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Standards For Mentors of Beginning Teachers

KNOWLEDGE OF A MENTOR

The mentor:

1. Knows and understands exemplary standards-based practice in the classroom
2. Knows and applies constructive collegial behavior such as appropriate roles of peers, active listening techniques, and modeling professional attributes
3. Knows own learning and teaching styles, approaches, strengths and weaknesses and how to reflect on own teaching and learning
4. Recognizes the linkage of P-12 student academic standards with the corresponding teaching standards for each content and developmental area
5. Knows the INTASC core standards from the Model Standards for Beginning TeacherLicensing and Development: A Resource for State Dialogue (see reference statement)
6. Knows strategies for being a constructive observer such as asking appropriate questions for data collection, how to access data to foster self analysis within beginning teachers, and for improved instructional techniques in the beginning teachers = practices
7. Knows how to support a beginning teacher in the construction of an induction portfolio which demonstrates standards-based practices
8. Knows how to recommend and contact resources within the school, the community, the state and nation (e.g., colleges or universities, professional organizations, human service agencies,  educational resource centers, Internet sites, consulting consortiums)
9. Knows major areas of research on teaching and of resources available for professional learning (e.g., professional literature, colleagues, professional associations, professional development activities, higher education)
10. Knows the stages of teacher development and possible affective needs of beginning teachers as they progress through the initial years of teaching

DISPOSITIONS OF A MENTOR

The mentor:

1. Is committed to allotting time for personal and collegial reflection on practice
2. Is enthusiastic about being a positive role model, coach, and mentor for beginning teachers
3. Values the enrichment of learning that comes from the diverse backgrounds, values, skills, talents, and interests and from taking risks
4. Has the personal attributes of being empathetic, caring, adaptable, and enthusiastic about teaching and learning
5. Believes that all students can learn and perform at high levels
6. Values the roles that open communication and trust play in building strong, productive collegial relationships and incorporates confidentiality, nonjudgmental dialogue and professional integrity into collegial relations
7. Believes in education as a profession
8. Is a positive influence on good morale within a school
9. Values the opportunities that technology and new methodologies can provide for teaching and student learning

PERFORMANCES OF A MENTOR

The mentor:

1. Draws upon colleagues within the school and other professional arenas to support his/her professional development
2. Pursues professional development opportunities to access new content knowledge and instructional methods and to incorporate them into relevant learning situations for students
3. Creates a supportive and reflective environment for addressing issues facing a beginning teacher and for analyzing teaching and learning
4. Exemplifies standards-based teaching in the classroom
5. Supports the beginning teacher in interactions with teachers, administrators, and parents
6. Displays a sense of humor, hope and optimism, high expectations, and an ability to act as a catalyst for the learning of others
7. Exemplifies being a professional educator and a life-long learner

(Indiana Standards for Teachers in the content and developmental areas and the INTASC Model Standards for Beginning Teachers may be located at the IPSB Web Site: http://www.doe.in.gov/dps/)

The Standards for Mentors of Beginning Teachers for the Beginning Teacher Induction Performance Assessment Program (BTIPAP) were approved by the Indiana Professional Standards Board (IPSB) on June 21, 2000.