Selection of Mentors. A mentor must be a teacher who has a continuing contract with the district. A mentor must have had strong positive evaluations of his/her own classroom performance. A mentor must have or be willing to attend any training sessions deemed necessary by the Ohio Department of Education to be a certified mentor. All mentors must have the final approval of their building principal prior to becoming a mentor. Mentors will be selected by the Executive Director of Teaching and Learning and/or building principals with the consultation of the Association President.
Selection of Mentors. The Association President will have the opportunity to provide recommendations to the Resident Educator Coordinator for his/her consideration in selection and assignment of mentors.
Selection of Mentors a. Association President will provide recommendations for the selection and assignment of mentors to the Superintendent.
Selection of Mentors. The Superintendent shall assign mentor(s) for each entry-year teacher by September 1 upon the recommendation of the principal and department head. Selection Criteria for Mentors
Selection of Mentors. All school staff who have not had a trainee from the University of Worcester before must receive new (to Worcester) mentor training. This should be booked via the course administrator and typically runs twice a year as advertised in the Partnership Handbook (for schools). Partner schools and school direct alliances are responsible for selecting their mentors. In doing so they agree that they are selecting mentors who: Have QTS status and successful teaching experience. Possess the personal qualities to establish trusting relationships, model high standards of practice to support a trainee (mentor standard 1) Are able to support trainees to develop their teaching practice in order to set high expectations of all pupils to meet their needs (mentor standard 2). Set high expectations and induct the trainee to understand their role and responsibilities as a teacher (mentor standard 3). Continue to develop their own professional knowledge, skills and understanding and invest time in developing a good working relationship within relevant ITT partnership (mentor standard 4). Quality Assurance (QA) Four external examiner reports and four course moderation reports (partnership mentors are employed to visit schools on moderation visits in the summer term). Recommendations are included in the enhancement plans. Enhancement plans are live documents that are reviewed and updated 4 times a year with the Partnership Advisory Group having a strategic overview. Xxxxx visits – tutor visits are primarily to support the subject mentor. The purpose of the joint observation on visits is to aid consistency of assessment across schools and to develop the skills of mentors. Moderating tutors accompany the subject tutor to quality assure the consistency of assessment and mentoring across subjects and schools periodically. Professional mentors also quality assure placements across subjects within a school (see section 6). The Process of Selection / De-selection of Schools The process of selection and de-selection of schools is reviewed by the Secondary Practice panel. If a school is identified as not meeting the DfE Criteria for ITT or the responsibilities outlined in this Partnership Agreement, then the university has the right to de-select the school and withdraw trainee placements. The Partnership Leader (university) will discuss the situation with the relevant school and offer appropriate support to avoid deselection where possible.
Selection of Mentors. All setting staff who have not had a trainee from University of Worcester before must receive new mentor training. Partner settings are responsible for selecting their mentors. In doing so they agree that they are selecting mentors who: • Have a sector-recognised teaching qualification • Have at least three years’ experience as a qualified teacher • Have a relevant subject qualification in the subject area that the mentee is training to teach • Have an interest in the mentoring and development of trainee-teachers Quality Assurance (QA) • One external examiner report and 2 internal moderation reports are published each year. • Recommendations are included in the improvement and development plans. Improvement and development plans are live documents that are reviewed and updated 4 times a year with the Partnership Advisory Group having a strategic overview. • Tutor joint observation visits – visits are intended to support trainees and to support the subject specialist mentor. Where joint observations are undertaken, the purpose of the joint observation is to aid consistency of assessment across schools and to develop the skills of mentors. The process of selection/de-selection of settings The process will be reviewed by the Partnership Advisory Group (PAG). If a setting is identified as not meeting the DfE Criteria for ITT or the responsibilities outlined in this Partnership Agreement, then the university has the right to de-select the setting and withdraw trainee placements. The Course Leader (University) will discuss the situation with the relevant setting and offer appropriate support to avoid deselection where possible.
Selection of Mentors c. Assignment of mentors with input considered from the building interview committees.
Selection of Mentors. All school staff who have not had a Trainee from University of Worcester before must receive new mentor training. Partner schools are responsible for selecting their mentors. In doing so they agree that they are selecting mentors who: • Have QTS status and successful teaching experience. • Possess the personal qualities to establish trusting relationships and model high standards of practice to support a Trainee. • Are able to support Trainees to develop their teaching practice in order to set high expectations of all pupils to meet their needs. • Set high expectations and induct the Trainee to understand their role and responsibilities as a teacher. • Continue to develop their own professional knowledge, skills and understanding and invest time in developing a good working relationship within relevant ITT partnership.
Selection of Mentors. Potential mentors maybe asked to prepare a narrative application and address the following areas: pedagogical skills, subject matter competence, teaching abilities, interpersonal skills, and willingness to participate in the program. The qualifications of the mentor, the probability of a suitable match with a mentee, and maintenance of the educational programs are all considered in the selection process. Decisions are reached by consensus. The Mentor Selection Committee is made up of the Steering Committee and two additional members, the Program Coordinator, and a building principal. It is the responsibility of the Mentor Selection Committee to develop a selection process and to interview all perspective mentors from a pool of tenured candidates.
Selection of Mentors. The Employer will use criteria supported by state guidelines (Illinois Induction Program Standard 5) in the selection of mentors. Selection criteria includes the following: • Must have a minimum of four (4) years of teaching experience; • Must have performed successfully as a teacher as evidenced by the most recent summative evaluation, and have no instructional deficiencies noted; • Must commit to participating in training on the school Mentor Program during orientation, and as necessary, professional development and/or teacher institute days; • Must be endorsed by the supervisor;
