Texas Tech University.
Welcome, Mentor Teacher

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Section 1: Designing Instruction and Assessment to Promote Student Learning
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Selects developmentally appropriate instructional content.

Uses diversity in the classroom to enrich all students' learning experiences.

Plans and adapts lesson to address students' varied backgrounds, skills, interests, and learning needs, including the needs of English Language learners and students with disabilities.

Differentiates instruction.

Exhibits strong working knowledge of subject matter and central themes/concepts of the discipline.

Sets clear learning goals and aligns instruction with standards based content.

Stimulates critical thinking among students.

Integrates effective questioning into instruction.

Section 2: Creating a Positive Productive Classroom Environment
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Establishes a classroom environment that is safe, nurturing, inclusive, and productive.

Effectively implements discipline management procedures.

Establishes and maintains positive rapport with students.

Section 3: Implementing Effective, Responsive Instruction and Assessment
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Uses clear and accurate oral and written communication in the teaching processes.

Builds positive rapport and two-way communication with students' families.

Remediates or enriches as a result of ongoing assessment and reflection.

Assumes different roles in the instruction process (instructor, facilitator, coach, audience).

Incorporates the effective use of technology to deliver instruction.

Uses the results of formative assessments to drive instruction.

Provides quality and timely feedback to students.

Section 4: Fulfilling Professional Roles and Responsibilities
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Develop positive, productive relationships with students, parents, staff and other professionals.

Exhibits standards of professional dress and demeanor.

Models punctuality, reliability, and dependability.

Complies with all school and university policies, operating procedures, and legal requirements.

Models ethical behavior and professionalism on a daily basis with staff, students and colleagues.

Section 5: Use of Data to Inform Instruction
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Collects and manages formative assessment data to guide instruction.

Documents student learning to determine when an intervention is necessary and appropriate.

Communicates student progress knowledgeably and responsibly.