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.
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
• Wo
rk w
ith se
nior
m
anag
emen
t sta
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
ty –
Supp
orts
the s
choo
l cou
n-cil
so it
can
parti
cipat
e ac
tively
and a
uthe
ntica
lly
in it
s adv
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;
telep
hone
call
as
need
ed an
d also
durin
g the
3rd w
eek o
f the
mon
th to
give
upd
ates a
nd
to co
nfirm
upc
omin
g mee
ting l
ocat
ion
and a
rea o
f foc
usM
eetin
g lo
catio
n: YM
CA m
eetin
g roo
m
Alig
ning
Res
ourc
esTe
chni
cal g
oal:
Lear
n bu
dget
requ
irem
ents
and d
evelo
p tec
hnica
l sk
ills t
o man
age s
choo
l and
scho
ol co
uncil
budg
ets
Adap
tive
goal
: Dev
elop s
kills
of all
ocati
ng fu
nds t
o sch
ool p
riorit
ies
thro
ugh
a col
labo
rativ
e pro
cess,
obse
rvin
g bud
get c
onstr
aint
s.
Gro
wth
Stra
tegie
s as a
Foc
us o
f Men
torin
gDa
tes a
nd
Timeli
nes
1. Pa
rticip
ate i
n bo
ard-
spon
sore
d wor
ksho
p “F
inan
cial M
anag
emen
t for
New
Scho
ol an
d Sy
stem
Lead
ers”
Sept
embe
r 201
1
2. M
ento
r to p
artic
ipat
e in
scho
ol bu
dget
mee
ting
at m
entee
’s sc
hool
to ob
serv
e pro
cess
of de
cisio
n m
akin
g and
alig
nmen
t with
boar
d prio
rities
, and
pr
ovid
e fee
dbac
k and
sugg
estio
ns
Sept
embe
r 201
1
3. Wo
rk w
ith m
ento
r and
fina
ncia
l ser
vices
staf
f on
scho
ol bu
dget,
cons
ultin
g with
scho
ol co
uncil
on
budg
et fo
r out
reac
h m
oney
Octo
ber 2
011
4. Fa
cilita
te bu
dget-
plan
ning
mee
ting w
ith st
aff
advis
ory c
ounc
il –
plan
and d
iscus
s with
men
tor.
Revie
w sc
hool
and d
istric
t prio
rities
and t
he sc
hool
im
prov
emen
t pla
n to
info
rm th
e pro
cess
Octo
ber 2
011
5. Fa
cilita
te bu
dget-
plan
ning
mee
ting w
ith sc
hool
co
uncil
– pl
an an
d disc
uss w
ith m
ento
rOc
tobe
r 201
1
Reso
urce
s•
Onta
rio Le
ader
ship
Fram
ewor
k; bo
ard i
mpr
ovem
ent p
lan
for s
tude
nt
achi
evem
ent;
scho
ol im
prov
emen
t pla
n•
Boar
d fina
ncia
l han
dboo
k for
prin
cipal
s•
BAS 2
000 s
oftwa
re (so
ftwar
e used
to m
anag
e sch
ool a
nd bo
ard b
udge
ts)
Ong
oing
Pro
fess
iona
l Dev
elop
men
t •
Lear
ning
netw
orks
–
Boar
d-sp
onso
red w
orks
hops
–
Netw
orkin
g with
seni
or m
anag
emen
t, su
pervi
sory
office
rs, an
d coll
eagu
es
– Sc
hool
Cou
ncils
in O
ntar
io Sc
hool
s Co
nfer
ence
, 201
0
• M
ento
ring
Syste
m P
racti
ces
and
Proc
edur
es•
Pare
nt a
nd co
mm
unity
su
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
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