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Oregon Mentoring Program Standards describe the structures and functions, processes, and effective practices necessary for a quality program. Effective mentoring is foundational to a quality program. An essential element of a mentoring program is a professional mentor who understands and utilizes the skills, strategies and tools necessary for the continuous development of teachers and administrators.
Use for the first one or two meetings
Facilitates rapport and trust, glean understanding of school context; explain purpose and structure of mentoring.
Questions to ask during your first meeting with the beginning administrator that will provide important background knowledge.
Talking points about mentoring program for beginning administrators and purpose/structure of quarterly meetings between mentor and supervisor/LEA administrator.
Use ongoing with Mentee and quarterly with Supervisor/LEA Administrator
(CDG): Note taking template which helps to structure weekly visit with mentee.
Note taking template which helps to structure quarterly visit with supervisor/LEA administrator.
Effective method for organizing priorities (urgent and important; not urgent and important; urgent and not important; not urgent and not important)
Coaching language stems to use with mentee (paraphrase, clarify, interpretation, mediational, summarize)
Use to observe and give feedback to beginning administrator
Record what the participants are doing and what the facilitator is doing (t-chart) during a meeting.
6 “Look Fors” of an effective staff meeting useful for recording data during an observation of beginning administrator.
Rubric for observing a staff meeting with indicators and performance levels.
Preparation for an observation of a meeting that involves joint decision making between mentor and mentee.
Administrator Observation- Meeting (rubric, based on Legends)
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