- Burbank Unified School District
- Program Review Addendum
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Program Review Addendum
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Standard 2: Components of the Mentoring Design
Reviewer Feedback
Reviewers did not see evidence of candidates ILP being guided by Preliminary Program Transition Plan.
Program Response
The 2020-21 school year is the first year we have seen transition plans from our induction candidates. Candidates must upload their PPTPs into Google Classroom and use them as a basis for their initial CSTP Self-Assessment which then gets rolled into the TRIAD form, meeting, and eventual ILP development all under the supervision of the mentor. (55 words)
Links
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Standard 3: Designing and Implementing Individual Learning Plans within the Mentoring System
Reviewer Feedback
Reviewers did not see evidence of consistent practice of reflection on the effectiveness of instruction.
Program Response
Reflection on effectiveness of instruction by the mentee is embedded into every element of our program and is done via the following vehicles: the CSTP self-assessment, the yearly induction goals in the triad form, the class profile reflection, inside the ILP, during weekly mentor meetings, in observation/post-observation conference reflection forms, in meeting exit ticket assignments, in the mentee mid year survey, end of year essay, exit interview, and impact surveys. (71 words)
Links
CSTP self-assessment assignment (done in semesters 1 & 4)
CSTPs In Focus Interim Assessment (done in semesters 2 & 3)
Goal Shaping Sheet for Triad Meeting (Reflection on CSTP self-assessments help mentees develop goals)
Individual Learning Plan (teachers reflect before, during, and after completing their action plans)
Sample Mentor Activity Log (mentors share their and their mentee’s reflections here)
Observation form (mentor observes/notes teaching performance here to be discussed afterward)
Post-Observation Reflection (learning-focused conversation between mentor and mentee focusing on effectiveness specifically)
Reflecting on my Class (Mentee’s reflection on class profile information and how it will impact instruction)
Answers to Reflection Questions (2020 cohort)
Exit Interview Reflection Questions
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Standard 6: Program Responsibilities for Assuring Quality of Program Services
Reviewer Feedback
- Reviewers did not find evidence of candidate’s feedback regarding the quality of the services provided by mentors.
- Reviewers did not see evidence of a clear procedure in place for reassignment of mentor if the pairing of the candidate and mentor is not effective.
- Reviewers did not find evidence of formative feedback to mentors from induction program leaders.
Program Response
- Candidates indicate the satisfaction with their mentor informally through communication to program coordinators, and formally through a mentor change request form, mid-year surveys, program completer surveys, end of year essays and/or exit interviews where candidate’s often credit their mentors for much of their growth and success.
- Please see link to graphic illustrating the process for rematching mentors and mentees. Participants are also informed of the mentor change process at our orientation meeting.
- Mentors are provided feedback from program leaders via scores & feedback on monthly activity logs and during the mentor growth plan process. Each year, program leaders design a growth experience for mentors where they set a mentoring goal, write an action plan, and track and reflect upon results. This process is shared with mentors and program leaders at the end of the year in PLC meetings. (138 words)
Links
Mid Year Mentee Survey (2018 Questions)
Exit Interview Reflection Questions
Mentor Assistance Protocol Graphic
