Mentoring for Newly Appointed School Leaders

R e q u i R e m e n t s m a n u a l • 2 0 1 1

O n t a R i O l e a d e R s h i p s t R a t e g y

1 INTRODUCTION 1.1 What’s New in 2011–12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 1.2 The Purpose of This Manual . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 1.3 Background: Leadership in Ontario Schools . . . . . . . . . . . . . . . . . . . . . . . . . . 4 1.4 Context: The Ontario Leadership Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 1.5 Mentoring for Newly Appointed School Leaders . . . . . . . . . . . . . . . . . . . . . . 6 1.6 Research Foundations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

2 MeNTORINg aND LeaDeRshIp 2.1 Why Mentoring?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 2.2 Fostering a Collaborative Learning Culture Through Mentoring . . . . . . . . . 9 2.3 Mentoring Approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

3 ReqUIReMeNTs 3.1 Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 3.2 Eligible Newly Appointed School Leaders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 3.3 Identification of Mentoring Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 3.4 Establishing Operational Parameters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 3.5 Mentoring Lead and Board Leadership Development Strategy (BLDS) Steering Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 3.6 Recruiting and Selecting Mentors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 3.7 Matching Mentors and Mentees. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 3.8 Roles and Responsibilities of Mentors and Mentees . . . . . . . . . . . . . . . . . . . . . 18 3.9 Initial and Ongoing Assessment of Mentee Learning Needs . . . . . . . . . . . . . . . 20 3.10 Joint Orientation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 3.11 Mentor Training. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 3.12 Developing and Supporting Mentee Learning Plans . . . . . . . . . . . . . . . . . . . . . 22 3.13 Ongoing Professional Learning and Resources. . . . . . . . . . . . . . . . . . . . . . . . . . 22 3.14 Exit Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 3.15 Monitoring and Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 3.16 Reporting to the Ministry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Contents

Une publication équivalente est disponible en français sous le titre suivant : Mentorat pour les leaders scolaires nouvellement nommés : Guide des exigences, 2011.

This publication is available on the Ministry of Education’s website, at www.ontario.ca/eduleadership.

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4 appeNDICes Appendix A: Sample Mentee Learning Plan Template . . . . . . . . . . . . . . . . . . . . . 26 Appendix B: Mentoring for Newly Appointed School Leaders Implementation Continuum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

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1.1 What’sNewin2011–12In 2010–11, all boards receiving Ontario Leadership Strategy (OLS) funding developed and implemented the mentoring for newly appointed school leaders initiative as part of the board leadership development strategy (BLDS). As part of the BLDS, boards are required to provide mentoring to all newly appointed principals and vice-principals in their first and second years in their role. In 2011–12, boards will refine their BLDS and move to the next stage of imple-mentation, following the updated requirements outlined in sections 3 and 4 of the Board Leadership Development Strategy: Requirements Manual, 2011, and completing the updated Board Leadership Development Strategy Planning Template and Implementation Continuum (see Appendix C of that manual). As noted in the Board Leadership Development Strategy: Requirements Manual, 2011, one of the BLDS goals must focus on mentoring newly appointed school leaders.

1.2 ThePurposeofThisManualThe purpose of this manual is to support school boards in their implementation of mentoring for newly appointed school leaders. This manual sets out the requirements that boards will have in place in order to offer high-quality mentoring and provides tips on effective practices. Boards must meet the requirements in order to receive funding as part of the board leadership development strategy (BLDS).

This manual supersedes Mentoring for Newly Appointed School Leaders, 2010.

Introduction 1

4 Mentoring for Newly Appointed School Leaders: Requirements Manual

Resources such as the document Supporting Effective School Leadership: A Handbook for Implementing Mentoring for Newly Appointed School Leaders in Ontario (March 2009) and information about mentoring workshops and programs are available through the following principal association partners:

Ontario Principals’ Council (OPC), at www.principals.on.ca✦✦

Catholic Principals’ Council of Ontario (CPCO), at www.cpco.on.ca✦✦

Association des directions et directions adjointes des écoles franco-ontariennes ✦✦

(ADFO), at www.adfo.org

School boards are required to implement mentoring as part of the board leader-ship development strategy (BLDS). This manual, as well as Board Leadership Development Strategy: Requirements Manual, 2011 and additional resources, is available on the Ministry of Education’s website, at www.ontario.ca/eduleadership.

1.3 Background:LeadershipinOntarioSchoolsThe Ontario education system is focused on three core priorities, as set out in Reach Every Student: Energizing Ontario Education (2008):

high levels of student achievement✦✦

reduced gaps in student achievement✦✦

increased public confidence in publicly funded education✦✦

Reach Every Student: Energizing Ontario Education identified school leadership as a supporting condition for meeting these three core priorities. Research shows that school leadership is second only to teaching in its impact on student learning. Principals and vice-principals play a critical role in focusing decisions and actions on improving student achievement and well-being. They set directions, build relationships, develop people and the organization, lead the instructional program, and secure accountability. Their effectiveness as leaders is critical to the success and sustainability of system-wide improvement. School leadership matters.

1.4 Context:TheOntarioLeadershipStrategyTo foster strong leadership, the government launched the Ontario Leadership Strategy (OLS). The OLS is a comprehensive plan of action aimed at attracting and developing skilled and passionate school and system leaders. The strategy promotes a collaborative approach through which schools, districts, education partners, and the ministry work in partnership to support student achievement

Introduction 5

and well-being. Launched in 2008–09, the strategy has evolved and will continue to be refined through ongoing research, consultation, and practice. The OLS is supported by the Ontario Leadership Framework (OLF), which identifies effective practices, including the five Core Leadership Capacities (CLCs) (see below). Additional information on the Ontario Leadership Strategy is provided on the Ministry of Education website, at www.ontario.ca/eduleadership.

As part of the OLS, boards are required to develop a board leadership development strategy (BLDS) that fosters high-quality leadership throughout the board. The BLDS focuses on improving student achievement and well-being through effective leadership, and it supports the alignment of leadership development components, including mentoring for newly appointed school and system leaders and principal/vice-principal performance appraisal (PPA).

The Ontario Leadership Framework (OLF) provides the underpinnings for the mentoring of newly appointed school leaders and identifies effective practices and competencies, skills, knowledge, and attitudes of successful educational leaders. The OLF is based on research by world-recognized experts in leadership and extensive consultation with educators across Ontario. The OLF provides a resource to help school and system leaders identify practices and competencies for building expertise in relation to a wide range of leadership capacities.

The Core Leadership Capacities (CLCs) are derived from the OLF and can be used as a focus for leadership development in the context of the OLF. The CLCs are as follows:

setting goals✦✦

aligning resources with priorities✦✦

promoting collaborative learning cultures✦✦

using data✦✦

engaging in courageous conversations✦✦

The ministry has made a commitment to these CLCs as a focus of ministry-sponsored professional learning and resources. School and system leaders use the OLF as a source for practices and competencies, including those related to the five CLCs, that will be their focus for developing expertise. As contexts change and expertise grows, leaders identify new areas for development with respect to the OLF, including the five CLCs. In this way, they continuously improve their practice. More information on the OLF, including the five CLCs, is provided on the Ministry of Education website, at www.edu.gov.on.ca/eng/policyfunding/leadership/IdeasIntoAction.html.

6 Mentoring for Newly Appointed School Leaders: Requirements Manual

1.5 MentoringforNewlyAppointedSchoolLeadersMentoring for newly appointed school leaders directly supports the two goals of the Ontario Leadership Strategy, which are:

to attract the right people to the principalship; ✦✦

to help principals and vice-principals develop into the best possible ✦✦

instructional leaders.

Monitoring and evaluation of the mentoring initiative have confirmed the multiple benefits of mentoring among mentees, mentors, and the education system.

Mentees benefit from support in learning the new leadership role and from oppor-tunities for professional reflection to guide goal setting. They develop increased confidence in their technical and adaptive skills, and are able to achieve growth and development goals identified in their learning plan.

Mentoring also provides a tremendous professional development opportunity for experienced school leaders. Experienced school leaders receive support and resources to become effective mentors and to continue developing their own leadership competencies through learning with others.

Schools, school boards, and the ministry benefit from improved performance of new school leaders, increased capacity building across the system, increased student achievement, and support for system priorities. Most importantly, students benefit from strong and effective school leaders.

1.6 ResearchFoundationsThe provincial approach to mentoring for newly appointed school leaders is based on research, effective practices in Ontario and other jurisdictions, the design of the mentoring element of the New Teacher Induction Program (NTIP), the results of a mentoring pilot for newly appointed school and system leaders in 2007–08, and feedback from participants during several years of province-wide implementation.

Steve Munby, Chief Executive of the National College for Leadership of Schools and Children’s Services in the United Kingdom, insists that developing skills and behaviours must take place in the context of practical settings because people learn best and most powerfully in a real job setting. According to Munby, 30 per cent

Introduction 7

of leadership development should be done through course work and 70 per cent through learning on the job. He maintains that leaders are developed by exposing them to opportunities to visit other places and see other practices. In order to learn on the job and be exposed to outstanding practice, “access to coaching and mentoring from credible peers” is needed.1

1. Ministry of Education, In Conversation, Fall 2009, vol. 2, issue 1, “The Authentic Leader: An Interview With Steve Munby”, www.edu.gov.on.ca/eng/policyfunding/leadership/Authentic_LeaderFall09.pdf, pp. 5–6.

8 Mentoring for Newly Appointed School Leaders: Requirements Manual

2.1 WhyMentoring?School leaders have a primary role in setting the vision and working in part-nership with staff, students, parents, and the community to focus on student achievement and well-being. They serve as role models and community leaders, leading schools towards excellence through collaborative goal-setting and fostering collaborative learning cultures. They guide improvements in instruction by gathering and analysing data effectively and inspiring staff to seek opportunities for continuous professional growth and development. School leaders oversee school operations and align resources to match priorities, and they partner with parents to help students achieve their best. To succeed in this important and complex role, principals and vice-principals require a network of supports ranging from peer support to professional learning opportunities offered through the ministry, school boards, and principal associations.

The first two years in a school leadership role are both rewarding and challenging. Newly appointed principals and vice-principals are making the transition to the role, enhancing their leadership practices and competencies, and building relationships with the school community, and at the same time implementing key school, board, and provincial priorities.

Mentoring is a powerful stimulus for the professional learning of new and experienced leaders. “Learning is the primary purpose, process, and product of mentoring. Relationship is the glue that binds the partnership. What distinguishes mentoring interactions from mentoring relationships is the commitment to the

Mentoring and Leadership 2

Mentoring and Leadership 9

learning and to the relationship”.2 The primary goal of mentoring interactions is to develop school leaders who are focused on acquiring the skills necessary to implement the practices and foster the conditions that contribute to student achievement and well-being.

At its heart, mentoring provides support tailored to the unique role of newly appointed school leaders so they can be successful in this important stage of their leadership career. In the face of multiple demands and priorities, mentoring can accelerate learning, reduce isolation, and increase the confidence and skill of newly appointed school leaders.

2.2 FosteringaCollaborativeLearningCultureThroughMentoringCollaborative learning cultures in schools and boards are characterized by educators’ learning from each other as they work together with a common focus on improved student achievement and well-being. Mentoring can foster a col-laborative learning culture within schools and school boards by building capacity for the skills and approaches that contribute to shared learning and professional dialogue. A number of current provincial initiatives have a mentoring and/or coaching component – for example, mentoring for literacy coaches, mentoring for Student Success leaders, and the mentoring component of the New Teacher Induction Program (NTIP).

