Chester County School District

Chester County School District

Mentoring and Induction Program

Supplemental Activities Record Sheet

For each key element the induction teacher and the mentor should work together to complete at least two activities. If the activity has an asterisk (*) in front of it and is written in bold, it is an activity that the induction teacher and mentor are required to complete. You may find yourself taking part and completing more activities than you are required to complete. Indicate in the appropriate column the date the activity is complete. The induction teacher should initial in the I.T. Initial column and the mentor teacher should initial in the M.T. Initial column. The task is only considered complete, after each teacher (induction and mentor) have initialed in the appropriate place.

Domain I: Planning

APS 1: Long Range Planning

Supplemental Activity / Key Element / Date / I.T. Initials / M.T. Initials
Talk with the beginning teacher about various types of student information that are available / 1a
Discuss the type of student information that have the most impact on student learning in the particular content area, and why / 1a
Help the beginning teacher learn how and where to locate various types of information. (Example, accessing student records and online databases- Powerschool, Enrich, student records, etc.) / 1a
Make certain the beginning teacher is able to obtain student information that is not already available. (Example, surveys, inventories, interviews, observations, etc. Share examples of these documents if available) / 1a
Talk with the beginning teacher about ways the student information can be used to inform planning and instruction / 1a
*Discuss Section 1: Student Information of the Long Range Plan (TT1) / 1a
Discuss applicable SC standards and developmental standards / 1b
Work with the beginning teacher to learn where SC standards fall in revised Bloom’s Taxonomy / 1b
*Discuss Section 2: Long Range Learning and/or Developmental Goals of the Long Range Plan (TT1) / 1b
Discuss the instructional units to be taught and the curriculum development and alignment / 1c
Provide instructional documents and curriculum guides where possible / 1c
Provide examples of instructional units that are relative to the beginning teacher’s content area or grade level / 1c
*Discuss Section 3: Instructional Units of the Long Range Plan (TT1) / 1c
Show the beginning teacher examples of assessments that demonstrate the similarities and differences between formative assessment and summative evaluation / 1d
Make certain the beginning teacher understands the relationship among standards, evaluation, and instruction / 1d
Discuss with the beginning teacher test administration, scoring, and analysis / 1d
Help the beginning teacher determine evaluation criteria and students overall progress and achievement. (Example, How will the course grades be determined?) / 1d
Give the new teachers examples of ways to keep and maintain records of students’ data. (Example, organization, technology, ethics) / 1d
*Discuss Section 4: Assessment of Student Performance of the Long Range Plan (TT1) / 1d
Talk about various types of instructional and non-instructional routines / 1e
Discuss procedures for reinforcing appropriate student behavior / 1e
Discuss how to distinguish between student misbehaviors and disruptive behaviors / 1e
Help the beginning teacher develop procedures for minimizing and addressing student misbehaviors / 1e
Help the beginning teacher develop procedures for minimizing and addressing disruptive behaviors / 1e
*Discuss Section 5: Classroom Management of the Long Range Plan (TT1) / 1e

Domain 1: Planning

APS 2: Short Range Planning of Instruction & APS 3: Planning Assessments and Using Data

Supplemental Activity / Key Element / Date / I.T. Initials / M.T. Initials
Help the beginning teacher identify appropriate lesson objectives that are relevant to academic and developmental standards / 2a
Discuss the relationship between lesson objectives and student outcomes / 2a
Help the beginning teacher link the lesson objectives to previous and future learning objectives / 2a
*Discuss Section 1: Lesson Objectives of the Short-Range Planning for Instruction (TT2) / 2a
Give the beginning teacher a variety of sources of content for teaching / 2b
Help the beginning teacher develop a variety of appropriate instructional strategies to be used while teaching / 2b
Determine student learning differences that should be taken into consideration (refer to Section 1 of the Long Range Plan- TT1) / 2b
Help the beginning teacher connect the content to real-world learning / 2b
Discuss and demonstrate ways that technology can be integrated into the instruction/learning / 2b
*Discuss Section 2: Lesson Plans of the Short-Range Planning for Instruction (TT2) / 2b
Aid the beginning teacher in aligning assessments with the objectives and cognitive process / 3a
Help the beginning teacher analyze the assessments in terms of their validity and reliability / 3a
Assist the beginning teacher with determining the need for special accommodations / 3a
*Discuss Section 3: Assessments of the Short-Range Planning for Instruction (TT2) / 3a
Help the beginning teacher determine the appropriate ways of obtaining baseline data / 3b
Aid the beginning teacher in collecting, analyzing, and aggregating student data / 2c, 3c
Assist the beginning teacher with analyzing student progress and data (pre/post tests) / 3b
Assist the beginning teacher in using the data to develop/inform planning and modify instructional plans / 2c, 3b
Continue to help the teacher develop, modify, and maintain an appropriate record keeping system (refer to section 4 of the Long Range Plan- TT1) / 3c
*Discuss Section 4: Analysis of Lessons of the Short-Range Planning for Instruction (TT2) / 2c, 3b, 3c

