.
6. Mentoring may be favorably remarked upon in the appraisal of mentors, but any perceived deficiencies in the mentoring process shall not be an element in such appraisals.
7. If necessary to the success of the program, the Board may supplement the use of current teachers by employing retirees or other qualified individuals as mentors.
Mentoring Process. ● The first Home Energy score conducted by an home energy assessor candidate will be a mentored session. ● During the mentored session, the Mentor and home energy assessor will do a walk through together. ● Home energy assessor candidate is encouraged to communicate with the mentor through the walkthrough so that the mentor can offer guidance on best practices, share their experience and correct the new home energy assessor candidate should there be any misunderstandings of data collection, measurements, and assumptions. ● If home energy assessor attended an Earth Advantage guided US DOE Simulation training, then a group mentoring session will be available to fulfill this mentoring requirement. ● Once a home energy score and home energy report is generated, the home energy assessor will need to correct any errors or deficiencies related to the home energy reports. ● If significant quality assurance assistance is needed during the mentored home energy score, the home energy assessor candidate’s second assessment will be mentored. During the second mentored assessment, if significant quality assurance assistance is needed, Mentor to require home energy assessor candidate to complete additional training courses before further home energy reports can be provided. ● If the mentored scoring session format is one-on-one and provided by Earth Advantage, this counts towards the 5% quality assurance re-score. ● If the mentored scoring session format is one-on-one and is not Earth Advantage, this does not count towards the 5% quality assurance re-score. ● If the mentored scoring session format is a group format, this does not count towards the 5% Quality Assurance Re-Scores, but it will satisfy the Mentor requirements.
Mentoring Process. 1. Our Tutors are mentored using the Effective and Teaching Learning Framework developed Essex Music Services, Southend-on-Sea Music Services, Thurrock Music Services, Trinity College London, and Canterbury Xxxxxx Church University.
2. The process focuses on six key areas:
a. The language of every session is music;
b. Students are fully engaged in learning;
c. All students are included in learning;
d. Creative approaches to teaching and learning allow students to develop holistically as musicians;
e. Students make clear musical progress in every session and over time;
f. Teachers and students will engage in continual assessment of progress.
Mentoring Process. Describe methods of supervision; please be specific.
Mentoring Process. The flow chart below provides an overview of the steps that the SKILL2E cultural mentoring concept can be broken down to. A detailed description of each stage and sample implementation descriptions can be found in the SKILL2E Enterprise Handbook published on the SKILL2E website. Each step builds on each other and is therefore essential for the success of the ensuing one. The following diagram shows the same process from the timeline perspective. Mentee selection, training and pairing mentor and mentee involve careful consideration of the qualification and motivation of all involved and the provision of appropriate training. It should now be evident that the qualification of the mentor and his or her awareness of all the complex implications involved in the process are eventually crucial for the outcome of the learning relationship and the extent to which both mentor and mentee benefit from the process. Assessing the qualifications of the mentor, identifying training needs and delivering appropriate mentor preparation are therefore seminal factors. The following section presents model training concepts.
Mentoring Process. The parties to this Agreement also recognize the importance and value of affording beginning teachers maximum opportunities to acquire the knowledge and develop the skills necessary to have successful teaching experiences. Toward this end they agree to cooperate in establishing a mentoring process which will not only satisfy legally mandated induction requirements, but will promote the personal and professional wellbeing of beginning teachers, will increase the retention of promising beginning teachers, and will transmit the shared core values of the district to such teachers. The following guidelines have therefore been agreed to in an effort to accomplish these goals.
1. Volunteers will be selected from among the existing teaching staff to serve as mentors for beginning teachers throughout their probationary period. Mentor assignments may be modified, however, if so requested by either party.
2. Mentors will be selected from among the most experienced teachers available, and will themselves be tenured whenever possible - but they need not be trained in the same discipline, nor share similar assignments or responsibilities.
3. To facilitate contact between mentors and the beginning teachers with whom they work, common conference periods, preparation periods and/or lunch hours will be scheduled whenever possible.
4. Released time for classroom observation(s) or other mentoring activities should be approved for mentors and/or the beginning teachers with whom they
