Mentor Teacher Criteria and Qualifications
| Behavioral Characteristics (Dispositions) Of Mentor Teachers |
|---|
| Exhibits strong commitment to the teaching profession |
| Demonstrates care for all students |
| Is a reflective practitioner who learns from mistakes, observes classroom practices meticulously, and helps others by asking questions that prompt reflection and deep understanding |
| Conveys enthusiasm and passion for teaching |
| Demonstrates a commitment to lifelong learning |
| Believes mentoring improves instructional practice |
| Is resilient, persistent, and open-minded |
| Exhibits good humor and resourcefulness |
| Professional Skills and Knowledge of Mentor Teacher |
|---|
| Demonstrates excellent classroom management skills. |
| Has excellent knowledge of pedagogy and subject matter. |
| Is able to articulate effective instructional strategies. |
| Produces results as revealed in strong evidence of student learning. |
| Meets Ohio Teacher Standards at a high level. |
| Gets higher than expected performance from students by setting high expectations. |
| Uses technology effectively as a learning tool. |
| Involves parents in the learning process |
| Interpersonal Skills of Mentor Teacher |
|---|
| Is trustworthy, exercising discretion and maintaining confidentiality as well as acting in ways that cultivate trusting professional relationships |
| Knows his or her students, and interacts with them based on an understanding of their lives and the impact of poverty on their lives |
| Easily establishes rapport and collaborates with others, including those from diverse cultures |
| Offers critiques in a positive and productive manner |
| Is eager to share information and ideas with colleagues |
| Is willing to learn new teaching strategies from prot茅g茅s |