Documenting Progress Plan and Reflection

Review the topics shown here. Note how you feel in your mentoring role and add comments about what you are still wondering or areas in which you feel you need support. Circle the letter next to the statement that describes your feelings about your mentoring relationship(s) or skills.

I feel unsure (U), I am developing (D), I sometimes agree (SA), or I am confident (C)

U-D-SA-C

Comfort and trust exists in the PD relationship.

U-D-SA-C

Organization of time: Schedule of observations and/or meetings meets needs.

U-D-SA-C

Listening skills are growing.

U-D-SA-C

Questioning skills are growing.

U-D-SA-C

Communication during and between meetings is effective.

U-D-SA-C

Collaboration and collegiality exist.

U-D-SA-C

Ability exists to individualize and use multiple strategies to fit teacher’s needs.

. U-D-SA-C

Intentional mentoring practices are used. Reasons are given for facilitation choices.

U-D-SA-C

Timing of support fits teacher’s needs.

U-D-SA-C

The mentoring process supports the strengths and resiliencies in the teacher.

U-D-SA-C

Teacher is an active participant and decision maker in his or her own learning.

U-D-SA-C

The mentor is able to separate the mentoring process from his or her personal agenda.

U-D-SA-C

The mentor facilitates and advocates more than directs and dictates.

U-D-SA-C

Personal mentoring style is emerging.

U-D-SA-C

Teacher’s expectation of mentoring process is realistic.

U-D-SA-C

Adult-learning theory is understood, and effective teaching facilitation is used.

U-D-SA-C

The mentor is able to identify strengths and needed areas of development in the mentoring role.

U-D-SA-C

The mentor helps the teacher to connect observations, reflections, and actions."