Professional Development

Division of Academics, Performance and Support (DAPS): Mentor Resources for Principals


School Based Mentoring Guide
All Principals are empowered to choose the type of mentoring support that best meets the needs of their new teachers and staff. The Mentoring Guide for Principals provides guidance for implementing best mentoring practices.


School Mentoring Plan Template
Each school will develop a mentor plan for mentoring teachers in their first year in the classroom. The plan can be retrieved from our on-line mentoring documentation system, Mentor Tracking System (MTS). Questions about the plan can be directed to your CFN HR Director. The due date for plans to be submitted was September 30, 2011.


Mentor Tracking System (MTS)
At the beginning of the school year, teachers who are new to the teaching profession are assigned to a mentor so that they can receive personalized support through their first year of teaching.  The Mentor Tracking System is used for making mentor matches and documenting the mentoring interactions between mentor and new teacher. 


Quality Mentoring
The Teacher Competencies, derived from Charlotte Danielson’s Framework for Teaching, provide a research-based definition of best teaching practice that can be used as a lens to frame your work in supporting your teachers in your school.

Use this link to access the most recent version of the Quality Review Rubric 4.1.  Many principals use this rubric to self-assess their ability to support teacher development.


The Teacher Competencies
The Teacher Competencies are derived from the Framework for Teaching by Charlotte Danielson and identifies the aspects of teacher practice that have been proven to improve student learning.  The Framework captures the complexity of teaching while offering practitioners a common language to discuss the many facets of their work.  It also offers clear, accessible rubrics that describe the continuum of performance to help teachers self-assess and set goals as well as to enable administrators, peers and coaches to offer more meaningful and actionable feedback.

The Framework identifies four domains of professional practice:

  1. Planning and Preparation
  2. The Classroom Environment
  3. Instruction
  4. Professional Responsibilities

Each domain is comprised of 5 to 6 competencies each with 3-5 key elements.  To make the Framework more manageable for teachers and school leaders to use, six “priority” competencies across the four domains were chosen as a focus for the 2011-12 school year.  These priority competencies have a particularly strong focus on student learning and teacher development.  ARIS Learn provides resources to support understanding and development of these six competencies:


1e. Designing Coherent Instruction

2b. Establishing a Culture for Learning

2d. Managing Student Behavior

3b. Using Questioning and Discussion Techniques

3c. Engaging Students in Learning

3d. Using Assessments in Instruction