Board leaders and steering committees are encouraged to consider using mentoring resources and opportunities from one initiative to support other initiatives. Some examples of collaboration efforts within schools and boards are the following:

offering joint mentor training or workshops on specific issues, such as teacher ✦✦

performance appraisal (TPA), to NTIP teacher mentors, literacy and numeracy coaches, principal mentors, and others, as appropriate

inviting others who work directly with new or experienced teachers over ✦✦

the course of a day, week, month, or year to participate in NTIP mentor training and/or principal mentor training in order to learn complementary skills and approaches and to develop a common language

encouraging school leader mentors and mentees to work with teacher ✦✦

mentors or coaches to share their knowledge of a range of mentoring approaches with other staff and to guide them in adopting these approaches when working with students, parents, and each other

2. Lois J. Zachary, “Turbo-charge Your Leadership Through Mentoring”, Leader to Leader, no. 27 (Winter 2003), p. 16.

Mentoring for Newly Appointed School Leaders: Requirements Manual10

supporting superintendents in applying mentoring skills when collaborating ✦✦

with principals as part of the principal/vice-principal performance appraisal (PPA) process

equipping all principals with mentoring skills to support teacher and vice-✦✦

principal professional growth and learning as part of teacher performance appraisal (TPA) and principal/vice-principal performance appraisal (PPA)

2.3 MentoringApproachesMentoring is an iterative and reciprocal learning process, and is modified to meet the changing needs of the newly appointed school leader. The following possible approaches are intended to assist boards as they implement mentoring for newly appointed school leaders.

Mentoring usually refers to non-evaluative relationships maintained over time between a newer and a more experienced professional, and is often offered to an individual who is new to a position. The focus is the professional learning needs of the mentee. The mentor uses questioning and feedback techniques in the context of a trusting relationship and a learning plan that is developed by the mentee with the assistance of his or her mentor.

Coaching generally refers to a short-term relationship involving conversations that support job-embedded learning. The goal is set largely by the person being coached and typically has specific outcomes, such as enhancing performance, reflecting on practice, or examining and solving a problem.

Consulting involves one or more individuals who provide expert information, resources, and guidance to others based on the specific knowledge or skills of the consultant(s).

Collaborating is the equitable and collegial process of working together to identify and achieve goals.

Facilitation processes strategically support groups to achieve their goals.

It is important that the mentor and mentee establish protocols for confidentiality and for working together at the beginning of the mentoring process. Through-out the mentoring process, mentors who have learned the necessary skills will be able to adopt a range of approaches in response to individual mentee situations, learning needs, and contexts. For example, a mentor may at times provide

Mentoring and Leadership 11

expertise (consult), plan with the mentee (collaborate), or support the mentee to reflect on and refine skills (coach).

Mentoring is enhanced by a menu of other professional learning opportunities on topics of need and interest that can be experienced by mentees either on their own or with their mentors. Mutual learning opportunities for mentors and mentees help to provide focus for the mentoring process. Mentors are encouraged to refer to various resource materials that are available on the ministry’s website, at www.ontario.ca/eduleadership. Some examples are the PPA resources Conversation Starters and Examples of Completed Forms, as well as Ideas Into Action and In Conversation.

12 Mentoring for Newly Appointed School Leaders: Requirements Manual

3.1 OverviewSchool boards receive one funding allocation for the implementation of a board leadership development strategy (BLDS). As part of the BLDS, boards will provide mentoring to all newly appointed principals and vice-principals in their first and second years in their role. Boards must meet the following mentoring requirements in order to receive this funding as part of the BLDS.

Each board will have an implementation plan in place, which is to be based on the implementation continuum provided in Appendix B to this manual. The implementation plan will include the following minimum requirements:

Provide mentoring to all eligible newly appointed school leaders. ✦✦

Include the mentoring lead as a member of the board leadership development ✦✦

strategy (BLDS) steering committee.

Identify a mentoring goal that aligns with the board strategic plan and/or ✦✦

the board improvement plan for student achievement.

Establish operational parameters.✦✦

Recruit and select mentors.✦✦

Establish a transparent mentor/mentee matching process.✦✦

Establish and communicate the roles and responsibilities of the mentor ✦✦

and mentee.

Develop a process for the initial and ongoing assessment of mentee learning ✦✦

needs.

Requirements 3

Provide a joint mentor/mentee orientation.✦✦

Provide high-quality mentor training.✦✦

Offer ongoing professional learning and resources to mentors and mentees.✦✦

Have mentees develop, with the assistance of their mentor, a learning plan ✦✦

that will focus the mentoring interactions.

Provide an exit process.✦✦

Conduct ongoing monitoring and evaluation of the board mentoring ✦✦

program.

Meet all ministry reporting requirements (see section 3.16 below).✦✦

The two components of critical importance to a successful mentoring program are high-quality mentor training and identification of learning goals and objectives that are key components of the shared learning plan.

Boards have the flexibility to customize the mentoring requirements outlined in this manual to reflect local circumstances. They may also establish additional requirements that reflect their unique needs.

Requirements 13

Refer to the ministry’s leadership website for additional resources to guide the planning, implementation, and monitoring of mentoring: www.ontario.ca/eduleadership.

Further resources, workshops, and programs are also available through the Ontario Principals’ Council (OPC), the Catholic Principals’ Council of Ontario (CPCO), and the Association des directions et directions adjointes des écoles franco-ontariennes (ADFO).

E f f e c t i v e P r a c t i c e

3.2 EligibleNewlyAppointedSchoolLeadersMentoring is designed for all newly appointed principals and vice-principals in their first and second years in the role. This includes principals and vice-principals who have teaching responsibilities and, at the board’s discretion, those who are in “acting” positions. Newly appointed principals who received mentoring in their role as a vice-principal are eligible to receive mentoring again in their first and second years as a principal.

14 Mentoring for Newly Appointed School Leaders: Requirements Manual

3.3 IdentificationofMentoringGoalsThe board leadership development strategy (BLDS) will include one clearly articulated goal related to mentoring for newly appointed school leaders that is linked with the board strategic plan and/or the board improvement plan for student achievement. For more information, refer to the Board Leadership Development Strategy Planning Template and Implementation Continuum in Appendix C of Board Leadership Development Strategy: Requirements Manual, 2011, available at www.ontario.ca/eduleadership.

3.4 EstablishingOperationalParametersIn order to meet the requirements set out in this manual, the mentoring lead and/or steering committee will establish local operational parameters for men-toring, taking into account local circumstances such as geography, demographics, number of newly appointed school leaders, and the number of mentors available. The operational parameters will include the following:

one-to-one and/or small-group mentoring and/or whole-group mentoring ✦✦

(It is recommended that a combination of mentoring models be considered to enhance mentoring networks.)

Examples of approaches that boards may take to develop goals:

• IdentifymentoringasastrategytosupporttheSMARTgoalsoutlinedintheir board improvement plan for student achievement (e.g., articulating and sharing a clear vision for closing student achievement gaps).

• WithinthedomainsoftheOntarioLeadershipFramework(OLF),emphasizethe five Core Leadership Capacities as a focus of capacity building among newly appointed school leaders through their participation in mentoring (e.g., Developing Expertise in Using Data: Gathering, Analysing, and Making Decisions).

• Developagoaltoestablishand/orfosteracollaborativementoringculturewithin the board by making connections between a range of mentoring and/or coaching approaches within the board (e.g., teacher mentors work with principal mentors to apply collaborative skills when working with peers in a professional learning community).

E f f e c t i v e P r a c t i c e

a one-year board plan outlining the frequency and nature of contact between ✦✦

mentors and mentees (It is recommended that boards organize a minimum of three one-to-one meetings between mentor and mentee each year, and encourage mentors and mentees to have contact at least once each month in some way, such as by telephone, e-mail, or teleconferencing.)

mentoring interactions that will take place during and adjacent to district-✦✦

scheduled administrator activities (e.g., monthly administrator meetings)

leadership training tailored for mentors that takes into account their needs, ✦✦

mentoring experiences, and the realities that each mentee will face on the job

opportunities for mentors to meet in order to learn and to share lessons with ✦✦

each other on specific topics

provisions for supply coverage and travel costs for participants ✦✦

supports to allow participation at a distance (e.g., use of technology, web ✦✦

conferences)

3.5 MentoringLeadandBoardLeadershipDevelopmentStrategy(BLDS)SteeringCommitteeThe director of education or designate will identify a mentoring lead to serve as a member of the Board Leadership Development Strategy (BLDS) Steering Committee and to oversee the planning, implementation, and monitoring of mentoring. The individual who is the BLDS lead may also serve as the mentoring lead, depending on the local context. The board may choose to create a mentoring subcommittee to support the lead in identifying goals and developing the board’s mentoring implementation plan. For more information, refer to the Board Leadership Development Strategy Planning Template and Implementation Continuum in Appendix C of Board Leadership Development Strategy: Requirements Manual, 2011, available at www.ontario.ca/eduleadership.

Requirements 15

Mentoring for Newly Appointed School Leaders: Requirements Manual16

School boards are required to implement mentoring in the context of the board leadership development strategy (BLDS). There are many ways in which mentoring can enhance the BLDS – for example, communicating to aspiring leaders that mentoring is a key support that will be available to them as they enter the new leadership role. In addition, the board may invite mentees to speak with aspiring leaders about their experience and about ways in which the mentoring process has helped their transition to their role.

E f f e c t i v e P r a c t i c e

The following chart provides an overview of the roles and responsibilities of key board and school personnel.

School Board

Activity M MR SC ML SO DE

Identification of the mentoring lead as a member of the Board Leadership Development Strategy (BLDS) Steering Committee

X X 3

Identification of goals for mentoring and development of implementation parameters

X X X 3

Recruitment and selection of mentors X X X XMentor/mentee matching X X X X XInitial and ongoing assessment of mentee needs X X X XOrientation of mentees X X XMentor training X X X XOngoing professional learning and resources X X X X X XRequirement of and support for Mentee Learning Plans 3 X X XProvision of an exit process X X XMonitoring and evaluation X X X X X X

3 – final approval (required)

X – consultation and development M – mentee MR – mentor

SC – steering committee ML – mentoring lead SO – designated BLDS superintendent DE – director of education

3.6 RecruitingandSelectingMentorsA process for recruitment and selection of mentors that meets the unique needs of the board and its mentees will be established by the mentoring lead, in consultation with the steering committee. Clear selection criteria will increase the chances of recruiting the best possible mentors. The lead and/or steering committee will determine whether to recruit practising or retired school leaders, or both, as mentors.

The process also lays the foundation for the subsequent mentor/mentee matching process. The mentor must not be in a supervisory role in relation to the mentee. The mentor should be an experienced administrator, and the mentee should be able to confide in and not feel vulnerable to the mentor. It is important to note that all supervisors are expected to provide guidance as part of their supervisory role, ideally using the mentoring approaches outlined in section 2.3 for those they are responsible for supervising. Mentoring for newly appointed school leaders provides additional support that is non-evaluative for those beginning in the role. Mentors should:

be reflective, innovative, and forward-looking leaders who are focused on ✦✦

student achievement and well-being;

be accessible and willing to serve as a continual resource for a minimum of ✦✦

one year and up to two years;

be committed to gaining the specific mentoring skills through high-quality ✦✦

certified training in, for example, cognitive coaching, blended coaching, and mentor training provided by the three principal associations, and through mentoring webcasts and web conferences also offered by the principal associations;

have a minimum of three years’ experience as a principal or vice-principal, ✦✦

where possible;

be a role model for effective school leadership, demonstrating the practices ✦✦

and competencies outlined in the Ontario Leadership Framework;

understand current education system priorities and initiatives; ✦✦

have experience working with adult learning styles; ✦✦

be compassionate, supportive individuals who are able to cultivate a learning ✦✦

environment;

support the principles of inclusion, diversity, and equity;✦✦

Requirements 17

Mentoring for Newly Appointed School Leaders: Requirements Manual18

be able to communicate, to listen actively, and to provide constructive ✦✦

feedback in conversations that support professional learning development (“courageous conversations” or “open-to-learning conversations”);

be skilled in problem solving, planning, and goal setting; ✦✦

be open to the views and feedback of others and be a lifelong learner. ✦✦

3.7 MatchingMentorsandMenteesA process for matching mentors and mentees is a critical component of mentoring implementation. The mentor and mentee must be able to work together in a professional and collaborative manner that is based on trust, respect, and confidentiality and that is conducive to learning, ideally for a period of up to two years. The mentees should have the opportunity to provide input into the selection of their mentor. The matching process should include the completion of a matching profile for both the mentor and the mentee, and a variety of tools (e.g., a needs assessment, a questionnaire) should be used to complete the matching profile. This profile should include their school context (e.g., urban, rural, elementary, secondary), as well as their current knowledge, experience, strengths, and areas for growth and development based on the domains, practices, and competencies in the Ontario Leadership Framework. The profile information will enable the mentoring lead and/or steering committee to match the expertise of the mentor to the learning needs of the mentee.

