1. Commits to the Roles and Responsibility of Mentoring

  • Dedicates regular time to the mentee
  • Assists the mentee despite obstacles
  • Models self-reflection and self-assessment

2. Accepts the Beginning Teacher as a Developing

  • Professional Understands the common problems of beginning teachers
  • Applies theories of adult learning
  • Anticipates the needs of the mentee

3. Reflects on Interpersonal Communications and Decisions

  • Reflects on what, where, when, and how to communicate with mentee
  • Adjusts communication style to needs of the mentee
  • Respects the confidentiality of the relationship
  • Discusses one's own professional challenges
  • Models effective helping relationship skills

4. Serves as an Instructional Coach

  • Engages the mentee in team planning and teaching whenever possible
  • Has knowledge of effective teaching practices
  • Models openness to new ideas and instructional practices
  • Uses clinical cycle of instructional support

5. Models a Commitment to Personal and Professional Growth

  • Lives the life of a learner
  • Sees the mentee as a fellow student of teaching and learning
  • Pursues own professional growth opportunities
  • Advises mentee on professional growth opportunities

6. Communicates Hope and Optimism for the Future

  • Encourages and praises the mentee
  • Holds and communicates high expectations for the mentee
  • Shows positive attitude toward the teaching profession
  • Avoids criticism of students, parents, and colleagues
  • Models personal and professional self-efficacy

7. Commitment to School Improvement

  • Leads curriculum/program improvements
  • Offers/facilitates professional development opportunities
  • Completes district special projects
  • Teacher leader/change agent

Adapted from work of James B. Rowley, University of Dayton