Checklist by pB9GwF8

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									             Mentor Checklist 1a
                          Setting Goals

 My Mentee has a written copy of his/her job description
 I have made my Mentee aware of what success looks like.
 I have set SMART goals with my Mentee
     Specific – Clearly worded and easy to understand.
     Measurable –Outcomes can be directly observable and
      replicated.
     Attainable – Aligned with my Mentee‟s attitudes, abilities, skills,
      and financial capacity to reach them.
     Realistic – The goals are within the capacity of my Mentee‟s
      current abilities
     Time Bound – Goals have a clearly defined time-frame including
      a target date.
 I have created a BALANCED SCORECARD with my Mentee
     Financial – I have asked my Mentee "How do we best serve the
      taxpayer?"
     Customer - I have asked my Mentee "How do we best serve
      students?"
     Internal Processes: I have asked my Mentee “At what must we
      excel?"
     Learning and Growth I have asked my Mentee “How can we
      continue to improve and create value?"
 I have created INTRINSIC GOALS with my Mentee
     The goal is based on my Mentee‟s genuine interests
     The goal provides my Mentee an opportunity to achieve and
      grow
     The goals encourage my Mentee to seek greater responsibility
     The goals generate in my Mentee more autonomy
     The goals create in my Mentee more expertise
 My Mentee has a written copy of his/her goals




         Ginormous press . Canyouseethecow.com. Richmond KY
      Mentor Checklist 2a
                          Pre-Evaluation

 I have a checklist of my Mentee‟s responsibilities and goals.
 I have documentation that demonstrates I have checked the
  progress of my Mentee in a timely manner.
 I have prepared specific feedback that describes my Mentee‟s
  behaviors, and not his/her personality.
 I have prepared specific feedback that describes the impact of
  My Mentees behaviors.
 I have prepared specific feedback that describes the changes I
  want.
 I have anticipated how to overcome barriers to giving this
  feedback.
 I have given my Mentee a tool to allows them reflect on their
  progress, and self-evaluate his/her agreed-upon goals




         Ginormous press . Canyouseethecow.com. Richmond KY
            Mentor Checklist 2b
                             Evaluation

 I set aside appropriate time and a suitable location for the
  evaluation.
 I first listen to my Mentee‟s self-evaluation of his/her agreed-
  upon goals without interruption, and paraphrase it back to
  him/her to check for understanding.
 I provide specific examples of both positive and negative
  behaviors.
      I listen to my Mentee‟s response without interruption, and
       paraphrase it back to him/her to check for understanding.
 I explain how my Mentees performance fits into the greater
  goals of the organization.
      I listen to my Mentee‟s response without interruption, and
       paraphrase it back to him/her to check for understanding.
 I identify specific gaps where my Mentees responsibilities
  and goals are unmet.
      I listen to my Mentee‟s response without interruption, and
       paraphrase it back to him/her to check for understanding.
 I ask questions and work with my Mentee to identify causes
  and create solutions to unmet goals.
      I listen to my Mentee‟s response without interruption, and
       paraphrase it back to him/her to check for understanding.
 I ask what types of praise and reward my Mentee values.
      I listen to my Mentee‟s response without interruption, and
       paraphrase it back to him/her to check for understanding.
 I provide specific praise, and celebrate successes.
 I reward exemplary performance.




        Ginormous press . Canyouseethecow.com. Richmond KY
           Mentor Checklist 2c
                     Post-Evaluation

 My Mentee and I reevaluate his/her job
  description (refer back to Mentor checklist 1)
 My Mentee and I reevaluate his/her existing
  goals. (refer back to Mentor checklist 1)
 I listen to my Mentee‟s input without interruption,
  and paraphrase it back to him/her to check for
  understanding.
 My Mentee and I create new-
         SMART, BALANCED & INTRINSIC goals.
 My Mentee and I agree on timelines.
 My Mentee and I agree on and schedule any
  necessary developmental training.
 My Mentee and I sign, date, and file the
  completed appraisal.
 I provide a written summery, with key points,
  phrases, disagreements, next steps, timelines to
  my Mentee and to other required parties.




        Ginormous press . Canyouseethecow.com. Richmond KY
             Mentee Checklist 1a
       STANDARD OPERATING PROCEDURE


         BEGINNING CLASS- first five to seven minutes
   I stand at the door and greet students as they arrive.
   I close door at the bell.
   I have a brief „bellringer‟ assignment that students know to
    begin as soon as they enter class.
   I visually take attendance.
   I admit stragglers and mark them as tardy.
   I conduct classroom business while students complete the
    brief assignment (take up homework, do attendance, etc).
   I send attendance to office.
   I develop a standard method of gathering student attention to
    me (i.e. “Good morning! Let‟s get started”).
   I demand all students‟ attention before I begin.
   I wait until everyone has settled. Don‟t lecture over distracted
    students.
   I wait 3 to 5 seconds after silence, and then begin your
    lecture using a calm, full voice.
   I review previous class.
   I ask for questions.
   I explain what Big Ideas will be learned during the upcoming
    day‟s lesson.
   I summarize what the activities the students will be doing that
    day.
   I inform them how much time will be devoted to each part of
    class.




