Chadwick Core Mentoring Practices and Responsibilities

	A	B	C	D	E
1	Chadwick Core Mentoring Practices and Responsibilities 2021 revised February 2025
2	Chadwick Mission, Philosophy and Teacher Traits	Core Mentoring Practices	The Mentor’s Responsibilities	The Co-teacher’s Responsibilities	Shared Responsibilities

3	Global Citizens Keen Minds Exemplary character Collaborative	Finding Openings for Conversations	The mentor finds topics to talk about that are important and beneficial to the Co-teacher as a developing teacher because they bring up basic issues around pedagogy that teachers need to carefully and thoroughly consider.	The Co-teacher recognizes these invitations for conversations as a way to strengthen their pedagogy.	At least every two weeks: reflection on collaboration between Mentor and Co-teacher
4	Professionally grounded	Acknowledging and respecting prior learning	The mentor learns about the Co-teacher and understands the academic and experiential value that the Co-teacher brings to the classroom. The mentor actively seeks to provide the Co-teacher with opportunities to demonstrate prior learning.	The Co-teacher learns about the mentor and understands the academic and experiential value that the mentor brings to the classroom.	At least every two weeks: reflection on collaboration between Mentor and Co-teacher
5	The ability to lead Exemplary character Innovative	Identifying/Framing Problems	When a problem arises, the mentor helps the Co-teacher to decide what to treat as relevant in the particular situation--in other words, how to identify what the real problem actually is. This helps the Co-teacher to consider the different perspectives in each situation and the different possible solutions that can address the problem.	The Co-teacher keeps in mind that the mentor’s perspective can be both different from the Co-teacher's and useful to the Co-teacher. The Co-teacher pays attention to the mentor’s reasoning behind the identification of the problem, and is open to discussing alternative perspectives with the mentor.	Have convesrations to clear misunderstanding as soon as they are identified
6	Keen Minds Innovative Compassion Honesty	Probing Co-teachers’ Thinking	The mentor finds out how the Co-teacher is thinking about a situation by asking him/her to elaborate on an initial statement or explanation, and may also extend the Co-teacher’s thinking by asking the Co-teacher to think about an area that was not initially considered.	The Co-teacher responds by trying to be frank and clear about her or his thinking; and by having the confidence to share ideas even if they are incomplete, tentative, or different from the mentors without worrying about being "right" or "wrong".	That agreements are put in place before the start of a new year and are constantly reviewed so that all parties can engage in meaningful collaboration
7	Self-Knowledge The ability to Lead Collaborative Responsibility	Noticing Signs of Growth	The mentor acknowledges and “spotlights” specific aspects of the Co-teacher’s teaching, explicitly talking about what the Co-teacher did well.	The Co-teacher acknowledges the specific spotlight and aims to regularly incorporate these positively identified practices in future lessons and activities.	At least every two weeks: reflection on collaboration between Mentor and Co-teacher
8	Exemplary Character Student-centered Compassion Fairness	Focusing on Students	The mentor helps support the Co-teacher in formatively assessing the students’ understanding and identifying students’ needs.	The Co-teacher uses this information about the students to inform ongoing instruction.	Develop differentiated instruction tasks based on students’ needs and remain engaged with the delivery and assessment of these tasks.
9					Build supportive relationships with students
10					Monitor and assess student progress
11					(engage in conversations around running records, anecdotal records, etc.)
12					Conferring with students
13					Engage in the Individual Learning Plan (ILP) for students with learning differences.
14					Use and maintain behavior logs
15	Professionally grounded	Reinforcing an Understanding of the relevant IB Programme	The mentor supports the Co-teacher in developing the essential elements of the respective IB programme by specifically looking for evidence of how those elements can build better student understanding.	The Co-teacher recognizes the mentor's cue to connect curriculum planning to student understanding and works to independently identify those connections.	VS only Prepare Unit of Inquiry overview letter for parents (start of each unit)
16	The ability to Lead Collaborative and Innovative	Giving Living Examples of One Person's Way of Teaching	The mentor models a set of teaching practices, communicating in a way so the Co-teacher can both observe the mentor's actions and understand how the mentor thinks about those actions in situations.	The Co-teacher listens carefully to the mentor's communication, in order to see and hear the part or aspect of practice that the mentor is trying to show. The Co-teacher also may need the discipline of listening and observing as distinct from judging. The Co-teacher takes responsibility for deciding when and if to try to emulate the particular set of teaching practices shown.
