Mentor Program Planning Rubric

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KSBE Criteria

Unacceptable

KNEA Recommendation

Standard I: Mentor programs have a clear purpose and specified goals which reflect best practice.

The purpose statement describes why the mentor program exists (need) and states how the program is aligned with standards II-VI.

The program does not have a purpose statement or the purpose statement does not address the need for a program or the alignment of the program with standards II-VI.

The program has a clearly defined purpose which addresses for whom the program is intended, why the program is necessary, and ensures that the program will be aligned with standards II-VI and their related criteria.

Goals state how the purpose of the program will be achieved.

The program does not define goals or the goals do not address how the program purpose will be achieved.

A set of clear goals describe how the program is designed to achieve its stated purpose. (See Standard I, Criterion 1) Goals are consistent with the criteria under Standards II-VI.

Standard II: Mentor programs are organized to provide probationary teachers with professional support and continuous assistance.

The program prepares mentors through training and on-going support.

The program does not provide training for mentors or the training is concluded prior to the mentoring experience.

Mentors receive training in specific skills necessary to successfully perform the role of a mentor.There are opportunities for additional training and support throughout the year.

Mentor teachers must be on site.

The probationary teacher is located at a site that is not reasonably accessible to the mentor.

The program ensures that the mentor is accessible to the probationary teacher.

The program includes time for structured and/or planned contacts between the mentor and probationary teacher.

There is no provision in the program for structured or planned contacts between the mentor and the probationary teacher.

The program provides for structured or planned contact time during the work day to allow for observation, coaching, and feedback. (See Standard 5, Criterion 2.)

The program defines expectations of administrators and explains how administrators at the building and district level support the mentor program.

The program does not define administrator expectations or explain how building and district level administrators will support the mentor program.

The program has a clearly defined set of expectations for building and district administrators including how the district will provide support for the mentors and probationary teachers.

The program includes a year-long description of regular sequenced activities.

The program does not include a description of regular, sequenced activities which take place throughout the school year.

Program activities are aligned with professional development programs and designed to support and address the needs of both mentors and probationary teachers. These activities are also aligned with other elements of the mentoring program (See Standard 1, Criterion 1; Standard 4, Criteria 1-4, Standard 5, Criteria 1, 3, 4, 5).

The program supports other district initiatives.

The program is a stand alone program with no connection to other district initiatives.

The program is aligned with and supports other school district initiatives such as professional development, QPA, and school improvement. These other district initiatives are consciously designed to address the needs of probationary teachers through the mentor program.

The program includes a process for mentor matching and a mechanism for reassignment if the mentor is unable to fulfill the responsibilties.

The program does not include a process for mentor matching or a mechanism for reassignment if the mentor is unable to fulfill the responsibilities.

The program defines a process by which mentors and probationary teachers will be matched. It will also include a means by which mentors may be replaced if they are unable to perform their duties. These processes will be consistent with Standard III, Criteria 3 and 4.

The program ensures confidentiality between the mentor and the probationary teacher.

No protections are in place to prevent documents or anecdotal information regarding the probationary teacher from being shared with others outside the mentor/probationary teacher relationship.

Information obtained by the mentor regarding the probationary teacher must remain confidential. Administrators, mentors, and probationary teachers are trained in the role of the mentor and confidentiality. Records of the mentoring process cannot be used against the probationary teacher by the school district.

Standard III: Mentor selection purposefully matches the best qualified mentor with a probationary teacher.

The mentor teacher must be a certificated teacher who has completed at least three consecutive school years of employment in the school district.

The program allows for teachers who have fewer than three consecutive years of employment in the district to serve as mentors.

The program defines the number of years of experience necessary for selection as a mentor teacher which shall be no less than three consecutive years in the employing school district.

Participation by the mentor teacher must be voluntary.

The program allows teachers to be assigned as mentors without their prior agreement.

There is a formal process for becoming a mentor that guarantees voluntary participation on the part of the mentor. Voluntary participation is ensured through an established application/interview process. Each prospective mentor must ultimately "self-nominate" through completing an appropriate application.

The mentor teacher will be selected by the district and approved by the local school board based on the following criteria: (1) demonstrates exemplary teaching ability as measured by the district appraisal system and (2) exhibits qualities of an effective mentor as noted in the resources notebook.

Mentors are selected solely on the basis of having received some state or national award/recognition without consideration being given to the qualities of an effective mentor. The program does not define the qualities of an effective mentor to be used in mentor teacher selection.

The program defines the criteria upon which prospective mentors will be selected including measures of teaching excellence and the qualities of an effective mentor. An application/interview process is defined and selection is the responsibility of a committee of administrators and teachers. The committee shall forward its recommendation to the local board of education for its approval.

The mentor must be matched with a probationary teacher based on the most appropriate combination of the following: endorsement, grade level, proximity.

Consideration is given to only one or two of the criteria when determining how to match mentor with probationary teacher.

The program defines a process for matching mentors with probationary teachers which considers the individual needs of the probationary teacher within the framework of endorsement, grade level, and proximity.

The mentor teacher may provide assistance and guidance to not more than two probationary teachers.

The program allows mentors to be assigned to more than two probationary teachers.