3.8 RolesandResponsibilitiesofMentorsandMenteesMentoring is an iterative and reciprocal process and is modified to meet the changing needs of the newly appointed school leader. The following chart gives a short description of the roles of the mentor and mentee, outlines responsibilities, and provides the timelines and format for the mentoring process.

Mentor Mentee

Roles Experienced principal or vice-principal (practising or retired) who:

• isnotasupervisorofthementee

• hasbeencarefullyselectedbasedoncriteria

• hasreceivedhigh-qualitytrainingtoprepare for the role

Newly appointed principal or vice-principal in his or her first and/or second year of practice who has participated in orientation.

See section 3.2 for eligibility details.

Responsi-bilities

In the context of a learning plan, provide mentoring that focuses in a collaborative manner on student achievement and on both adaptive and technical aspects of the leadership role (e.g., transition to the role, building leadership practices, implementing key initiatives)

In the context of a learning plan, participate with the mentor in a collaborative manner to focus on student achievement and to learn both the adaptive and technical aspects of the leadership role (e.g., transition to the role, building leadership practices, implementing key initiatives)

Timelines Long-term, sustained, for a period of up to two years

Long-term, sustained, for a period of up to two years

Format Work with mentees to provide structured, formal, and informal mentoring, through one-on-one and/or group support to achieve growth and development goals identified in the learning plan. The format may vary according to the learning needs of the mentee; mentoring may take place by e-mail, by telephone, and/or in person.

Work with the mentor and participate in various approaches to mentoring in order to achieve growth and development goals identified in the learning plan.

The director of education, mentoring lead, BLDS Steering Committee, mentors, and mentees each play a key role. The ministry’s Leadership Development Branch and Field Services Branch regional offices, in partnership with the French-Language Education Policy and Programs Branch, Literacy and Numeracy Secretariat, Student Success/Learning to 18 Branch, Early Learning Branch, Teaching Policy and Standards Branch, and others, will work together and with boards and stakeholders to ensure successful implementation of mentoring.

Requirements 19

Mentoring for Newly Appointed School Leaders: Requirements Manual20

3.9 InitialandOngoingAssessmentofMenteeLearningNeedsBoards will develop a process and use a variety of tools for initial and ongoing assessment of mentee learning needs. Initial assessment will contribute to the matching of mentor and mentee, and ongoing assessments will provide focus to guide the mentoring process.

3.10 JointOrientationThe board will ensure that mentees receive an orientation to mentoring that includes a discussion of the role of the mentor and what the mentee can expect of the mentor. Joint orientation of mentors and mentees is recommended. Orientation is a process that begins with the first meeting of the mentor and mentee and continues until both partners are clear about their expectations for the mentoring that will follow.

Determining the terms of engagement, which include the establishment of trust and confidentiality, is a crucial first step that can begin during orientation. First meetings can take place one-to-one or, where possible, can be arranged in a small-group setting of mentors and mentees, or they can be a combination of both. Small-group collaboration can enrich the conversation and promote the establishment of a learning network beyond individual mentor and mentee pairs. The orientation process launches the mentor and mentee partnership and provides the foundation for a program of ongoing professional learning.

• Useapreliminaryneedsassessmenttoinformthematchbetweenthementorand mentee, based on the domains, practices, and competencies derived from the Ontario Leadership Framework (OLF).

• Mentorsandmenteesconductanin-depthassessmentoflearningneeds at the beginning of their mentoring relationship. They use this as a basis for developing the mentee’s learning plan and identifying the focus of mentoring work (e.g., a focus on the five Core Leadership Capacities).

• Menteelearningneedsarerevisitedonanongoingbasisduringthe two years of mentoring.

E f f e c t i v e P r a c t i c e

Requirements 21

3.11 MentorTrainingPreparing mentors for their role is a foundational factor for mentoring success. Both new and experienced mentors require differentiated and high-quality specific training (e.g., certified, accredited training) in order to develop and refine mentoring skills. Boards will provide resources and training by certified trainers to mentors before mentoring begins, and as necessary on an ongoing basis. Mentor training should be combined with training for others involved in mentoring/coaching in the board (e.g., teacher mentors, literacy coaches, Student Success leader mentors, peer mentors/coaches). Mentor training may include the following areas of focus:

mentoring, goals, and implementation parameters within the context of ✦✦

the board leadership development strategy

expectations of mentors regarding their participation and their work with ✦✦

mentees

relationship building, collaboration, and teamwork as an initial focus of ✦✦

mentoring

the mentoring relationship and ways in which coaching is part of mentoring ✦✦

mentoring and coaching skills (Boards may provide more in-depth mentor ✦✦

training and/or have mentors participate in programs offered by OPC, CPCO, and/or ADFO.)

development of an in-depth understanding of the role of the newly ✦✦

appointed school leader in implementing key priorities and developing and implementing a school improvement plan for student achievement

guidance for mentees on identifying their learning needs and developing ✦✦

their learning plans, taking into account their school context, board goals for mentoring, and the Ontario Leadership Framework

Use of technologies such as collaboration software, podcasts, and web-conferencing software is an effective way for boards to share information or engage in training and for mentors and mentees to connect from a distance.

Mentoring for Newly Appointed School Leaders: Requirements Manual22

3.12 DevelopingandSupportingMenteeLearningPlansMentoring is a reciprocal learning partnership in which the mentor and mentee work collaboratively towards the achievement of goals that they have defined and agreed upon.3 A learning plan is a crucial element of this collaborative effort. School boards must require that mentees develop a learning plan, with the assistance of their mentor, and use it to focus the mentoring interactions and growth and development of the mentee. The learning plan will be developed early in the process to guide the whole mentoring process. The learning plan will focus on the professional growth and development needs of the mentee, which are identified through the needs assessment and will become the focus of work for the mentor and mentee. The mentor and mentee will review and revise the plan on a regular basis to determine progress and to identify any changes in the learning needs and interests of the mentee.

All principals and vice-principals are required to develop an Annual Growth Plan (AGP) each year as part of the Principal/Vice-Principal Performance Appraisal (PPA) process. The Annual Growth Plan provides a vehicle for planning the principal/vice-principal’s learning during the first year, during the appraisal year, and in the intervening years between appraisals. This plan and the mentee learning plan complement each other and are mutually supportive. Mentees are encouraged to use the strategies/supports and target dates identified in their Annual Growth Plan as a basis for informing their Mentee Learning Plan.

In Appendix A, a sample Mentee Learning Plan template is provided. The learning plan will include the information from the mentee’s Annual Growth Plan as well as the additional Mentee Learning Plan section, which is confidential between the mentor and mentee and is specific to the mentee learning plan process.

3.13 OngoingProfessionalLearningandResourcesOngoing professional learning opportunities that reflect current research and school, board, and provincial priorities should be offered to individual mentors and mentees and to mentor/mentee teams. The professional learning should be focused on the OLF practices and competencies, should be appropriate for the mentee’s school context, and should be designed to enhance both the mentee’s growth and development as well as the mentor’s learning experience.

3. Lois J. Zachary, “Turbo-charge Your Leadership Through Mentoring”, Leader to Leader, no. 27 (Winter 2003), p. 16.

Requirements 23

3.14 ExitProcessThe steering committee will establish an exit process for re-matching the mentee with another mentor, if the original match is unsuccessful. Re-matching will be done in a way that protects the integrity of the individuals involved. The exit process will be made clear to all mentors and mentees during orientation. In cases where the mentor and mentee agree that two full years of mentoring is not required, the board has the discretion to discontinue support before the two-year period is complete.

3.15 MonitoringandEvaluationThe board is responsible for monitoring and evaluating the mentoring process on an ongoing basis to determine whether mentoring is meeting the needs of newly appointed principals and vice-principals and whether mentoring is enabling the board to achieve its goals. The board can then identify successful practices, address challenges, and make adjustments as needed. The information gathered through monitoring and evaluation may be used to improve mentoring programs offered and may also be used when completing the reports the board is required to submit to the ministry. The ministry may also evaluate – or engage external evaluators to assess – the impact of the program and experience on mentors, mentees, and the mentoring lead, as well as the impact that mentoring of school leaders has on student achievement.

The ministry will continue to monitor the provincial implementation of mentor-ing to ensure that boards are meeting the minimum requirements outlined in section 3 of this manual. Program monitoring will include a greater focus on the board’s provision of differentiated and high-quality mentor training and the use of a shared learning plan to guide the mentoring process (see sections 3.11 and 3.12).

• Mentorsandmenteesattendprofessionallearningopportunitiesasteamsand use the knowledge gained as a catalyst for goal setting and growth.

• Mentor/menteeface-to-facetimeisscheduledadjacenttotheworkshop/presentation to promote and facilitate dialogue regarding knowledge acquired, school leadership implications, and next steps.

• Professionallearningisofferedformentorsandmenteesindividually, in teams, and/or within a mixed group of mentors and mentees.

E f f e c t i v e P r a c t i c e

Mentoring for Newly Appointed School Leaders: Requirements Manual24

3.16 ReportingtotheMinistryBoards are responsible for reporting on expenditures related to funding that was provided by the ministry to support mentoring for newly appointed school leaders.

Eligible expenditures include the following:

implementation planning and goal setting for mentoring (e.g., participation ✦✦

in training; purchase of books or other resources; seeking of consulting services from the Ontario Principals’ Council, the Catholic Principals’ Council of Ontario, and the Association des directions et directions adjointes des écoles franco-ontariennes)

training and preparation of mentors (e.g., training provided by the board, ✦✦

training provided by an external professional organization, training provided by bringing an external expert into the board)

orientation of mentees provided by the board or by an external professional ✦✦

organization

supply coverage to participate in mentoring and to attend training and/or ✦✦

board workshops

costs incurred by mentors and mentees, including travel and accommodation, ✦✦

in accordance with the Ontario Management Board of Cabinet Travel, Meal, and Hospitality Expense Directive

purchase and/or development of resources (e.g., development of a board ✦✦

resource, purchase of external resources)

program coordination and planning ✦✦

costs associated with monitoring and evaluation✦✦

Ineligible expenses include the following:

capital expenditures (e.g., furniture, equipment)✦✦

cost of staff/support staff not related to mentoring (e.g., educational ✦✦

assistants, school office administrative support staff)

resources for students (e.g., textbooks, classroom materials) ✦✦

Provisions for unused funds will be determined at the end of each year.

For additional information, see Board Leadership Development Strategy: Requirements Manual, 2011, available at www.ontario.ca/eduleadership.

25

Appendices 4

26

Perfo

rman

ce

Plan

Goa

ls

ARE

AS

FOR

GRO

WTH

GRO

WTH

STR

ATEG

IES/

SU

PPO

RTS

(way

s of a

cquir

ing

skills

) Fo

llow

-up if

requ

ired

TARG

ET D

ATES

FO

R CO

MPL

ETIO

NSU

GG

ESTE

D A

NN

UA

L G

ROW

TH P

LAN

FO

R N

EXT

YEA

R

Pers

onal

Goa

ls

Lead

er P

racti

ces

Lead

er C

ompe

tenc

ies

Ong

oing

Pro

fess

iona

l Dev

elop

men

t Sy

stem

Pra

ctice

s an

d Pr

oced

ures

This

tem

plat

e is

deriv

ed fr

om th

e PP

A An

nual

Gro

wth

Pla

n te

mpl

ate

and

can

be u

sed

in th

e m

ento

ring

cont

ext.

