*Mentor+Selection+and+Assignment

**Mentor Selection and Assignment**
Selection of qualified mentors helps to ensure that beginning teachers receive high-quality support and assessment in the context of the learning environment. Mentor teachers, when carefully selected and supported, can help create new norms of collaboration, inquiry and ongoing learning. The induction program benefits both beginning teachers and mentors. Selection as a mentor helps experienced teachers develop their leadership skills through participation in the extended professional learning community and may lead to greater professional satisfaction and career advancement.
 * Rationale**

Mentors are selected based on demonstrated knowledge, experience and qualities that are consistent with the responsibilities of mentoring. **Selection criteria include, but are not limited to, the following:** 1. Recognition as an exemplary classroom teacher and excellent professional role model; 2. Current/former classroom teacher with at least three years’ classroom experience; 3. Effective interpersonal and communication skills; 4. Demonstrated commitment to personal professional growth and learning; 5. Willingness to participate in professional preparation to acquire the knowledge and skills needed to be effective; 6. Willingness to engage in formative assessment processes, including non-evaluative, reflective conversations with resident educators about formative assessment evidence; 7. Willingness to work collaboratively and share instructional ideas and materials with resident educators; 8. Knowledge of beginning teacher development; 9. Strong literacy and numeracy skills in elementary grades; and 10. Strong subject matter competence.
 * Program Goals**

**Mentor Assignments**
During the hiring process, the building principal or supervising administrator and staff members involved in the selection process will suggest the name of a staff member who would be the best match as a mentor for the individual being recommended for employment. Often, individuals involved in the hiring process will be considered to be the mentor. RE coordinator will also consult with the building administrator and/or the department chair for recommendations.

Mentors will be assigned to new teachers in the district based on the needs of the new teacher. For those with 0 years experience a full mentor will be assigned. Teachers who come to Upper Arlington with 1+ years of experience will be assigned a Touchbase Mentor.

The conditions for assigning mentors will be: first, same building as the new teacher; second, same planning time as the new teacher and or same lunch period. If these conditions cannot be met, assignment will be based on the best possible conditions.

There may be some circumstances in which the building principals or supervising administrator may assign a mentor to a teacher who has taught previously in the district. An example of such a situation would be a second year teacher being transferred into an area of current certification for which the person was not originally employed.

**Changing Mentors**
Sometimes, it may be important to change mentors during the year. Because of personalities, knowledge of subject areas or for other appropriate reasons, the mentor or new teacher may request a change. Upon receiving the request the RE coordinator will meet with the one requesting the change and the building administrator to see if there is a way to remedy the situation. If no remedy is acceptable the building administrator and the RE coordinator will decide together and appoint a new mentor.