Michigan's Teacher Induction and Mentoring 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;
- 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.
*Adopted by the Michigan Board of Education (January 13, 2004)
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