Mentor Memorandum of Understanding
AGREEMENT PREAMBLE:
This Memorandum of Understanding (MOU) outlines the operational commitments, active coaching routines, and professional boundaries required of an active Mentor. Because foundational eligibility (including credential validity, teaching experience, and supervisor recommendations) and theoretical competencies (in UDL, SEL, Adult Learning, and the 2024 CSTPs) have already been verified and documented via the Mentor Application, this document serves strictly as the active service agreement for the current mentoring cycle or stipend timeframe.
SECTION 1: DIRECT SUPPORT & COACHING ACTIONS
1.1 Sacred Weekly Support Time
I commit to providing an average of no less than one (1) hour per week of individualized, synchronous support to my Candidate Teacher. I will collaborate with my candidate and site administrator to pre-schedule this time to protect it from school-site operational conflicts or extra duties.
1.2 Early In-Classroom Modeling & Behavior Routines
To bridge the gap between classroom management theory and student-level execution, I will conduct active classroom observation during the first month of school (August/September). I will offer to model positive behavior management routines and instructional strategies within the candidate's classroom rather than serving solely as a passive observer.
1.3 Reflective, Facilitative Coaching Protocols
I will intentionally utilize mentor/coaching questions during our weekly planning and reflection sessions. I commit to using inquiry-based, non-directive coaching language to guide my candidate toward autonomous instructional problem-solving, avoiding the default behavior of simply providing direct answers.
1.4 Observation Schedules
Formal Inquiry Observations: Coordinate at least one formal observation cycle per inquiry term, including a pre-observation conference, a full-period observation, and a post-observation reflective debrief.
1.5 Individualized Learning Plan (ILP) Co-Development*
I will co-construct the ILP with my candidate within the first 60 days of their enrollment, helping them define professional growth goals, instructional modifications, and measurable student outcomes based on their CSTP self-assessment data. (*For mentors assigned to candidates enrolled in the Induction program only)
SECTION 2: PROFESSIONAL GROWTH & CALIBRATION
2.1 Mentor-to-Peer Observations
I will actively participate in peer-observation cycles with other program mentors to share coaching practices, analyze varying facilitative styles, and collaboratively refine my coaching skills.
2.2 Collaborative CSTP Rating Calibration
I will attend program training sessions to practice objective and consistent understanding of the CSTP rubric. This ensures that co-assessments of candidate progress remain transparent and aligned across the district.
2.3 Formative Program Feedback Loops
I will participate in program evaluation surveys (both local and state-mandated) and constructively review feedback on my mentoring provided by program coordinators and my candidate to continuously adapt my coaching practices.
SECTION 3: SYSTEMS, TECHNOLOGY & COMPLIANCE
3.1 Collaboration Submissions
To ensure coaching sessions remain focused on professional growth rather than administrative paperwork, I will utilize the digital platform to record and submit required collaboration/debrief session.
3.2 Interaction and Goal Logging
I will maintain a transparent, consistent weekly record of our collaborative meetings, classroom modeling sessions, and peer observations using the official online program Interaction Logs.
3.3 Digital Evidence Gathering
I will guide my candidate in maintaining a structured digital portfolio (ILP Road Map/Google Drive). I will support them in gathering authentic teaching artifacts that demonstrate standard mastery, specifically in high-dialogue areas like Family & Caregiver Engagement and UDL Lesson Planning.
SECTION 4: BOUNDARIES, PROFESSIONALISM & STIPEND
4.1 Strict Confidentiality Boundary
In compliance with CCTC standards, I understand that all formative assessment data, observation feedback, self-assessments, and ILP goals are strictly confidential. I will never share this information with site administrators, nor allow it to be used for employment evaluation or retention decisions.
4.2 The Triad Relationship
I will actively participate in scheduled Triad Meetings with my candidate and their site administrator to align candidate professional goals with school-wide initiatives (such as site UDL or SEL focuses), while strictly protecting the confidentiality of my coaching observations.
4.3 Performance-Contingent Stipend
I understand that the receipt of the extra-duty extra-pay stipend is contingent upon the timely and complete execution of all coaching requirements, including log submissions, training attendance, and program documentation reviews as scheduled by the district.