In th

e co

ntex

t of

men

torin

g, th

e pl

an re

mai

ns c

onfid

entia

l bet

wee

n th

e m

ento

r and

the

men

tee.

Appe

ndix

SA

MPLE

MEN

TEEL

EARN

ING

PLAN

TEMP

LATE

A

Ann

ual G

row

th P

lan

Wor

king

Tem

plat

e

Spec

ific F

ocus

Are

as o

f Gro

wth

(Lea

rnin

g G

oals)

fo

r Men

torin

g (th

ese

do n

ot n

eed

to b

e sh

ared

with

su

perv

isor)

Men

tee:

___

____

____

____

__ M

ento

r: __

____

____

____

___

Date

(s) d

evel

oped

: ___

____

____

____

____

____

____

____

Co

ntac

t con

sider

atio

n: _

____

____

____

____

____

____

____

Mee

ting

frequ

ency

: ___

____

____

____

____

____

____

____

_Em

ail/

phon

e/w

eb-co

nfer

encin

g so

ftwar

e: _

____

____

__

____

____

____

____

____

____

____

____

____

____

____

____

__

____

____

____

____

____

____

____

____

____

____

____

____

__M

eetin

g lo

catio

n: _

____

____

____

____

____

____

____

____

_

Tech

nica

l goa

l: __

____

____

____

____

____

____

____

____

__Ad

aptiv

e go

al: _

____

____

____

____

____

____

____

____

___

Gro

wth

Stra

tegie

s as a

Foc

us o

f Men

torin

gDa

tes a

nd

Timeli

nes

Reso

urce

s

Men

tee

Lear

ning

Pla

n Te

mpl

ate

27

Perfo

rman

ce

Plan

Goa

ls

ARE

AS

FOR

GRO

WTH

•  Ga

in an

 und

ersta

ndin

g of 

diffe

rent

 way

s in 

which

 to 

delin

eate 

budg

et pr

iorit

ies 

•  Ex

plor

e pro

gram

 area

s re

quiri

ng fi

nanc

ial 

supp

ort

•  Wo

rk co

llabo

rativ

ely w

ith 

staff 

and s

choo

l cou

ncil 

to

 facil

itate 

alig

nmen

t  of

 reso

urce

s

•  Al

ign 

budg

et re

ques

ts wi

th 

scho

ol/b

oard

/pro

vincia

l pr

iorit

ies 

GRO

WTH

STR

ATEG

IES/

SU

PPO

RTS

(way

s of a

cquir

ing

skills

) Fo

llow

-up if

requ

ired

•  At

tend b

oard

-spon

sore

d wo

rksh

ops

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rk w

ith se

nior

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anag

emen

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ff an

d ex

perie

nced

 scho

ol 

leade

rs to

 gain

 a be

tter 

unde

rstan

ding

 of bu

dgets

 an

d bud

getin

g

•  Wo

rk w

ith m

ento

r to g

et tip

s and

 stra

tegies

 on w

ays 

to al

ign 

budg

et re

ques

ts wi

th sc

hool

/boa

rd/ 

prov

incia

l prio

rities

 

Lead

er P

racti

ces

•  Le

adin

g the

instr

uctio

nal

prog

ram

– E

nsur

es th

at 

learn

ing i

s at t

he ce

ntre

 of

 plan

ning

 and r

esou

rce 

man

agem

ent

•  Se

curin

g acc

ount

abili

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Supp

orts 

the s

choo

l cou

n-cil

 so it

 can 

parti

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e ac

tively

 and a

uthe

ntica

lly 

in it

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isory

 role 

 

Lead

er C

ompe

tenc

ies

•  Sk

ills –

Col

lect a

nd u

se a 

rich 

set 

of da

ta to

 und

ersta

nd an

d asse

ss 

the s

treng

ths a

nd w

eakn

esse

s of 

the s

choo

l

•  Kn

owled

ge –

 Und

ersta

ndin

g of 

acco

unta

bilit

y fra

mew

orks

, inc

ludi

ng 

self-

eval

uatio

n

•  At

titud

es –

Com

mitm

ent t

o in

divid

ual, 

team

, and

 who

le-sc

hool

 ac

coun

tabi

lity f

or st

uden

t out

com

es

TARG

ET D

ATES

FO

R CO

MPL

ETIO

N

•  Fa

ll

• W

inter

• On

goin

g, re

gula

r int

erva

ls

SUG

GES

TED

AN

NU

AL

GRO

WTH

PLA

N

FOR

NEX

T YE

AR

Pers

onal

Goa

ls

Spec

ific F

ocus

Are

as o

f Gro

wth

(Lea

rnin

g G

oals)

fo

r Men

torin

g (th

ese

do n

ot n

eed

to b

e sh

ared

with

su

perv

isor)

Men

tee:

___

____

____

____

__ M

ento

r: __

____

____

____

__

Date

(s) d

evelo

ped:

2011

–08–

19Co

ntac

t con

sider

atio

n: O

ut of

 offic

eM

eetin

g fre

quen

cy: L

ast T

uesd

ay of

 ever

y mon

thEm

ail/

phon

e/w

eb-co

nfer

encin

g so

ftwar

e: E

mai

l bac

k and

 fo

rth on

 an as

-nee

ded b

asis 

for q

uick

 info

rmat

ion;

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hone

 call 

as 

need

ed an

d also

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eek o

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ates a

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to co

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omin

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CA m

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Alig

ning

Res

ourc

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chni

cal g

oal:

Lear

n bu

dget 

requ

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ents 

and d

evelo

p tec

hnica

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choo

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ets 

Adap

tive

goal

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ng fu

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aint

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Gro

wth

Stra

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Foc

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tes a

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nes

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rticip

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embe

r 201

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m P

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and

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ppor

ts – 

The b

oard

 pr

ovid

es tr

aini

ng fo

r sc

hool

 coun

cil ch

airs

This

tem

plat

e is

deriv

ed fr

om th

e PP

A An

nual

Gro

wth

Pla

n te

mpl

ate

and

can

be u

sed

in th

e m

ento

ring

cont

ext.

In th

e co

ntex

t of

men

torin

g, th

e pl

an re

mai

ns c

onfid

entia

l bet

wee

n th

e m

ento

r and

the

men

tee.

Mr. P

eters

Ms. 

Lebl

anc

SAM

PLE

MEN

TEE

LEA

RNIN

G P

LAN

: ALI

GN

ING

RES

OU

RCES

Ann

ual G

row

th P

lan

Men

tee

Lear

ning

Pla

n

28

Appe

ndix

Me

ntor

ing

forN

ewly

Appo

inted

Scho

olLe

ader

sImp

lemen

tatio

nCo

ntinu

um

Indic

ator

sIm

pleme

ntat

ionBu

ildin

g Ca

pacit

ySu

stain

ing

Capa

city

1. R

ole

of M

ento

ring

Lead

The

men

torin

g lea

d is

iden

tified

by

the

dire

ctor o

f edu

catio

n an

d in

form

ed

of h

is or

her

role

and

resp

onsib

ilitie

s as

a m

embe

r of t

he b

oard

lead

ersh

ip

deve

lopm

ent s

trate

gy (B

LDS)

Ste

erin

g Co

mm

ittee.

The

actio

ns o

f the

lead

are

supp

orte

d

by th

e BL

DS S

teer

ing

Com

mitte

e.

The

roles

of t

he B

LDS

lead

and

the

men

torin

g lea

d ca

n be

fulfil

led b

y th

e sa

me

perso

n.

The

lead:

• re

ceive

s cer

tified

men

tor t

rain

ing

(requ

ired)

• de

mon

strat

es a

com

preh

ensiv

e

unde

rstan

ding

of h

ow th

e O

ntar

io

Lead

ersh

ip F

ram

ewor

k (O

LF)

supp

orts

men

torin

g

• en

sure

s tha

t men

tors

and

men

tees

ar

e aw

are

that

the

prim

ary

goal

of

men

torin

g is

to d

evelo

p sc

hool

lea

ders

who

are

focu

sed

on st

uden

t ac

hiev

emen

t and

well

-bei

ng

• en

sure

s tha

t the

boa

rd m

eets

all

requ

irem

ents

set o

ut in

Men

torin

g fo

r N

ewly

Appo

inte

d Sc

hool

Lead

ers:

Requ

irem

ents

Man

ual,

2011

• fa

cilita

tes m

ento

ring

rela

tions

hips

w

ithin

the

boar

d an

d se

rves

as l

iaiso

n be

twee

n m

ento

rs an

d m

ente

es

• pr

ovid

es th

e ne

cess

ary

supp

orts

to

men

tors

and

men

tees

(e.g

., re

sour

ces,

exam

ples

of l

earn

ing

plan

tem

plat

es)

• m

akes

con

necti

ons b

etwee

n m

ento

ring

and

the

BLDS

The

lead:

• en

sure

s tha

t the

men

torin

g re

quire

-m

ents

are

met

thro

ugh

the

mon

itorin

g pr

oces

s and

revis

ed a

s nee

ded

to

best

mee

t loc

al n

eeds

and

circ

um-

stanc

es, a

nd a

re in

acc

orda

nce

with

Men

torin

g fo

r New

ly Ap

poin

ted

Scho

ol Le

ader

s: Re

quire

men

ts M

anua

l, 20

11

• pr

ovid

es o

ngoi

ng su

ppor

t to

help

en

sure

that

men

torin

g is

focu

sed

on

stude

nt a

chie

vem

ent a

nd w

ell-b

eing

• pr

ovid

es o

ngoi

ng su

ppor

t to

men

tees

an

d m

ento

rs to

add

ress

spec

ific

need

s

• co

nnec

ts w

ith le

ads i

n ot

her b

oard

s to

shar

e ef

fecti

ve p

racti

ces a

nd le

arn

toge

ther

abo

ut im

prov

ing

men

torin

g

• str

engt

hens

con

necti

ons b

etw

een

m

ento

ring

and

the

BLDS

• m

akes

con

necti

ons b

etw

een

men

tor-

ing

for n

ewly

appo

inte

d sc

hool

lea

ders

and

othe

r men

torin

g or

co

achi

ng a

ctivit

ies i

n th

e sc

hool

bo

ard

(e.g

., N

ew Te

ache

r Ind

uctio

n Pr

ogra

m [N

TIP],

Stud

ent S

ucce

ss)

The

lead:

• m

akes

enh

ance

men

ts to

men

torin

g

on th

e ba

sis o

f mon

itorin

g an

d

eval

uatio

n re

sults

and

in a

ccor

danc

e wi

th pr

ovin

cial r

equir

emen

ts se

t out

in

Men

torin

g fo

r New

ly Ap

poin

ted

Scho

ol Le

ader

s: Re

quire

men

ts M

anua

l, 20

11

• re

view

s and

refin

es su

ppor

t to

help

en

sure

that

men

torin

g co

ntin

ues t

o be

fo

cuse

d on

stud

ent a

chie

vem

ent a

nd

well

-bei

ng

• pr

ovid

es c

ontin

uous

supp

ort t

o

men

tees

and

men

tors,

add

ress

ing

spec

ific

need

s as t

hey

arise

• en

hanc

es c

onne

ction

s with

lead

s in

oth

er b

oard

s in

orde

r to

shar

e ef

fecti

ve p

racti

ces a

nd le

arn

toge

ther

ab

out i

mpr

ovin

g m

ento

ring

• ta

kes a

syste

m p

ersp

ectiv

e on

on

goin

g im

plem

enta

tion

and

on th

e al

ignm

ent o

f men

torin

g w

ith o

ther

bo

ard

and

min

istry

initi

ative

s

• in

corp

orat

es m

ento

ring

as a

n in

tegr

al

com

pone

nt o

f the

BLD

S

• m

akes

sure

that

con

necti

ons b

etw

een

men

torin

g fo

r new

ly ap

poin

ted

scho

ol

leade

rs an

d ot

her m

ento

ring/

coac

hing

ac

tiviti

es in

the

scho

ol b

oard

(e.g

., N

ew Te

ache

r Ind

uctio

n Pr

ogra

m,

Stud

ent S

ucce

ss) a

re e

stabl

ished

and

re

fined

as a

ppro

pria

te

B

Indic

ator

sIm

pleme

ntat

ionBu

ildin

g Ca

pacit

ySu

stain

ing

Capa

city

2. Id

entifi

catio

n of

Men

torin

g G

oals

Men

torin

g is

a ke

y su

ppor

t for

new

ly ap

poin

ted

scho

ol le

ader

s and

help

s to

attr

act t

he ri

ght p

eopl

e to

the

role.

