Depending on a coach’s primary responsi- bilities, he or she may choose to develop the capacity of other teachers to serve as mentors for novice or new-to-the-school teachers.
It is interesting that until now as a coach I did not have to include student data as part of my evaulation. This year I do and I am struggling with how to write my goal. It is hard to do when my goal is buidling capacity in the teacher and there is nothing in the rubric about students.
hen the district or state requires in- duction and mentoring, a coach serving as a mentor or mentor coordinator may support new teachers or mentors in meeting and documenting various induction and orienta- tion requirements,
Our district redid the induction process this year and it is much more clear which is really helpful!
Acclimation, often referred to as orientation or on-boarding, is the process of helping a new employee understand the rules of the road, such as the schedule for the school day, where to find answers to questions about employment benefits, or procedures for per- formance reviews. This type of information is 91
This year I created a new to the document with lots of important links and went over it with all that were new to the building. I got a lot of positive feedback on it. I spoke with people who were relatively new and asked them what they wish they knew when they started to help me.
I am an Instructional Coach and in our district we define a mentor as teacher in a similiar job that offers basic support. New teachers have an Instructional coach and a mentor. Mentors in our district Job-alike/ job-adjacent Side-by-side observations Expert in the field Conduit to understanding grade level/ content/ team More informal Nuts & bolts “What I might do ” and Instructional coaches Coaching cycles Trained expert in coaching, facilitating and teaching adults including PD Conduit of district vision Student data-driven Goal-oriented “What might you do _”
I find it kind of confusing.