Mentors

Mentor Year 1

During the new educator’s first year in KUSD, the mentor should focus on ways to celebrate successes and break larger, daunting tasks and challenges into smaller, more manageable pieces. The mentor will likely spend much time supporting the new educator with stresses of teaching by helping them become more familiar with the resources and tools available and how to effectively use those tools within the Danielson Framework for Teaching (DFfT). The mentor should intentionally focus on supporting the new educator in areas of instructional, classroom environment and classroom management. Building deeper awareness of students, content, & pedagogy and supporting emotional resilience will be key.

Mentor Year 2

In the second year, mentors dig even deeper into instruction and engage in conversations with their new educators around the connection between instructional practices and student outcomes. Their new educators will still greatly benefit from support in breaking down big tasks and goals as well as focusing on successes. Mentoring focuses on engaging students and creating successful learning for all students. Mentors work with greater intentionality in addressing student needs, content, and pedagogical practices.

Mentor Year 3

In the third year, mentors will focus on supporting new educators in identifying the impact of strategies, help them reflect on alternative points of view and dig deeply inot the causes of student performance. Continued professional learning that supports classroom goals will be encouraged. Mentors will provide feedback to their new educators as a trusted partner in education.