O

ne c

learly

arti

cula

ted

men

torin

g go

al

that

link

s with

boa

rd im

prov

emen

t goa

ls is

deve

lope

d fo

r the

boa

rd le

ader

ship

de

velo

pmen

t stra

tegy

(BLD

S). F

or m

ore

info

rmat

ion,

refe

r to

Boar

d Le

ader

ship

De

velo

pmen

t Stra

tegy

: Req

uire

men

ts M

anua

l, 20

11, i

nclud

ing

the

Boar

d Le

ader

ship

Dev

elop

men

t Stra

tegy

Pl

anni

ng Te

mpl

ate

and

Impl

emen

tatio

n

Cont

inuu

m, a

vaila

ble

at

ww

w.on

tario

.ca/

edul

eade

rshi

p.

The

lead:

• id

entifi

es a

nd c

omm

unica

tes b

oard

m

ento

ring

goal

s tha

t are

spec

ifica

lly

linke

d w

ith th

e bo

ard

strat

egic

plan

an

d th

e bo

ard

impr

ovem

ent p

lan

for

stude

nt a

chie

vem

ent

The

lead:

• m

onito

rs an

d ev

alua

tes t

he e

xtent

to

whi

ch m

ento

ring

goal

s are

bei

ng m

et

and

cont

inue

to m

eet t

he re

quire

men

ts of

the

boar

d str

ateg

ic pl

an a

nd th

e bo

ard

impr

ovem

ent p

lan

for s

tude

nt

achi

evem

ent

• re

fines

boa

rd m

ento

ring

goal

s, ba

sed

on m

onito

ring

and

eval

uatio

n re

sults

• en

hanc

es o

rient

atio

n an

d pr

epar

atio

n of

men

tors

and

men

tees

by

com

mun

i-ca

ting

linka

ges b

etw

een

men

torin

g,

the

BLDS

, and

min

istry

initi

ative

s tha

t ar

e cr

itica

l to

the

deve

lopm

ent o

f ne

wly

appo

inte

d sc

hool

lead

ers

The

lead:

• es

tabl

ishes

stan

dard

pro

cedu

res f

or

mon

itorin

g an

d ev

alua

ting

the

exte

nt

to w

hich

men

torin

g go

als a

re b

eing

m

et an

d co

ntinu

e to

mee

t the

requ

ire-

men

ts of

the

boar

d str

ateg

ic pl

an

and

the

boar

d im

prov

emen

t pla

n

for s

tude

nt a

chie

vem

ent

• re

fines

boa

rd m

ento

ring

goal

s, ba

sed

on m

onito

ring

and

eval

uatio

n re

sults

, on

a c

ontin

uous

bas

is

• in

clude

s a st

anda

rd p

racti

ce o

f co

mm

unica

ting

linka

ges b

etw

een

men

torin

g, th

e BL

DS, a

nd m

inist

ry

initi

ative

s tha

t are

crit

ical t

o th

e

deve

lopm

ent o

f new

ly ap

poin

ted

scho

ol le

ader

s, as

par

t of t

he o

rienta

-tio

n an

d pr

epar

atio

n of

men

tors

and

men

tees

29

30

Ment

orin

g fo

r New

ly Ap

poin

ted

Scho

ol Le

ader

s Imp

lemen

tatio

n Co

ntin

uum

(cont

inue

d)

Indic

ator

sIm

pleme

ntat

ionBu

ildin

g Ca

pacit

ySu

stain

ing

Capa

city

3. E

stabl

ishin

g O

pera

tiona

l Par

amet

ers

Ope

ratio

nal p

aram

eter

s mus

t be

esta

blish

ed th

at su

ppor

t men

torin

g an

d m

eet p

rovin

cial r

equi

rem

ents

set o

ut in

M

ento

ring

for N

ewly

Appo

inte

d Sc

hool

Le

ader

s: Re

quire

men

ts M

anua

l, 20

11.

Para

met

ers i

nclud

e:

– id

entifi

catio

n of

the

frequ

ency

and

na

ture

of c

onta

ct be

twee

n m

ento

rs an

d m

ente

es

– sc

hedu

ling

and

facil

itatio

n of

m

ento

ring

inte

racti

ons t

hat w

ill ta

ke

plac

e du

ring

and

adja

cent

to d

istric

t-sc

hedu

led a

dmin

istra

tor a

ctivit

ies

– pr

ovisi

on o

f sup

ports

to a

llow

pa

rticip

atio

n at

a d

istan

ce (e

.g.,

use

of te

chno

logy

, web

con

fere

nces

)

The

lead:

• es

tabl

ishes

the

loca

l ope

ratio

nal

para

met

ers f

or m

ento

ring,

takin

g in

to

acco

unt l

ocal

circ

umsta

nces

, suc

h as

ge

ogra

phy,

dem

ogra

phics

, num

ber

of n

ewly

appo

inte

d sc

hool

lead

ers,

and

the

num

ber o

f men

tors

avai

labl

e

• en

sure

s tha

t a m

inim

um n

umbe

r of

hou

rs o

f one

-to-o

ne c

onta

ct

(e.g

., fa

ce-to

-face

mee

tings

, te

leco

nfer

ence

s) ar

e sc

hedu

led

• es

tabl

ishes

and

com

mun

icate

s gu

ideli

nes f

or su

pply

cove

rage

and

tra

vel c

osts

for m

ento

rs an

d m

ente

es

The

lead:

• m

onito

rs an

d ev

alua

tes t

he e

xtent

to

whi

ch th

e op

erat

iona

l par

amet

ers

outlin

ed in

Men

torin

g fo

r New

ly

Appo

inte

d Sc

hool

Lead

ers:

Re

quire

men

ts M

anua

l, 20

11 a

re

bein

g m

et

• re

view

s and

refin

es o

pera

tiona

l pa

ram

eter

s

The

lead:

• re

fines

boa

rd o

pera

tiona

l par

amet

ers

on a

con

tinuo

us b

asis,

usin

g re

sults

fro

m m

onito

ring

and

eval

uatio

n, a

s ou

tlined

in M

ento

ring

for N

ewly

Ap

poin

ted

Scho

ol Le

ader

s:

Requ

irem

ents

Man

ual,

2011

Indic

ator

sIm

pleme

ntat

ionBu

ildin

g Ca

pacit

ySu

stain

ing

Capa

city

4. R

ecru

iting

/Sel

ectin

g M

ento

rs

A cle

ar se

lectio

n pr

oces

s mus

t be

used

th

at in

clude

s crit

eria

for r

ecru

iting

ef

fecti

ve m

ento

rs. T

he m

ento

r mus

t not

be

in a

supe

rviso

ry ro

le in

rela

tion

to

the

men

tee.

Pra

ctisin

g or

retir

ed sc

hool

lea

ders

may

serv

e as

men

tors.

Men

tors

shou

ld b

e re

flecti

ve, i

nnov

ative

lea

ders

with

a m

inim

um o

f thr

ee y

ears’

ex

perie

nce

as a

prin

cipal

or v

ice-

prin

cipal

.

Men

tors

shou

ld h

ave

expe

rienc

e w

ork-

ing

with

diff

eren

t adu

lt lea

rnin

g sty

les,

and

dem

onstr

ate

the

pote

ntia

l to

learn

th

e ne

cess

ary

skills

and

stra

tegi

es fo

r m

ento

ring.

The

lead:

• es

tabl

ishes

crit

eria

and

a c

lear

proc

ess f

or th

e re

crui

tmen

t and

se

lectio

n of

men

tors

who

mee

t the

ne

eds o

f the

boa

rd a

nd it

s men

tees

The

lead:

• re

fines

the

recr

uitm

ent a

nd se

lectio

n pr

oces

s, ta

king

into

acc

ount

feed

back

fro

m m

ento

rs an

d m

ente

es

The

lead:

• de

velo

ps a

pro

cess

for o

ngoi

ng

recr

uitm

ent a

nd se

lectio

n of

men

tors,

an

d an

nual

ly re

view

s and

impr

oves

th

e se

lectio

n pr

oces

s to

best

mee

t th

e ne

eds o

f men

tees

and

to p

rovid

e op

portu

nitie

s for

exp

erie

nced

ad

min

istra

tors

to b

ecom

e m

ento

rs

5. M

atch

ing

Men

tors

and

Men

tees

A pr

oces

s mus

t be

deve

lope

d fo

r m

atch

ing

men

tors

with

men

tees.

Men

tees

shou

ld b

e co

nsult

ed o

n th

e ch

oice

of

men

tor.

Idea

lly th

e m

atch

will

cont

inue

fo

r a p

erio

d of

up

to tw

o ye

ars.

Men

tees

sh

ould

ass

ess t

heir

learn

ing

need

s pr

ior t

o th

e m

atch

ing

proc

ess,

and

th

e ex

perti

se o

f the

men

tor s

hould

be

m

atch

ed to

thos

e ne

eds.

Men

tors

com

-pl

ete

a “m

atch

ing

form

” ou

tlinin

g th

eir

know

ledge

and

exp

erie

nce

rela

ting

to

the

dom

ains

of t

he O

ntar

io Le

ader

ship

Fr

amew

ork

(OLF

).

The

lead:

• es

tabl

ishes

and

put

s in

plac

e an

org

a-ni

zed

and

timely

pro

cess

form

atch

ing

men

tors

with

new

ly ap

poin

ted

pr

incip

als a

nd v

ice-p

rincip

als

• id

entifi

es a

nd sh

ares

tool

s to

facil

itate

th

e m

atch

ing

proc

ess (

e.g.

, self

-as

sess

men

t too

ls, m

ento

r/m

ente

e pr

ofiles

)

• fa

cilita

tes t

he m

atch

ing

proc

ess,

cons

ider

ing

inpu

t fro

m th

e m

ente

es

and

men

tors

and

the

indi

vidua

l nee

ds

of m

ente

es (e

.g.,

invit

es m

ento

rs/m

ente

es to

iden

tify

thei

r stre

ngth

s an

d ne

eds)

and

usin

g th

e O

LF a

s a

reso

urce

The

lead:

• pr

ovid

es a

var

iety

of to

ols t

o m

ente

es

and

men

tors

so th

ey c

an a

sses

s the

ir str

engt

hs a

nd o

ngoi

ng n

eeds

• re

view

s and

revis

es th

e m

atch

ing

proc

ess a

nd to

ols i

n re

spon

se to

fe

edba

ck fr

om m

ento

rs an

d m

ente

es

• m

ay c

onsu

lt th

e In

stitu

te fo

r Ed

ucat

iona

l Lea

dersh

ip (I

EL) A

pplik

i (w

ww.

educ

atio

n-lea

dersh

ip-o

ntar

io.c

a)

for a

sses

smen

t too

ls an

d re

sour

ces

The

lead:

• re

view

s and

revis

es th

e m

atch

ing

proc

ess a

nd to

ols u

sed

to a

sses

s th

e str

engt

hs a

nd n

eeds

of m

ente

es

and

men

tors

• m

akes

adj

ustm

ents

to th

e m

atch

ing

pr

oces

s as n

eede

d to

add

ress

cha

nges

in

lear

ning

nee

ds o

f men

tees

and

ov

eral

l req

uire

men

ts of

the

boar

d

• m

ay u

ploa

d ef

fecti

ve to

ols a

nd

reso

urce

s to,

and

/or d

ownl

oad

tool

s/re

sour

ces f

rom

, the

IEL A

pplik

i

31

32

Ment

orin

g fo

r New

ly Ap

poin

ted

Scho

ol Le

ader

s Imp

lemen

tatio

n Co

ntin

uum

(cont

inue

d)

Indic

ator

sIm

pleme

ntat

ionBu

ildin

g Ca

pacit

ySu

stain

ing

Capa

city

6. R

oles

and

Res

pons

ibili

ties o

f Men

tors

an

d M

ente

es

Men

torin

g is

an it

erat

ive p

roce

ss a

nd is

m

odifi

ed to

mee

t the

cha

ngin

g ne

eds o

f th

e ne

wly

appo

inte

d sc

hool

lead

er.

