Teacher Alternative Preparation Prog.

Duties and Responsibilities

School-based mentors are responsible for establishing and arranging the hours they will interact, supervise, and work with the candidate. Often this will require more hours of supervision at the beginning. of the experience than at the end, while the mentor-mentee develop common expectations and candidate success criteria, defining roles and responsibilities, and maintaining ongoing communication. In addition to maintaining a continuous relationship with the candidates, school-based mentors must:

• Establish and maintain a trustful, confidential and non-evaluative relationship with the candidate.
• Serve as a Peer "Coach", providing opportunities for inter-visitation, demonstrating/modeling and conferring with the candidate and Candidate Support Team (CST).
• Develop and conduct a daily check-in with the teacher candidate to explore their professional interests, concerns, and needs.
• Assist candidates in using collected data to work on the design and implementation of a comprehensive educational plan that focuses on high standards and achievement for all students including those who are LEP and/or receive special education services.
• Model appropriate and innovative teaching methodologies through techniques such as team teaching, demonstrations, simulations and consultations.
• Act as a liaison between the candidate, parents and community, entire school staff and the administration to promote the positive aspects of mentoring.
• Meet periodically with CST and university faculty representatives.
• Promote collegiality through fostering an atmosphere of cooperation and communication among school personnel.
• Maintain and submit required documentation. (mentoring plan, monthly log of mentoring activities, etc... )
• Assist in obtaining written parental consent for instructional video taping as required by the district.

Placing MSU Candidates

Minnesota State University arranges and verifies candidate placement in mentorship experiences. Connecting candidates with school-based mentors that will provide a learning and constructive environment can be difficult. The candidate and potential school-based mentor will have the opportunity to meet and "interview" one another during the week long training prior to placement in the K-12 setting. Doing this gives both parties a chance to identify potential problems and develop effective strategies to work together. Candidates and school-based mentors will be asked to evaluate the experience at the end of each month to make sure that all parties are interested in continuing their relationship.

Arranging Schedules

The school-based mentor and candidate will develop and implement a schedule for meeting, observation, assistance, evaluation, etc that is convenient for both of them. Meetings should take place in a school/classroom setting that is highly visible to ensure a safe and professional relationship between the mentor and candidate. It is best if the meeting time is the same time each day or week. Five to seven hours per week of meeting time is the standard arrangement. However, more time will be necessary at the beginning of the experience or difficulties develop.

Confirming Plans

Candidates need to contact the mentor to confirm arrangements and answer any questions. Questions concerning the program should be referred to either your program advisor or the program coordinator at Minnesota State University, Mankato.