The program shall define the appropriate caseload for a mentor teacher based upon the needs of the probationary teacher. The caseload for a mentor teacher shall be appropriate to the amount of release time available and shall ensure the success of the program.

Standard IV: Mentor programs result in professional growth of the mentor and probationary teacher.

The program establishes on-going mentor professional development that addresses the developmental stages of the probationary teacher, rules and responsibilities of the mentor, coaching-observation-feedback, relationship building and collaboration strategies.

The training program for mentors does not address all of the issues in the criteria.

The program provides professional development for mentors prior to the start of the school year as well as opportunities to meet throughout the year to discuss issues of importance to both the mentors and the probationary teachers. All of the issues in the criteria are addressed in the training program.

The program establishes on-going professional development and support for the probationary teacher that addresses their individual needs.

The professional development program specific to probationary teachers occurs only prior to the school year. Opportunities for professional development for probationary teachers do not address their individual needs.

The program has a mechanism for determining the individual needs of probationary teachers on an ongoing basis. The professional development and support program for probationary teachers addresses these individual needs. Professional development opportunities for probationary teachers are provided prior to the start of the school year and throughout the year.

The program provides professional development to administrators and other staff members regarding their roles in supporting the probationary teachers.

There is no training of administration or other staff members regarding their roles in supporting the probationary teachers.

The program provides a professional development program for administrators and other staff members consistent with Standard 2, Criteria 4 and 8.

The program aligns with other professional development initiatives.

The program is a stand alone program with no connection to other professional development initiatives.

The mentor program complements and supports the professional development program of the district consistent with Standard 2, Criterion 6.

Standard V: Mentors have clearly defined roles and responsibilities.

The mentor participates in on-going training.

All mentor training is provided prior to the start of the school year. There are no further opportunities for mentor training during the year.

The program identifies and provides appropriate, on-going training for the mentor including periodic opportunities for discussion, problem solving, and sharing.

The mentor collaborates with and supports the probationary teacher during on-going structured and non-structured contact time.

The program does not specify how contact time will be provided to the mentor and probationary teacher.

The program provides for time during the work day for the mentor and probationary teacher to participate in observation, coaching, and feedback.

The mentor builds a positive relationship with the probationary teacher.

The program does not address the building of positive relationships between the mentor and probationary teacher.

The program provides training for the mentor and probationary teacher in relationship building and conflict resolution.

The mentor respects confidentiality of the mentor/probationary teacher relationship.

The program allows for the sharing of mentor records with others outside of the mentor/probationary teacher relationship. Issues of confidentiality are not addressed in the program plan.

Administrators, mentors, and probationary teachers are trained in the role of the mentor and confidentiality. The program ensures that mentor records are not shared outside of the mentor/probationary teacher relationship.

The mentor models, observes, coaches and provides feedback.

The program does not provide opportunities for the mentor and probationary teacher to participate in observation, coaching, and feedback.

The program provides training in coaching, observation, and feedback techniques. The program provides for structured opportunities during the school day for the mentor and probationary teacher to engage in observation, coaching, and feedback.

The mentor documents activity participation.

The program does not call for activity documentation by the mentor.

The program specifies the records that must be maintained by the mentor. These records document the participation by the mentor in the implementation of the program. Anecdotal records of interaction between the mentor and probationary teacher are maintained by the mentor but are not shared as a part of the program activity reports. (See also Standard V, Criterion 4 and Standard 2, Criterion 8.)

The mentor assists the probationary teacher by providing direct assistance on situational issues.

The program does not address the need for the mentor to be available to provide assistance on situational issues.

The program recognizes that a degree of flexibility is necessary so that the mentor can respond in a timely manner to situations that might arise.

Standard VI: Mentor programs establish a local program evaluation process in addition to the submission of requested KSDE data.

The evaluation assesses achievement of specified program goals. (Standard I)

There is no evaluation process or the evaluation process does not address specified program goals.

There is a comprehensive evaluation process in place which utilizes a variety of assessment methods, including both written and oral feedback from the mentors, the probationary teachers being mentored, and the administrators that are a part of the mentoring experience. The comprehensive evaluation process examines the extent to which each of the KSBE criteria have been met and the effectiveness of the program in achieving each of Standards I through V. Further the comprehensive evaluation system results in recommendations for the improvement and enhancement of the program. Evaluation of the mentor teacher program is an ongoing activity which allows for adjustments to the program to be made as needed.

The evaluation assesses the effectiveness of program organization in providing professional support and continuous assistance to the probationary teacher. (Standard II)

There is no evaluation process or the evaluation process does not address professional support and continuous assistance to the probationary teacher.

The evaluation assesses the effectiveness of the mentor selection and the matching process. (Standard III)

There is no evaluation process or the evaluation process does not assess the effectiveness of the process of matching mentors and probationary teachers.

The evaluation assesses the impact of the mentor program on the professional growth of the mentor and probationary teacher. (Standard IV)

There is no evaluation process or the evaluation does not assess the impact on the professional growth of the participating mentors and probationary teachers.

The evaluation assesses the degree to which mentors fulfilled roles and responsibilities. (Standard V)

There is no evaluation process or the evaluation process does not assess the degree to which mentors fulfilled roles and responsibilities.