Domain 2: Instruction

APS 4: Establishing and Maintaining High Expectations for Learners

Supplemental Activity / Key Element / Date / I.T. Initials / M.T. Initials
Discuss/demonstrate ways of establishing appropriate expectations for what students are to learn relative to each lesson / 4a
Discuss/demonstrate effective ways to communicate learning expectations to students / 4a
Discuss/demonstrate ways of determining appropriate expectations for student participation / 4b
Discuss/demonstrate effective ways to communicate participation expectations to students / 4b
Discuss ways to make learning relevant to the students and encouraging student initiative / 4c
Discuss ways to assist students in self-assessment and reflection where appropriate / 4c
*Following an observation, meet with the beginning teacher to discuss the following:

• What were the objectives of this lesson?
• How well do you think your students understood the overall purpose and relevance of the lesson?
• Describe your students in terms of their progress toward becoming independent learners.

Refer to Question 1 of the Reflection on Instruction and Student Learning (TT3) / 4a
4b
4c

Domain 2: Instruction

APS 5: Using Instructional Strategies to Facilitate Learning

Supplemental Activity / Key Element / Date / I.T. Initials / M.T. Initials
Discuss/demonstrate the use of instructional strategies that are appropriate for the content / 5a
Discuss/demonstrate the use of instructional strategies that are appropriate for the student(s) / 5a
Discuss/demonstrate the use of instructional strategies that are appropriate for the levels of learning / 5a
Reflect on different ways (a variety of instructional strategies) to teach the same content (reflect on previous taught lessons) / 5b
*Co-teach with the beginning teacher in order to experiment with a variety of teaching formats (lectures, demonstrations, guided practice, guided discovery, simulations, etc.) / 5b
*The beginning teacher observes the mentor teacher to see various instructional strategies being practiced within the classroom / 5b
*The mentor teacher observes the beginning teacher and meets afterwards to discuss the use of a variety of teaching methods / 5b
Discuss ways to enhance students engagement / 5c
Discuss way of creating opportunities for student success / 5c
*Following an observation, meet with the beginning teacher to discuss the following:

• What effect did your teaching strategies have in terms of promoting student learning and keeping your students meaningfully engaged?

Refer to Question 2 of the Reflection on Instruction and Student Learning (TT3) / 5a
5b
5c

Domain 2: Instruction

APS: 6 Providing Content for Learners

Supplemental Activity / Key Element / Date / I.T. Initials / M.T. Initials
Prior to teaching, discuss with the beginning teacher the subject matter, the conceptual relationships of what is going to be taught, and the procedural steps that will be used during the lesson / 6a
Discuss the importance of recognizing and correcting student errors / 6a
Discuss the relationship between the content being taught and the academic standards / 6b
Discuss the relationship between the content being taught and the students / 6b
Discuss ways of determining/identifying the key concepts / 6c
Discuss ways of structuring/organizing the content / 6c
Discuss ways of clarifying content for the students / 6c
*Following an observation, meet with the beginning teacher to discuss the following:

• How did you ensure that the content of the lesson was appropriate for the learning standards and instructional unit?
• How did you ensure that the content was appropriate for the students?
• How effectively did you organize the content for the lesson?

Refer to Question 3 of the Reflection on Instruction and Student Learning (TT3) / 6a
6b
6c

Domain 2: Instruction

APS 7: Monitoring, Assessing, and Enhancing Learning

Supplemental Activity / Key Element / Date / I.T. Initials / M.T. Initials
Discuss/demonstrate various methods of formal and informal assessment to be used during instruction / 7a
Discuss various active engagement techniques / 7a
*Following an observation, meet with the beginning teacher to discuss the following:

• How did you assess student learning during the lesson? What were the results?

Refer to Question 4 of the Reflection on Instruction and Student Learning (TT3) / 7a
Discuss strategies for adjusting the lesson, based on student needs / 7b
Discuss types of enrichment activities that can be provided to students / 7b
*Following an observation, meet with the beginning teacher to discuss the following:

• Did you (need to) make adjustments during the lesson? Why or why not?

Refer to Question 5 of the Reflection on Instruction and Student Learning (TT3) / 7b
Discuss various types of feedback that can be given to students / 7c
Mentor teacher observes the beginning teacher and meets afterwards to discuss the types of feedback that were noted throughout the lesson/observation / 7c
*Following an observation, meet with the beginning teacher to discuss the following:

• What types of feedback did or will you provide to the students regarding their performance, and why?