17	Self-knowledge Innovative	Goal Setting	The mentor takes an active role in helping the Co-teacher to articulate goals for growth and to support progress in working toward those goals; the mentor offers and suggests potential areas of growth to the Co-teacher.	The Co-teacher strives to establish, communicate and pursue professional goals with the support of the mentor teacher. The Co-teacher considers and reflects on any suggestions that the mentor teacher makes.	Refer to goals on a regular basis
18	Keen Minds Innovative	Problem Solving	The mentor joins the Co-teacher and administrator (if needed) in framing problems of teaching practice/teaching relations, identifying a range of potential solutions, and discussing whether problems are resolved.	The Co-teacher recognizes that situations in the classroom can be framed differently, and explores others' framing and suggested solutions in relation to his or her own.
19	Student-centered Collaborative Professionally Grounded	Co-Planning and Co-Teaching	The mentor joins the Co-teacher in unit and lesson planning, and in carrying out those plans in the classroom. The mentor aims to help the Co-teacher to understand the knowledge and thinking that informs the planning, to guide the Co-teacher in using effective strategies throughout the planning and teaching process, and to show what can be shared only by teaching together in the classroom.	The Co-teacher is alert to recognize both what can be said about teaching and what can be shown by action in the classroom. The Co-teacher takes initiative to be an active participant in the co-planning and co-teaching processes, according to his/her readiness and the agreements made with the school.	Co-Develop and plan IB units, projects, individual lessons, Celebrations of Learning, field trips and documenting these on Managebac Actively contribute to the development of units in team meetings Plan and deliver lessons for units Integration of technology Implement and support responsive classroom strategies. Lead Morning Meetings
20	Professionally grounded	Establishing a formal structure for regular Feedback	The mentor teacher establishes a series of set times on a shared calendar where the development of the Co-teacher is formally reviewed and specific feedback is shared. This should happen at least every two weeks. The Mentor teacher and the Co-teacher share responsibility for documenting this Feedback.	The Co-teacher is available for each Feedback meeting and engages in the Feedback with a Growth Mindset. Where areas of growth are identified, these are mapped out with clear goals and target dates. The Co-teacher will proactively identify areas for specific Feedback. The Mentor teacher and the Co-teacher share responsibility for documenting this Feedback.	At least every two weeks: reflection on collaboration between Mentor and Co-teacher
21	Keen Minds Self-knoweldge Globally minded	Supporting opportunities for formal and informal observation of other teachers’ work.	The Mentor teacher encourages and supports the Co-teacher to observe a range of teaching practices within the grade level and across the school. The Mentor teacher models peer observation practices.	The Co-teacher actively identifies practitioners and opportunities for observation. The Co-teacher ensures that time away from the designated class is carefully planned in collaboration with the Mentor teacher.	Document feedback from mentor regarding Co-teacher growth and participation according to established expectations.
22	Keen Minds Student-centred Innovative	Developing the Classroom as the Third Teacher	Preparing and presenting displays of students' work.	Support the mentor teacher in choosing and showcasing students' work.
23	Exemplary Character Technologically Competent Honesty Compassion Fairness Responsibility	Communicating with parents	Preparing semester report narratives Editing semester report narratives Prepare for Parent Teacher Conferences/Student Led Conferences Communicate with parents about individual students Communicate with parents using weekly social media updates.	Review report comments and provide suggestions or feedback focusing on student development as appropriate Share student engagement observations that could support conversations during Parent-Teacher conferences Upon agreement with mentor teachers, communicate with parent class newsletters using the agreed communication platform Upon agreement, be present in Parent-Teacher conferences
24	Global Citizens The ability to Lead Technologically Competent	Sharing our expertise outside of Chadwick International		Mentor student teachers (GINUE, KNUE, George Mason, USC, Ryerson, MGSE etc)
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100