The purpose of Phase II of the Mentor Program is to assist interns to begin a process of continual professional development, self-reflection, and demonstrated commitment to their roles as instructional leaders. The interns who have successfully demonstrated the essential competencies of Phase I are approved for transition into Phase II.  Before placing an intern in Phase II the mentor must be completely confident in the ability of the mentee to meet the challenges of teaching without the weekly in class support of the mentor.


    First Semester Phase II


    First semester observations are equivalent to a 1/2 day visit per month. Mentor will write a brief narrative of what has been observed in the mentee's classroom, as well as the mentee's active participation in collegial circles.


    Second Semester Phase II


    The second semester has been designed to give interns experience in a clinical supervision model called Peer Coaching. Interns are placed into smaller groups according to common grade levels and/or subject areas. They are then further grouped into three to five person collegial circles.


    The semester begins with an orientation seminar, which introduces interns into their assigned circles. The clinical supervision model is introduced as interns and mentors observe an authentic lesson. Interns learn how to support one another as they exchange the roles of Instructor, Coach, and Coach's Coach.


    Participation Roles


    The Instructor leads the lesson. Prior to this time, he/she should be thinking about what the other group members might observe. Some examples of the focus of the observation might be answers to the following questions:

    • Is the class interactive?
    • Am I covering too much/too little content?
    • How are my presentations skills of voice, gestures, movement, clarity of information, and use of technology?
    • Do I handle any unforeseen event should it arise?
    • Am I targeting instruction toward student responses and needs?
    • Are my students actively engaged in the lesson?
    • How are my organization and time management of the lesson?
    • Does my lesson include important information and concepts which are reflective of the required curricula?
    • Does my lesson promote students' achievement as per my instructional objectives?

    The instructor will meet with the other members of the collegial circle prior to the lesson. The group will briefly discuss the lesson, and the instructor will share what he/she would like the observers to pay particular attention to.


    The Coach listens to the instructor and will facilitate the observation activity. During the lesson, the coach will adhere to what the instructor has designated to be observed. A Phase II Observation Form is used (attached). All members complete the front of the form during the pre-observation conference. The back of the form is used by all participants as they record their observations and comments during the lesson.


    The Coach's Coach is used for members who will also participate as a peer observer. His/her role helps establish and promote a collegial atmosphere that provides a non-threatening experience as well as to give all interns the opportunity to give quality feedback to the Instructor. The expectation is that colleagues will create a positive atmosphere of trust and honesty. The Coach's Coach will provide additional comments and suggestions that are in keeping with the philosophy of the model. They can listen and report about any positive interactions which they observe.

Last Modified on February 15, 2019