BEGINNING TEACHERS ARE ADULTS, SO MENTORING MUST LEVERAGE THEIR ABILITY TO BE SELF-DIRECTED, INTERNALLY MOTIVATED, RESPONSIBLE, AND ABLE TO USE PRIOR EXPERIENCES AS A TEMPLATE FOR LEARNING.

A D U L T L E A R N I N G

HIGH-LEVERAGE TEACHING PRACTICES TRANSCEND SUBJECT-MATTER OR GRADE LEVEL AND IMPROVE STUDENTS’ SOCIO-EMOTIONAL AND CONTENT KNOWLEDGE�—AS WELL AS ADVANCE BEGINNING TEACHERS’ EFFECTIVENESS.

H I G H - L E V E R A G ET E A C H I N G P R A C T I C E S

EVERY BEGINNING TEACHER NEEDS A MENTOR WHO EXHIBITS EVIDENCE-BASED IDEAS AND QUALITIES OF EFFECTIVENESS.

B E S T P R A C T I C E SI N M E N T O R I N G

TO IMPROVE INSTRUCTIONAL PRACTICES AND STUDENT OUTCOMES, EVERY BEGINNING TEACHER NEEDS A COACH WHO PROMOTES TEACHER DEVELOPMENT AND A GROWTH MINDSET.

C O A C H I N GB E G I N N I N G T E A C H E R S

MENTORING IS NOT BOUND BY FACE-TO-FACE INTERACTIONS. ONE SOLUTION GAINING

MORE TRACTION: MENTORS HELPING THEIR PROTÉGÉS ONLINE.

O N L I N E M E N T O R I N G

SYNOPSIS: SCOPE & SEQUENCEEACH MODULE IS FORMATTED IN THE L.E.A.D.E.R.® MODEL

STANDARDS: TEXAS TEACHER EVALUATION AND SUPPORT SYSTEM (T-TESS)

M C A C U R R I C U L U M : 7 M O D U L E S

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AUTHENTIC AND STRONG MENTOR-MENTEE RELATIONSHIPS SHOULD BE FULFILLING AND BENEFICIAL FOR BOTH MEMBERS OF THE DUO.

M E N T O R - M E N T E E D Y A D0 2

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THE MANAGEMENT OF BEGINNING TEACHERS’ PERFORMANCE MUST BE GOAL-ORIENTED,

MEASURABLE, COLLABORATIVE, SPECIFIC, ACTIONABLE, ROUTINE, AND CONFIDENTIAL.

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