Special Mentor Information

Welcome mentor teachers!

Throughout the program, mentor teachers will need to access documents on this page to support, monitor, and assess candidate growth. Mentor teachers can also reference the Student Information and Supervisor Information pages from the menu on the left side of the page.

All Special Education students are required to be read and understand the Special Education Program Handbook. This handbook outlines the policies and procedures of the program.

  • Special Education Program Handbook- coming soon

Mentors will need complete documentation throughout their work with Special Education candidates. The Special Education Field Coordinator will provide orientations to schools to support the work of mentors, supervisors, and candidates prior to the start of the term. Mentor teacher will also be provided a term calendar with specific responsibilities and due dates for candidates, mentors, and supervisors.

Fall Semester - Professional Cohort - Junior Year

During Fall Semester candidates in their first year of professional cohort participate in their first cohort field experience known as Practicum I. The candidates typically complete this practicum in pairs at the same field site. The chart below identifies the forms mentors may see in use by the teaching candidates during Spring Semester. The Special Education Field Coordinator will provide more specific deadlines for all documents at the beginning of the term they are due.

Fall Semester - Practicum Mentoring - Professional Cohort Year One

Fall Semester - Practicum Mentoring - Professional Cohort Year One
Due Date Document Name Description

One per week

Collaborative Assessment Log (CAL) (DOC)

This document is completed by the two interns that partner at a field site as a mean to discuss their own professional growth. In some situations, the program, supervisor, or mentor may also use CALs to be completed to facilitate open communication.

Professional Cohort - Spring Semester - Junior Year

During Spring Semester candidates in their first year of professional cohort participate in their first cohort field experience known as Practicum I. The candidates typically complete this practicum in pairs at the same field site. The chart below identifies the forms mentors teachers may see in use by the teaching candidates during Spring Semester. The Special Education Field Coordinator will provide more specific deadlines for all documents at the beginning of the term they are due.

Spring Semester - Practicum Mentoring - Professional Cohort Year One

Spring Semester - Practicum Mentoring - Professional Cohort Year One

Due Date

Document Name

Description

One per
week

Collaborative Assessment Log (CAL) (DOC)

This document is completed by the two interns that partner at a field site as a mean to discuss their own professional growth. In some situations, the program, supervisor, or mentor may also use CALs to be completed to facilitate open communication.

Internship Mild/Moderate (12 weeks) -Fall Semester - Senior Year

Internship Mild/Moderate (12 weeks) -Fall Semester - Senior Year

Due Date

Document Name

Description

August

Intern Plan (DOC)

This document guides candidates through the process of reflecting on strengths and opportunities to set goals for professional growth. This document should be downloaded, completed, and discussed in a meeting between the mentor teacher and the intern.

August

Goal Setting Agreement (DOC) 

This document guides candidates through the process of reflecting on strengths and opportunities to set goals for professional growth. This document should be downloaded, completed, and discussed in a triad meeting between the mentor teacher, the university supervisor and the intern.

August - November

Collaborative Assessment Log (CAL) (DOC)

This document is completed by the intern and the mentor teacher to discuss the internâ s professional growth. This documents should be completed at least 6 times and shared with the university supervisor.

September - November

Observation Form (DOC)

This observation form is used by both university supervisors (four times) and mentor teachers (once) to provide written feedback to candidates on observed instruction.

October

CPAST Assessment:

CPAST Look Fors (DOC)

CPAST Form (DOC)

CPAST Individual Score Form (DOC)

CPAST Consensus Score Form (DOC)

This document guides candidates through the process of rating themselves in several areas aligned with Ohio Standards of the Teaching Profession, edTPA, and CAEP accreditation standards. This document is completed independently by the candidate, the mentor teacher, and the university supervisor at two points in the semester. All three parties bring their completed assessments to a triad meeting to reach consensus and develop goals for the first year of teaching.

November

Mentor Evaluation Survey

This survey is critical to ensuring continuous improvement for our program. The survey will ask you to rate your experiences with the program.

November

Mentor Teacher Demographic Form

This form collects the demographic information of our mentor teachers for mentor payment and program accreditation purposes.

Internship Moderate/Intense (12 weeks) -Spring Semester - Senior Year

Internship Moderate/Intense (12 weeks) -Spring Semester - Senior Year

Due Date

Document Name

Description

January

Intern Plan (DOC)

This document guides candidates through the process of reflecting on strengths and opportunities to set goals for professional growth. This document should be downloaded, completed, and discussed in a meeting between the mentor teacher and the intern.

January

Goal Setting Agreement (DOC) 

This document guides candidates through the process of reflecting on strengths and opportunities to set goals for professional growth. This document should be downloaded, completed, and discussed in a triad meeting between the mentor teacher, the university supervisor and the intern.

August - November

Collaborative Assessment Log (CAL) (DOC)

This document is completed by the intern and the mentor teacher to discuss the internâ  s professional growth. This documents should be completed at least 6 times and shared with the university supervisor.

January - March

Observation Form (DOC) 

This observation form is used by both university supervisors (four times) and mentor teachers (once) to provide written feedback to candidates on observed instruction.

February and March

CPAST Assessment:

CPAST Look Fors (DOC)

CPAST Form (DOC)

CPAST Individual Score Form (DOC)

CPAST Consensus Score Form (DOC)

This document guides candidates through the process of rating themselves in several areas aligned with Ohio Standards of the Teaching Profession, edTPA, and CAEP accreditation standards. This document is completed independently by the candidate, the mentor teacher, and the university supervisor at two points in the semester. All three parties bring their completed assessments to a triad meeting to reach consensus and develop goals for the first year of teaching.

March

Mentor Evaluation Survey

This survey is critical to ensuring continuous improvement for our program. The survey will ask you to rate your experiences with the program.

March

Mentor Teacher Demographic Form

This form collects the demographic information of our mentor teachers for mentor payment and program accreditation purposes.