The

men

tor i

s res

pons

ible

for p

rovid

ing

men

torin

g th

at fo

cuse

s on

both

ada

ptive

an

d te

chni

cal a

spec

ts of

the

leade

rship

ro

le.

The

men

tee

is re

spon

sible

for p

artic

ipat

-in

g w

ith th

e m

ento

r in

a co

llabo

rativ

e m

anne

r to

learn

ada

ptive

and

tech

nica

l sk

ills o

f the

lead

ersh

ip ro

le.

Men

tors

and

men

tees

:

• ha

ve a

clea

r und

ersta

ndin

g of

thei

r ro

les a

nd th

e ex

pecta

tions

of m

ento

r-in

g w

ithin

the

boar

d

• de

mon

strat

e an

und

ersta

ndin

g of

ef

fecti

ve le

ader

ship

pra

ctice

s and

co

mpe

tenc

ies,

as o

utlin

ed in

the

O

ntar

io Le

ader

ship

Fra

mew

ork

(OLF

)

• id

entif

y ar

eas o

f foc

us fo

r the

first

yea

r of

men

torin

g th

roug

h th

e us

e of

a

learn

ing

plan

(The

men

tee

may

beg

in

with

a fo

cus o

n te

chni

cal a

spec

ts of

th

e lea

dersh

ip ro

le th

roug

h hi

s or h

er

inte

racti

on w

ith th

e m

ento

r.)

• de

mon

strat

e kn

owled

ge o

f var

ious

m

ento

ring

appr

oach

es le

arne

d fro

m

each

oth

er th

roug

h th

eir i

nter

actio

ns

and

rela

tions

hip

build

ing

• de

velo

p sk

ills n

eede

d to

eng

age

in

cou

rage

ous/

open

-to-le

arni

ng

conv

ersa

tions

• co

mm

unica

te to

the

men

torin

g lea

d an

y iss

ue/c

once

rn th

at c

ompr

omise

s th

e ov

eral

l suc

cess

of t

he m

ento

r/m

ente

e re

latio

nshi

p so

that

a p

roce

ss

of re

-mat

chin

g ca

n oc

cur

Men

tors:

• ha

ve a

clea

r und

ersta

ndin

g of

a

varie

ty of

men

torin

g ap

proa

ches

and

w

ays o

f app

lying

them

, and

con

nect

them

app

ropr

iate

ly w

ith th

e gr

owth

an

d de

velo

pmen

t nee

ds o

f the

men

tee

outlin

ed in

the

learn

ing

plan

• re

flect

on th

eir o

wn

prac

tices

as a

sc

hool

lead

er to

help

info

rm th

e

men

torin

g pr

oces

s

Men

tors

and

men

tees

:

• re

fine

thei

r foc

us o

f men

torin

g,

cons

ider

ing

both

the

adap

tive

and

tech

nica

l asp

ects

of th

e lea

dersh

ip

role

(e.g

., th

e tra

nsiti

on to

the

role,

de

velo

pmen

t of l

eade

rship

pra

ctice

s, im

plem

enta

tion

of k

ey in

itiat

ives)

• co

ntin

ue to

doc

umen

t lea

rnin

g go

als

and

prog

ress

thro

ugh

the

use

of a

lea

rnin

g pl

an

• ad

opt n

ew p

racti

ces a

nd c

ompe

ten-

cies f

rom

the

OLF

as t

hey

prog

ress

th

roug

h th

e m

ento

ring

rela

tions

hip

• en

hanc

e sk

ills n

eede

d to

eng

age

in

cou

rage

ous/

open

-to-le

arni

ng

conv

ersa

tions

Men

tors:

• re

fine

and

appl

y a

varie

ty of

men

tor-

ing

appr

oach

es th

at a

re re

levan

t to

the

grow

th a

nd d

evelo

pmen

t nee

ds

of th

e m

ente

e ou

tlined

in th

e lea

rnin

g pl

an

• re

flect

on th

eir o

wn

prac

tices

as

a sc

hool

lead

er to

help

info

rm th

e m

ento

ring

proc

ess

Men

tors

and

men

tees

:

• co

mm

it to

a lo

ng-te

rm, s

usta

ined

m

ento

ring

proc

ess (

for a

per

iod

of

up to

two

year

s) th

at u

ses a

rang

e

of m

ento

ring

appr

oach

es

• re

view

and

refin

e th

eir f

ocus

on

prac

tices

and

com

pete

ncie

s out

lined

in

the

OLF

thro

ugh

parti

cipat

ion

in

men

torin

g

• pr

ovid

e on

goin

g fe

edba

ck to

en

hanc

e m

ento

ring

impl

emen

tatio

n

as p

art o

f the

boa

rd’s

mon

itorin

g

and

eval

uatio

n str

ateg

y

• re

fine

and

adap

t skil

ls ne

eded

to

enga

ge in

cou

rage

ous/

open

-to-

learn

ing

conv

ersa

tions

Men

tors:

• re

view,

ada

pt, a

nd a

pply

a va

riety

of m

ento

ring

appr

oach

es th

at a

re

relev

ant t

o th

e gr

owth

and

dev

elop-

men

t nee

ds o

f the

men

tee

outlin

ed in

th

e lea

rnin

g pl

an

• re

flect

on th

eir o

wn

prac

tices

as a

sc

hool

lead

er o

n a

cont

inuo

us b

asis

to h

elp in

form

the

men

torin

g pr

oces

s

Indic

ator

sIm

pleme

ntat

ionBu

ildin

g Ca

pacit

ySu

stain

ing

Capa

city

7. In

itial

and

Ong

oing

Ass

essm

ent o

f M

ente

e Le

arni

ng N

eeds

Boar

ds su

ppor

t men

tees

in a

sses

sing

thei

r lea

rnin

g ne

eds.

Lear

ning

ass

essm

ent g

uide

s the

wor

k of

th

e m

ento

r and

men

tee.

A ne

eds a

sses

smen

t too

l is u

sed

to

facil

itate

a m

atch

bet

wee

n m

ento

r and

m

ente

e. In

-dep

th le

arni

ng a

sses

smen

ts ar

e us

ed to

focu

s ong

oing

men

torin

g w

ork.

Lear

ning

nee

ds a

re re

asse

ssed

on

an

ongo

ing

basis

.

The

lead:

• es

tabl

ishes

a p

roce

ss a

nd id

entifi

es

and

shar

es to

ols t

hat c

an b

e us

ed

to a

sses

s men

tee

learn

ing

need

s an

d gu

ide

the

men

torin

g pr

oces

s (e

.g.,

uses

a p

relim

inar

y lea

rnin

g

need

s ass

essm

ent t

o ar

rive

at a

goo

d

men

tor/

men

tee

mat

ch; u

ses i

n-dep

th

learn

ing

asse

ssm

ents

afte

r men

torin

g be

gins

)

Men

tors:

• w

ork

with

men

tees

to id

entif

y ne

eds

and

inte

rests

spec

ific

to th

eir s

choo

l co

ntex

t and

dem

ogra

phics

and

thei

r sc

hool

impr

ovem

ent p

lan

The

lead:

• m

onito

rs a

ctivit

y to

ens

ure

that

on

goin

g as

sess

men

ts of

men

tee

lea

rnin

g ne

eds a

re b

eing

use

d to

gu

ide

the

men

torin

g pr

oces

s

Men

tors:

• w

ork

with

men

tees

to a

sses

s lea

rnin

g ne

eds o

n an

ong

oing

bas

is an

d

revis

e th

e fo

cus b

ased

on

shift

ing

need

s and

inte

rests

spec

ific

to th

eir

scho

ol c

onte

xt an

d de

mog

raph

ics

and

thei

r sch

ool i

mpr

ovem

ent p

lan

The

lead:

• co

ntin

ues t

o se

ek o

ut e

ffecti

ve le

arn-

ing

need

s ass

essm

ent t

ools

and

to

build

thes

e in

to th

e m

ento

ring

proc

ess

• re

visits

the

learn

ing

need

s ass

essm

ent

tool

s and

tim

eline

s, as

nee

ded,

to

best

guid

e th

e m

ento

ring

proc

ess

• co

ntin

ues t

o m

onito

r acti

vity

to e

nsur

e th

at o

ngoi

ng a

sses

smen

ts ar

e be

ing

used

to g

uide

the

men

torin

g pr

oces

s

Men

tors:

• w

ork

with

men

tees

to a

sses

s lea

rnin

g

need

s on

an o

ngoi

ng b

asis,

and

re

vise

and

refin

e th

e fo

cus b

ased

on

shift

ing

need

s and

inte

rests

spec

ific

to

their

scho

ol c

ontex

t and

dem

ogra

phics

an

d th

eir s

choo

l im

prov

emen

t pla

n

• pr

ovid

e on

goin

g fe

edba

ck to

the

m

ento

ring

lead

abou

t the

effe

ctive

-ne

ss o

f the

lear

ning

nee

ds a

sses

smen

t to

ols a

nd th

e im

plem

enta

tion

proc

ess

8. Jo

int O

rient

atio

n

Men

torin

g ex

pecta

tions

(rol

e of

the

men

tor a

nd w

hat t

he m

ente

e ca

n ex

pect

of th

e m

ento

r) ar

e cle

arly

com

mun

icate

d to

men

tor a

nd m

ente

e. O

rient

atio

n pr

o-vid

es a

foun

datio

n fo

r ong

oing

pro

fes-

siona

l lea

rnin

g (e

.g.,

build

ing

trust

and

mai

ntai

ning

con

fiden

tiality

; usin

g th

e lea

rnin

g pl

an, t

he O

ntar

io Le

ader

ship

Fr

amew

ork,

and

the

exit

proc

ess).

The

lead:

• de

velo

ps a

nd p

rovid

es a

n or

ient

atio

n pr

oces

s for

men

tees

and

men

tors,

an

d ac

quire

s and

dist

ribut

es re

quire

d re

sour

ces

• ex

plai

ns th

e te

rms o

f eng

agem

ent t

o m

ente

es a

nd m

ento

rs

• pr

ovid

es o

ppor

tuni

ties f

or m

ente

es

and

men

tors

to p

rovid

e fe

edba

ck o

n th

e or

ient

atio

n pr

oces

s

The

lead:

• m

onito

rs th

e ef

fecti

vene

ss o

f the

or

ient

atio

n pr

oces

s by

seek

ing

feed

-ba

ck fr

om m

ento

rs an

d m

ente

es

• an

nual

ly re

view

s and

revis

es th

e or

ient

atio

n pr

oces

s for

men

tees

and

m

ento

rs ba

sed

on m

onito

ring

and

eval

uatio

n re

sults

, inc

ludin

g fe

edba

ck

from

men

tees

and

men

tors

The

lead:

• co

ntin

ues t

o m

onito

r the

effe

ctive

ness

of

men

tee

and

men

tor o

rient

atio

n

• co

ntin

ually

refin

es th

e or

ient

atio

n

proc

ess i

n or

der t

o be

st m

eet t

he

need

s of m

ente

es a

nd m

ento

rs ba

sed

on m

onito

ring

and

eval

uatio

n re

sults

, in

cludi

ng fe

edba

ck fr

om m

ente

es a

nd

men

tors

Indic

ator

sIm

pleme

ntat

ionBu

ildin

g Ca

pacit

ySu

stain

ing

Capa

city

6. R

oles

and

Res

pons

ibili

ties o

f Men

tors

an

d M

ente

es

Men

torin

g is

an it

erat

ive p

roce

ss a

nd is

m

odifi

ed to

mee

t the

cha

ngin

g ne

eds o

f th

e ne

wly

appo

inte

d sc

hool

lead

er.

