Roles & Responsibilities

Complete all Program Requirements in the two-year time-frame in order to be recommended for a Professional Clear Credential.

Develop a sustaining and thoughtful mentoring relationship characterized by openness, sharing and reflection with my designated Mentor

Collaborate with my Mentor on a regular basis, an average of not less than an hour per week, as documented on the Gateway Induction Learning-Focused Conversations log.

Complete the inquiry cycles identified in my Individual Learning Plan as a means to improve my practice, within the designated two years of mentoring.

Engage across all six CSTP during the two-year program and demonstrate progress towards mastery through collecting evidence, engaging in inquiry cycles and reflection.

Participate in all activities of the Induction program, including district-specific professional learning expectations.

Communicate questions or concerns about the Induction program to the Induction Director, including a request for an alternate Mentor in the event of incompatibility. (Grievances on any aspect of the program may be submitted to the Induction Director or Director of School Partnerships for attention and resolution.)

Participate in program evaluation processes, including the end-of-year survey

Abide by the agreements specified in the Professional Letter of Commitment.

Develop a sustaining and thoughtful mentoring relationship characterized by openness, sharing and reflection with designated Teacher Candidates.

Provide and document on-site support to the Participating Teacher an average of not less than one hour per week or equivalent that: 

• supports each candidate’s reflective practice on the effectiveness of instruction, analysis of student and other outcome data, and the use of these data to further inform the repeated cycle of planning and instruction

• encourages and assists candidates to connect with and become part of the larger professional learning community within the profession

• provides guidance, assistance and information that leads the Teacher Candidate to effective professional practice

Support each Teacher Candidate in meeting program requirements through activities specified in the ILP leading to completion of the Professional Credential (assist in ILP development based on CSTP; candidate competencies; reflection on self-assessments).

Complete all inquiry cycles with each Participating Teacher as outlined in the ILP.

Provide support for “just in time” needs and longer-term analysis of teaching skills.

Use appropriate tools and resources in a thoughtful manner to support the growth of assigned Teacher Candidates.

Support Teacher Candidates in identifying professional learning opportunities aligned to goals in the ILP, completion requirements, and units.

Maintain strict confidentiality about each Teacher Candidate assigned.

Communicate questions or concerns about the Program or the participation of a Teacher Candidate to the Director in a timely manner.

Participate in monthly mentor meetings.

Participate in the program evaluation process and complete the online statewide survey in May.

Support the Teacher Candidate in using the adopted curriculum, academic content standards, student performance levels; in collaborating with colleagues; and in growth in the CSTP.

Support and facilitate Teacher Candidate participation in the Induction program as well as in other professional learning activities.

Consult with the Mentor and Teacher Candidate in developing the Individualized Learning Plan.

Support the Mentor/Teacher Candidate relationship.

Participate in Induction Program evaluation and assessment activities.

Share areas of growth with Teacher Candidates through the evaluation process and triad conversations.