Refer to Question 6 of the Reflection on Instruction and Student Learning (TT3) / 7c

Domain 3: Environment

APS 8: Maintaining an Environment that Promotes Learning

Supplemental Activity / Key Element / Date / I.T. Initials / M.T. Initials
Discuss classroom safety as it applies to the beginning teacher’s classroom and other areas for which the teacher is responsible / 8a
Provide the beginning teacher with a variety of classroom arrangements / 8a
Discuss appropriate types of classroom displays / 8a
Discuss characteristics of a positive classroom climate and how to create and maintain that type of classroom / 8b
Mentor teacher observes the beginning teacher and meets afterwards to discuss the climate of the classroom and how the teacher either positively or negatively impacted the environment / 8b
Discuss what is meant by a “culture of learning” / 8c
Mentor teacher models for the beginning teacher a culture of learning for students within their own classroom / 8c
Create opportunities for the beginning teacher to observe student collaboration and inclusion (either observing the mentor or observing other veteran teachers)
*Following an observation, meet with the beginning teacher to discuss the following:

• In what ways and to what extent did the classroom environment impact your instruction and student learning, either positively or negatively?

Refer to Question 7 of the Reflection on Instruction and Student Learning (TT3) / 8a
8b

Domain 3: Environment

APS 9: Managing the Classroom

Supplemental Activity / Key Element / Date / I.T. Initials / M.T. Initials
Help the teacher develop an appropriate and effective management plan / 9a
Discuss different types of student behaviors, differentiating between misbehaviors and disruptive behavior / 9a
Assist the beginning teacher in understanding how to follow up on misbehaviors / 9a
Provide examples of how the beginning teacher should document how often and why misbehaviors occur / 9a
Provide assistance in the form of ideas and examples to the beginning teacher of how to handle disruptions and ensure that they do not occur again / 9a
Discuss ways to promote student engagement throughout the entire instructional period (even during non-instructional times) / 9b
Walk the beginning teacher through thoughtfully organizing materials and equipment throughout the classroom / 9b
Show the types of non-instructional routines that are likely to impact the beginning teacher / 9c
Provide multiple examples of rules and procedures for various types of instructional routines / 9c
Discuss ways to effectively manage transitions between activities and classes / 9c
*Following an observation, meet with the beginning teacher to discuss the following:

• In what ways and to what extent did the classroom environment impact your instruction and student learning, either positively or negatively?

Refer to Question 7 of the Reflection on Instruction and Student Learning (TT3) / 9a
9b
9c

Domain 4: Professionalism

APS 10: Fulfilling Professional Responsibilities

Supplemental Activity / Key Element / Date / I.T. Initials / M.T. Initials
Assist the teacher in communicating and collaborating with other teachers to address the needs of students / 10a
Discuss the expectations of participants in contributing to the school community and involve the beginning teacher in the professional learning community / 10b
Engage the help of other educators to assist and support the beginning teacher / 10b
Help the beginning teacher evolve from an “observer” to a “contributor” of the professional learning community / 10b
*Using the prompt below from the evaluator template (ET2) to discuss:

• In what ways do you participate in the school’s professional learning community and work to help the school achieve its organizational goals?

Provide examples of professional communications to the beginning teacher / 10c
Offer to proofread the beginning teachers communications- emails, letters, etc. / 10c
*Using the prompt below from the evaluator template (ET2) to discuss:

• Talk about your (beginning teacher’s) communication skills (oral and written). How effectively do you communicate with different audiences (examples- students, parents, colleagues, administrators, community members, etc.)?

/ 10c
Help the beginning teacher understand professional requirements, ethics, and policies and procedures / 10d
Ensure that the beginning teacher knows about and understands all state and district level policies and expectations for the code of conduct / 10d
*Using the prompt below from the evaluator template (ET2) to discuss:

• Your (beginning teacher) level of professionalism

/ 10d
*Use coaching conversations to help the teacher be a reflective practitioner / 10e
*Discuss various ways and opportunities for engaging in professional development / 10e
Help the beginning teacher establish and initiate appropriate professional goals / 10e
*Engage in conversation with the beginning teacher to discuss the following:

• What are your professional strengths? How have you built on these strengths so far or how do you plan to in the future?
• What are your professional challenges? How do you plan to address these challenges?
• Describe your students’ overall progress and achievement. What insights have you gained into ways to improve student progress and achievement?
• What do you thin would be an important professional goal for you to establish and address? Why?

/ 10e