The

men

tor i

s res

pons

ible

for p

rovid

ing

men

torin

g th

at fo

cuse

s on

both

ada

ptive

an

d te

chni

cal a

spec

ts of

the

leade

rship

ro

le.

The

men

tee

is re

spon

sible

for p

artic

ipat

-in

g w

ith th

e m

ento

r in

a co

llabo

rativ

e m

anne

r to

learn

ada

ptive

and

tech

nica

l sk

ills o

f the

lead

ersh

ip ro

le.

Men

tors

and

men

tees

:

• ha

ve a

clea

r und

ersta

ndin

g of

thei

r ro

les a

nd th

e ex

pecta

tions

of m

ento

r-in

g w

ithin

the

boar

d

• de

mon

strat

e an

und

ersta

ndin

g of

ef

fecti

ve le

ader

ship

pra

ctice

s and

co

mpe

tenc

ies,

as o

utlin

ed in

the

O

ntar

io Le

ader

ship

Fra

mew

ork

(OLF

)

• id

entif

y ar

eas o

f foc

us fo

r the

first

yea

r of

men

torin

g th

roug

h th

e us

e of

a

learn

ing

plan

(The

men

tee

may

beg

in

with

a fo

cus o

n te

chni

cal a

spec

ts of

th

e lea

dersh

ip ro

le th

roug

h hi

s or h

er

inte

racti

on w

ith th

e m

ento

r.)

• de

mon

strat

e kn

owled

ge o

f var

ious

m

ento

ring

appr

oach

es le

arne

d fro

m

each

oth

er th

roug

h th

eir i

nter

actio

ns

and

rela

tions

hip

build

ing

• de

velo

p sk

ills n

eede

d to

eng

age

in

cou

rage

ous/

open

-to-le

arni

ng

conv

ersa

tions

• co

mm

unica

te to

the

men

torin

g lea

d an

y iss

ue/c

once

rn th

at c

ompr

omise

s th

e ov

eral

l suc

cess

of t

he m

ento

r/m

ente

e re

latio

nshi

p so

that

a p

roce

ss

of re

-mat

chin

g ca

n oc

cur

Men

tors:

• ha

ve a

clea

r und

ersta

ndin

g of

a

varie

ty of

men

torin

g ap

proa

ches

and

w

ays o

f app

lying

them

, and

con

nect

them

app

ropr

iate

ly w

ith th

e gr

owth

an

d de

velo

pmen

t nee

ds o

f the

men

tee

outlin

ed in

the

learn

ing

plan

• re

flect

on th

eir o

wn

prac

tices

as a

sc

hool

lead

er to

help

info

rm th

e

men

torin

g pr

oces

s

Men

tors

and

men

tees

:

• re

fine

thei

r foc

us o

f men

torin

g,

cons

ider

ing

both

the

adap

tive

and

tech

nica

l asp

ects

of th

e lea

dersh

ip

role

(e.g

., th

e tra

nsiti

on to

the

role,

de

velo

pmen

t of l

eade

rship

pra

ctice

s, im

plem

enta

tion

of k

ey in

itiat

ives)

• co

ntin

ue to

doc

umen

t lea

rnin

g go

als

and

prog

ress

thro

ugh

the

use

of a

lea

rnin

g pl

an

• ad

opt n

ew p

racti

ces a

nd c

ompe

ten-

cies f

rom

the

OLF

as t

hey

prog

ress

th

roug

h th

e m

ento

ring

rela

tions

hip

• en

hanc

e sk

ills n

eede

d to

eng

age

in

cou

rage

ous/

open

-to-le

arni

ng

conv

ersa

tions

Men

tors:

• re

fine

and

appl

y a

varie

ty of

men

tor-

ing

appr

oach

es th

at a

re re

levan

t to

the

grow

th a

nd d

evelo

pmen

t nee

ds

of th

e m

ente

e ou

tlined

in th

e lea

rnin

g pl

an

• re

flect

on th

eir o

wn

prac

tices

as

a sc

hool

lead

er to

help

info

rm th

e m

ento

ring

proc

ess

Men

tors

and

men

tees

:

• co

mm

it to

a lo

ng-te

rm, s

usta

ined

m

ento

ring

proc

ess (

for a

per

iod

of

up to

two

year

s) th

at u

ses a

rang

e

of m

ento

ring

appr

oach

es

• re

view

and

refin

e th

eir f

ocus

on

prac

tices

and

com

pete

ncie

s out

lined

in

the

OLF

thro

ugh

parti

cipat

ion

in

men

torin

g

• pr

ovid

e on

goin

g fe

edba

ck to

en

hanc

e m

ento

ring

impl

emen

tatio

n

as p

art o

f the

boa

rd’s

mon

itorin

g

and

eval

uatio

n str

ateg

y

• re

fine

and

adap

t skil

ls ne

eded

to

enga

ge in

cou

rage

ous/

open

-to-

learn

ing

conv

ersa

tions

Men

tors:

• re

view,

ada

pt, a

nd a

pply

a va

riety

of m

ento

ring

appr

oach

es th

at a

re

relev

ant t

o th

e gr

owth

and

dev

elop-

men

t nee

ds o

f the

men

tee

outlin

ed in

th

e lea

rnin

g pl

an

• re

flect

on th

eir o

wn

prac

tices

as a

sc

hool

lead

er o

n a

cont

inuo

us b

asis

to h

elp in

form

the

men

torin

g pr

oces

s

33

34

Ment

orin

g fo

r New

ly Ap

poin

ted

Scho

ol Le

ader

s Imp

lemen

tatio

n Co

ntin

uum

(cont

inue

d)

Indic

ator

sIm

pleme

ntat

ionBu

ildin

g Ca

pacit

ySu

stain

ing

Capa

city

9. Tr

aini

ng o

f Men

tors

Ever

y m

ento

r mus

t hav

e hi

gh-q

uality

, sp

ecifi

c tra

inin

g (e

.g.,

certi

fied,

acc

red-

ited

train

ing)

bef

ore

men

torin

g be

gins

, an

d on

an

ongo

ing

basis

, as n

eces

sary

, to

refin

e an

d up

grad

e sk

ills. T

rain

ing

is pr

ovid

ed b

y ce

rtifie

d in

tern

al (b

oard

) tra

iner

s or o

ffere

d by

exte

rnal

trai

ners

thro

ugh

the

prin

cipal

ass

ocia

tions

and

ot

her p

rovid

ers.

The

lead:

• m

ust e

nsur

e th

at e

very

new

and

ex

perie

nced

men

tor r

ecei

ves c

ertifi

ed

train

ing

that

focu

ses o

n th

e m

ento

ring

appr

oach

es (e

.g.,

coac

hing

, men

torin

g,

cons

ultin

g, fa

cilita

ting,

col

labo

ratin

g)

and

that

is o

ffere

d th

roug

h th

e

prin

cipal

ass

ocia

tions

or o

ther

pr

ovid

ers

The

lead:

• co

ordi

nate

s cer

tified

trai

ning

(offe

red

by p

rincip

al a

ssoc

iatio

ns o

r oth

er

prov

ider

s) to

new

and

exp

erie

nced

m

ento

rs to

refin

e an

d up

date

thei

r sk

ills

• pr

ovid

es o

r arra

nges

for t

rain

ing

that

fo

cuse

s on

the

spec

ific

and

chan

ging

ne

eds o

f men

tees

• al

igns

trai

ning

with

oth

er m

ento

ring

initi

ative

s with

in th

e bo

ard

(e.g

., N

ew

Teac

her I

nduc

tion

Prog

ram

[NTIP

], St

uden

t Suc

cess

)

The

lead:

• m

onito

rs th

e ef

fecti

vene

ss o

f tra

inin

g on

an

ongo

ing

basis

• as

sess

es a

nd a

dapt

s tra

inin

g to

mee

t th

e sp

ecifi

c ne

eds o

f new

and

exp

eri-

ence

d m

ento

rs, b

ased

on

mon

itorin

g an

d ev

alua

tion

resu

lts

• pr

omot

es a

nd fa

cilita

tes j

oint

trai

ning

fo

r men

torin

g ac

ross

the

boar

d in

co

llabo

ratio

n w

ith N

TIP, S

tude

nt

Succ

ess,

Lead

ing

Stud

ent A

chie

vem

ent,

and

othe

r em

ploy

ee g

roup

s

• de

velo

ps a

succ

essio

n pl

an fo

r ide

nti-

fyin

g an

d tra

inin

g ne

w m

ento

rs

10. D

evel

opin

g an

d Su

ppor

ting

M

ente

e Le

arni

ng P

lans

Ever

y m

ento

r and

men

tee

mus

t use

a

learn

ing

plan

to g

uide

the

men

torin

g pr

oces

s.

The

learn

ing

plan

:

– is

one

of th

e fir

st th

ings

the

men

tee

com

plet

es w

ith th

e as

sista

nce

of h

is or

her

men

tor t

o gu

ide

the

men

torin

g pr

oces

s

– is

used

to fo

cus m

ento

ring

inte

racti

ons

and

the

grow

th a

nd d

evelo

pmen

t of

the

men

tee

– re

flects

the

learn

ing

need

s of t

he m

en-

tee

iden

tified

thro

ugh

the

learn

ing

as

sess

men

t

– is

revie

wed

on

a re

gula

r bas

is to

de-

term

ine

prog

ress

and

iden

tify

chan

ges

in th

e lea

rnin

g ne

eds a

nd in

tere

sts o

f th

e m

ente

e re

late

d to

the

scho

ol c

on-

text

and

dem

ogra

phics

and

the

scho

ol

impr

ovem

ent p

lan

The

lead:

• id

entifi

es th

e ro

les a

nd re

spon

sibili

ties

of m

ento

rs an

d m

ente

es in

dev

elopi

ng

and

usin

g a

learn

ing

plan

• ex

plai

ns th

e pu

rpos

e an

d be

nefit

s of

usin

g th

e lea

rnin

g pl

an to

men

tees

an

d m

ento

rs

• pr

ovid

es m

ente

es a

nd m

ento

rs w

ith

the

min

istry

or b

oard

-dev

elope

d

learn

ing

plan

tem

plat

es

• m

onito

rs m

ento

ring

activ

ity to

ens

ure

that

the

learn

ing

plan

is b

eing

use

d to

focu

s men

torin

g in

tera

ction

s on

stude

nt a

chie

vem

ent a

nd w

ell-b

eing

an

d th

at it

is ta

ilore

d to

the

grow

th

and

deve

lopm

ent o

f the

men

tee

Men

tees

and

men

tors:

• us

e th

e m

inist

ry o

r boa

rd-d

evelo

ped

learn

ing

plan

to g

uide

and

mon

itor

grow

th a

nd a

chie

vem

ent o

f ide

ntifi

ed

goal

s in

orde

r to

ensu

re th

at m

ente

es’

learn

ing

need

s are

bei

ng m

et

The

lead:

• re

info

rces

the

impo

rtanc

e an

d va

lue o

f do

cum

entin

g pr

ogre

ss to

war

ds a

chie

v-in

g m

entee

s’ go

als i

n the

lear

ning

pla

n

• m

onito

r men

torin

g ac

tivity

to e

nsur

e th

at th

e lea

rnin

g pl

an is

bei

ng u

sed

to fo

cus m

ento

ring

inte

racti

ons o

n stu

dent

ach

ieve

men

t and

well

-bei

ng

and

that

it is

tailo

red

to th

e gr

owth

an

d de

velo

pmen

t of t

he m

ente

e

Men

tees

and

men

tors:

