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Mentoring and Induction Standards

Michigan's Teacher Mentoring and Induction Standards

Standard 1

The teacher induction and mentoring program is designed and implemented to specifically meet local and state standards for teaching and learning.

The Teacher Induction and Mentoring Program:

  • Provides a clearly stated vision, mission, and set of purposes and goals;
  • Articulates selection criteria and a support process for mentor teachers;
  • Connects the teacher induction and mentoring program, as adopted by a locally agreed upon representative group of stakeholders, with identified local context reflected in the school setting;
  • Identifies the roles and responsibilities of participants and stakeholders;
  • Focuses on assistance and support of the new teacher; Articulates a program that is a multi-year effort and part of a continuum of learning;
  • Builds on a vision and philosophy of teacher growth and development that addresses unique teacher needs and learning styles; and
  • Focuses on the teaching and learning standards as reflected in Michigan’s documents.

Standard 2

Professional development opportunities for new teachers and mentors meet quality professional development standards.

The Teacher Induction and Mentoring Program:

  • Focuses teacher's learning toward and supports student learning;
  • Offers a variety of effective professional development strategies used to meet a teacher's continuous learning cycle;
  • Demonstrates a connection to the best teaching and learning practice and research on effective teacher induction, including a developmental approach to the coaching and support of teachers; and
  • Provides an Individual Professional Development Plan through a coordinated record-keeping and accountability system.

Standard 3

Administrative policy is explicit in providing time, equity of responsibility, and personnel to design, implement, and maintain the local teacher induction and mentoring program.

The Teacher Induction and Mentoring Program:

  • Implements essential and effective policy and practice at the building and district level to support mentoring and induction programs;
  • Provides oversight of adequate time, equitable responsibility, and experienced personnel at the building level to ensure the success of the mentoring program; and
  • Assures all policies recognize and respect the confidentiality essential to the mentor/mentee relationship.

Standard 4

The teacher induction and mentoring program is comprised of, and functions through, a well-informed community of learners.

The Teacher Induction and Mentoring Program:

  • Identifies roles, responsibilities, and expectations of all stakeholders; Articulates and promotes the benefits of teacher induction and mentoring support to all stakeholders;
  • Describes a plan for continuous learning, reflection, and dialogue that occurs throughout the learning community; and
  • Provides assurance that all interaction between mentor and new teacher is held in confidence.

Standard 5

Cultural proficiency, which means esteeming cultures, knowing how to learn about individual and organizational culture, and interacting effectively in a variety of cultural environments, is a program component.

The Teacher Induction and Mentoring Program:

  • Encourages the adaptation of an individual's values and behaviors and the organization's policies and practices to acknowledge, accept, and respect differences;
  • Assesses one's own and the organization's (district, school, classroom) culture; and
  • Attends to and manages the dynamics of difference.

Standard 6

Initial and ongoing evaluation of the teacher induction and mentoring process is a program component.

The Teacher Induction and Mentoring Program:

  • Presents a well-defined evaluation plan inclusive of multiple data types;
  • Provides a timeline for preparation and presentation of evaluation reports; and
  • Describes the process for gathering, reviewing, and analyzing evaluation data and providing timely program adjustments.