          Ginormous press . Canyouseethecow.com. Richmond KY
               Mentee Checklist 1b
         STANDARD OPERATING PROCEDURE
                           DURING SEAT WORK
   I circulate around the room.
   I make sure that every student is participating.
   I monitor student progress.
   I evaluate my instructions, based on observed student work.
    I do my best to cover every inch of the classroom, every period, every
    day.
   I provide individualized coaching.
   If several students are having difficulty with the same thing, I interrupt
    the class and re-teach.
   I maintain an orderly classroom while students work.
   I occasionally give students an estimate of how much time is
    remaining.
                           MAINTAINING ORDER
   I anticipate problems before they begin.
   I watch for students who are not engaged; trouble starts there.
   I realize that unengaged students are often bored, and know that
    arguing with me is a good way for them to pass the time.
   I keep any Contest of Wills quiet, calm and boring.
   I quietly ask drowsy students to hold their heads up off of the desk.
        I don‟t ask them to „wake up,‟ because the student can be awake, and still
         have his head down and eyes closed… argument ensues.
   I approach a distracted student quietly without disturbing other
    students.
   I insist that my instructions be followed.
   I acknowledge good behavior.




           Ginormous press . Canyouseethecow.com. Richmond KY
         Mentee Checklist 1c
    STANDARD OPERATING PROCEDURE


  ENDING CLASS -last five to seven minutes
 I review the day‟s lesson.
 I discuss what will happen tomorrow.
 I alert students about any due assignments.
 I assign any homework.
 I ask for questions.
 I scan the room, floor, and desks for mess.
 I ask students to align desks.
 I smile and tell them how great they are.




      Ginormous press . Canyouseethecow.com. Richmond KY
          Mentee Checklist 2a
Formative Assessment- checking for understanding


                          Good questions
   I prepare rigorous open-ended questions ahead of time-
        Justify an opinion
        Think about assumptions and beliefs
        Prove an argument
        Examine thinking
        Study the merits of the question
        Attack a position
        Predict an unknown outcome based known variables
   I am patient, allowing at least 5 seconds for a response
   I anticipate the student‟s responses
   I contradict incorrect answers tactfully, so that other students don‟t
    become misinformed.
   I quickly evaluate the quality of the question, based on the quality
    of student answers
   I can immediately rephrase the question, repeat it, or answer it
    myself if needed.
   I am enthusiastic when a student responds correctly.
   I can return to lecture efficiently
   I maintain a fair calling pattern.




      Ginormous press . Canyouseethecow.com. Richmond KY
              Mentor Checklist 3a
         Ongoing observations, and feedback

                                 Coaching
   I observe my Mentee regularly, both informally and formally.
   I take notes and collect data.
   I create & test a hypothesis as to why Mentee is (un)successful.
   I listen for other clues.
   I plan ways to build my Mentee‟s confidence
   I make a list of questions, things to discuss, and feedback.
   I seek opinions from other supervisors.

                                 Feedback
   I restate previous meetings and agreed upon goals.
   I review benefits of achieving goals.
   I ask open-ended questions, requiring my Mentee to self-evaluate.
   I listen without interruption, and paraphrase answer back to my
    Mentee to check for understanding.
   My feedback is-
        Specific, sincere and immediate
        Describes behavior not personality
        Describes the impacts of observed behavior
        Gives my Mentee a chance to respond
        Describes behavior in terms of larger organizational goals
   I provide examples and give clear directions.
   I comment on both needs and successes.
   I thank my Mentee for his/her participation.




         Ginormous press . Canyouseethecow.com. Richmond KY
           Mentor Checklist 3b
         Ongoing observations, and feedback


                            Follow up

 I model best practice for my Mentee.
 I am encouraging, positive, and supportive.
 I understand that my Mentee will make mistakes, and I help
  them learn.
 I allow my Mentee autonomy, individuality, and difference.
 I regularly check on my Mentee‟s needs.
 I monitor my Mentee‟s progress.
 I am specific about the most important things, and I repeat
  them often.
 I evaluate my own Mentoring.
 I ask my Mentee to evaluate my Mentoring
 I give my undivided attention, and listen.




        Ginormous press . Canyouseethecow.com. Richmond KY

								
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