Standard I: Mentor programs have a clear purpose and specified goals which reflect best practices.

Criteria:

1. The purpose statement describes why the mentor program exists (need) and states how the program is aligned with standards II-VI.
2. Goals state how the purpose of the program will be achieved.

Standard II: Mentor programs are organized to provide probationary teachers with professional support and continuous assistance.

Criteria:

1. The program prepares mentors through training and on-going support activities.
2. Mentor teachers must be on-site.
3. The program includes time for structured and/or planned contacts between the mentor and probationary teacher.
4. The program defines expectations of administrators and explains how administrators at the building and district level support the mentor program.
5. The program includes a year-long description of regular sequenced activities.
6. The program supports other district initiatives.
7. The program includes a process for mentor matching and a mechanism for re-assignment if the mentor is unable to fulfill the responsibilities.
8. The program ensures confidentiality between the mentor and probationary teacher.

Standard III: Mentor selection purposefully matches the best qualified mentor with a probationary teacher.

Criteria:

1. The mentor teachers must be a certificated teacher who has completed at least three consecutive school years of employment in the school district.
2. Participation by the mentor teacher must be voluntary.
3. The mentor teacher will be selected by the district and approved by the local school board based on the following criteria: (1) demonstrates exemplary teaching ability as measured by the district appraisal system and (2) exhibits qualities of an effective mentor as noted in the resource notebook.
4. The mentor must be matched with a probationary teacher based on the most appropriate combination of the following: endorsement, grade level, proximity.
5. The mentor teacher may provide assistance and guidance to not more than two probationary teachers.

Standard IV: Mentor programs result in professional growth of the mentor and probationary teacher.

Criteria:

1. The program establishes on-going mentor professional development that addresses the developmental stages of the probationary teacher, roles and responsibilities of the mentor, coaching-observation-feedback, relationship building and collaboration strategies.
2. The program establishes on-going professional development and support for the probationary teacher that addresses their individual needs.
3. The program provides professional development to administrators and other staff members regarding their roles in supporting the probationary teacher.
4. The program aligns with other professional development initiatives.

Standard V: Mentors have clearly defined roles and responsibilities.

Criteria:

1. The mentor participates in on-going training (see St IV, Cr 1).
2. The mentor collaborates with and supports the probationary teacher during on-going structured and unstructured contact time.
3. The mentor builds a positive relationship with the probationary teacher(s).
4. The mentor respects confidentiality of the mentor/probationary teacher relationship.
5. The mentor models, coaches, observes and provides feedback.
6. The mentor documents activity participation.
7. The mentor advocates for the probationary teacher by providing direct assistance on situational issues.

Standard VI: Mentor programs establish a local program evaluation process in addition to the submission of requested KSDE data.

Criteria:

1. The evaluation assesses achievement of specified program goals. (Standard I)
2. The evaluation assesses the effectiveness of program organization in providing professional support and continuous assistance to the probationary teacher. (Standard II)
3. The evaluation assesses the effectiveness of the mentor selection and the matching process. (Standard III).
4. The evaluation assesses the impact of the mentor program on the professional growth of the mentor and probationary teacher. ( Standard IV).
5. The evaluation assesses the degree to which mentors fulfilled roles and responsibilities. (Standard V).