• us

e th

e m

inist

ry o

r boa

rd-d

evelo

ped

learn

ing

plan

tem

plat

e in

ord

er to

sh

arpe

n the

ir fo

cus,

to g

uide

and

mon

-ito

r gro

wth

and

prog

ress

in a

chie

ving

iden

tified

goa

ls, a

nd to

ens

ure

that

men

tees’

learn

ing

need

s are

bei

ng m

et

• id

entif

y on

goin

g lea

rnin

g ne

eds a

nd

inte

rests

spec

ific

to th

e sc

hool

con

text

and

dem

ogra

phics

and

the

scho

ol

impr

ovem

ent p

lan,

and

revis

e th

e lea

rnin

g pl

an a

ccor

ding

ly

The

lead:

• as

sess

es th

e us

e an

d ef

fecti

vene

ss

of th

e lea

rnin

g pl

an, a

nd m

akes

m

odifi

catio

ns (e

ither

to th

e lea

rnin

g pl

an it

self

or b

y pr

ovid

ing

addi

tiona

l su

ppor

t to

men

tors/

men

tees

) bas

ed

on fe

edba

ck p

rovid

ed th

roug

h

mon

itorin

g an

d ev

alua

tion

resu

lts

• m

onito

rs m

ento

ring

activ

ity to

ens

ure

that

the

learn

ing

plan

is b

eing

use

d to

focu

s men

torin

g in

tera

ction

s on

stude

nt a

chie

vem

ent a

nd w

ell-b

eing

an

d th

at it

is ta

ilore

d to

the

grow

th

and

deve

lopm

ent o

f the

men

tee

Men

tees

and

men

tors:

• re

fer c

ontin

ually

to th

e lea

rnin

g pl

an

and

mak

e ch

ange

s as n

eede

d to

en

sure

that

men

tees

’ lea

rnin

g ne

eds

rela

ted

to th

e sc

hool

con

text

and

de

mog

raph

ics a

nd th

e sc

hool

impr

ove-

men

t pla

n ar

e be

ing

met

, and

that

pr

ofes

siona

l gro

wth

and

dev

elopm

ent

goal

s are

bei

ng a

chie

ved

35

Indic

ator

sIm

pleme

ntat

ionBu

ildin

g Ca

pacit

ySu

stain

ing

Capa

city

11. O

ngoi

ng P

rofe

ssio

nal L

earn

ing

(PL)

and

Reso

urce

s

Men

tors,

men

tees

, and

the

boar

d’s m

en-

torin

g lea

d en

gage

in o

ngoi

ng p

rofe

s-sio

nal l

earn

ing

oppo

rtuni

ties r

elate

d to

m

ento

ring

that

refle

ct cu

rrent

rese

arch

, m

ente

e an

d m

ento

r fee

dbac

k, a

nd

scho

ol, b

oard

, and

pro

vincia

l prio

ritie

s.

Prof

essio

nal l

earn

ing

for b

oth

men

tors

and

men

tees

enh

ance

s the

men

tee’

s gr

owth

and

dev

elopm

ent,

as w

ell a

s th

e m

ento

r’s le

arni

ng e

xper

ienc

e.

Prof

essio

nal l

earn

ing

is ta

ilore

d to

the

men

tee’

s lea

rnin

g ne

eds a

nd h

is or

her

pa

rticu

lar s

choo

l con

text.

The

lead:

• ar

rang

es o

ngoi

ng P

L for

men

tees

and

m

ento

rs th

at re

flects

cur

rent

rese

arch

, m

ente

e an

d m

ento

r fee

dbac

k, a

nd

scho

ol, b

oard

, and

pro

vincia

l ini

tia-

tives

and

prio

ritie

s tha

t are

spec

ific

to

the

need

s of m

ento

rs an

d m

ente

es

• pr

ovid

es su

ppor

ts an

d re

sour

ces t

o m

ento

rs an

d m

ente

es o

n an

ong

oing

ba

sis in

ord

er to

enh

ance

the

men

tee’s

grow

th a

nd d

evelo

pmen

t, as

well

as

the

men

tor’s

lear

ning

exp

erie

nce

• pa

rticip

ates

in p

rofe

ssio

nal l

earn

ing

on a

n on

goin

g ba

sis

The

lead:

• pr

omot

es o

ngoi

ng P

L (e.

g., o

n em

o-tio

nal i

ntell

igen

ce, c

onfli

ct re

solut

ion,

te

ache

r per

form

ance

app

raisa

l); c

o-or

dina

tes P

L for

men

tees

and

men

tors

that

refle

cts c

urre

nt re

sear

ch, m

ente

e an

d m

ento

r fee

dbac

k, a

nd sc

hool

, bo

ard,

and

pro

vincia

l ini

tiativ

es

and

prio

ritie

s, an

d th

at fo

cuse

s on

the

chan

ging

nee

ds o

f men

tees

an

d m

ento

rs (e

.g.,

in th

eir fi

rst a

nd

seco

nd y

ears)

• re

fines

supp

orts

and

reso

urce

s pro

-vid

ed to

men

tors

and

men

tees

on

an

ongo

ing

basis

in o

rder

to e

nhan

ce th

e m

ente

e’s g

row

th a

nd d

evelo

pmen

t,

as w

ell a

s the

men

tor’s

pro

fess

iona

l de

velo

pmen

t and

lear

ning

exp

erie

nce

The

lead:

• m

onito

rs an

d m

odifi

es P

L for

men

tees

an

d m

ento

rs th

at re

flects

cur

rent

re

sear

ch, m

ente

e an

d m

ento

r fe

edba

ck, a

nd sc

hool

, boa

rd, a

nd

prov

incia

l ini

tiativ

es a

nd p

riorit

ies

• as

sess

es th

e ef

fecti

vene

ss o

f PL a

nd

reso

urce

s thr

ough

mon

itorin

g an

d ev

alua

tion

data

, and

eith

er a

dapt

s ex

istin

g re

sour

ces o

r pro

vides

new

re

sour

ces b

ased

on

feed

back

from

m

ento

rs/m

ente

es

• al

igns

PL a

nd m

ento

ring

reso

urce

s with

ot

her m

ento

ring

initi

ative

s with

in th

e bo

ard

(e.g

., N

ew Te

ache

r Ind

uctio

n Pr

ogra

m, S

tuden

t Suc

cess

, and

othe

r em

ploy

ee g

roup

s)

12. E

xit P

roce

ss

The

exit

proc

ess m

ust b

e es

tabl

ished

by

the

boar

d an

d cle

arly

com

mun

icate

d

to m

ento

rs an

d m

ente

es.

The

lead:

• es

tabl

ishes

and

clea

rly c

omm

unica

tes

the

exit

proc

ess t

o m

ento

rs an

d m

ente

es

• pr

ovid

es n

eces

sary

supp

orts

to

facil

itate

the

exit

proc

ess a

nd to

in

clude

re-m

atch

ing,

if re

quire

d

The

lead:

• m

onito

rs th

e ex

it pr

oces

s

• re

view

s the

mat

chin

g pr

oces

s, if

nece

ssar

y

• re

vises

the

exit

proc

ess,

if ne

cess

ary

• co

mm

unica

tes c

hang

es to

men

tors

and

men

tees

The

lead:

• re

view

s the

exit

pro

cess

ann

ually

and

mo

difie

s it a

s nee

ded

to e

nsur

e effi

cacy

, ba

sed

on fe

edba

ck p

rovid

ed th

roug

h m

onito

ring

and

eval

uatio

n re

sults

• up

date

s the

exi

t pro

cess

• co

ntin

ually

mon

itors

chan

ges a

nd

com

mun

icate

s the

m to

men

tors

and

men

tees

36

Ment

orin

g fo

r New

ly Ap

poin

ted

Scho

ol Le

ader

s Imp

lemen

tatio

n Co

ntin

uum

(cont

inue

d)

Indic

ator

sIm

pleme

ntat

ionBu

ildin

g Ca

pacit

ySu

stain

ing

Capa

city

13. M

onito

ring

and

Eva

luat

ion

Mon

itorin

g an

d ev

alua

tion

occu

rs on

an

ongo

ing

basis

to d

eter

min

e if

men

torin

g

is m

eetin

g m

ento

rs’ a

nd m

ente

es’ n

eeds

an

d ac

hiev

ing

the

inte

nded

goa

ls.

Barri

ers a

nd is

sues

may

be

iden

tified

, an

d ac

tion

to a

ddre

ss c

halle

nges

may

be

take

n by

the

boar

d.

Resu

lts o

f mon

itorin

g an

d ev

alua

tion

may

be

used

to in

form

the

repo

rts

the

boar

d is

requ

ired

to su

bmit

to th

e m

inist

ry.

The

lead:

• co

nduc

ts a

need

s ass

essm

ent t

o

dete

rmin

e su

cces

sful p

racti

ces,

ch

allen

ges,

and

area

s of n

eed

• de

velo

ps a

stra

tegy

for m

onito

ring

and

eval

uatin

g su

cces

s and

iden

tify-

ing

poss

ible

area

s for

impr

ovem

ent

in m

ento

ring

• id

entifi

es a

nd c

oord

inat

es th

e de

vel-

opm

ent o

f a v

arie

ty of

met

hods

and

to

ols (

e.g.

, an

end-

of-ye

ar su

rvey

) to

gat

her i

nfor

mat

ion

to a

sses

s the

bo

ard’

s men

torin

g pr

ogra

m a

nd it

s im

pact

on m

ento

rs an

d m

ente

es

• es

tabl

ishes

indi

cato

rs of

succ

essfu

l im

plem

enta

tion

of m

ento

ring

(e.g

.,

effe

ctive

use

of t

he le

arni

ng p

lan,

hi

gh-q

uality

men

tor t

rain

ing

for

new

and

exp

erie

nced

men

tors)

and

m

onito

rs ac

hiev

emen

t of t

he b

oard

’s

men

torin

g go

als

• co

mm

unica

tes t

he b

oard

’s m

onito

ring

and

eval

uatio

n str

ateg

y ba

sed

on th

e bo

ard’

s men

torin

g go

als

The

lead:

• co

nduc

ts da

ta c

ollec

tion

activ

ities

, an

d re

view

s dat

a w

ith re

spec

t to

indi

cato

rs o

f the

succ

essfu

l im

plem

enta

tion

of m

ento

ring

an

d th

e ac

hiev

emen

t of t

he b

oard

’s m

ento

ring

goal

s

• ta

kes a

n ac

tive

role

in fi

ndin

g

solut

ions

to c

halle

nges

or i

ssue

s th

at m

ay a

rise

• co

mm

unica

tes r

esult

s of t

he m

onito

r-in

g an

d ev

alua

tion

of th

e m

ento

ring

prog

ram

to m

ento

rs an

d m

ente

es

• al

igns

mon

itorin

g an

d ev

alua

tion

strat

egie

s to

thos

e of

oth

er m

ento

ring

prog

ram

s

The

lead:

• co

ntin

ues t

o co

nduc

t dat

a co

llecti

on

activ

ities

, rev

iew

s res

ults,

iden

tifies

su

cces

ses a

nd c

halle

nges

, and

mod

i-fie

s rele

vant

com

pone

nts o

f men

torin

g ba

sed

on re

sults

• re

view

s dat

a co

llecti

on m

etho

ds to

en

sure

effe

ctive

ness

and

effi

cienc

y in

obt

aini

ng th

e fe

edba

ck n

eces

sary

fo

r mak

ing

impr

ovem

ents

in m

ento

r-in

g an

d fo

r adj

ustin

g go

als,

whe

n re

quire

d

•re

cogn

izes

succ

essfu

lpra

ctice

s,an

dad

dres

ses c

halle

nges

and

are

as o

f ne

ed in

ord

er to

impr

ove

men

torin

g an

d m

aint

ain

a hi

gh-q

uality

men

torin

g pr

ogra

m fo

cuse

d on

stud

ent a

chie

ve-

men

t and

well

-bei

ng

11-078

ISBN 978-1-4435-7043-5 (PDF)ISBN 978-1-4435-7044-2 (TXT)

© Queen’s Printer for Ontario, 2011