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MIP workshop handouts

Page history last edited by Mrs. Parten 7 years, 5 months ago

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Here are handouts from the 2016-17 Mentor Induction Program workshops







New Teacher Orientation

Day 1

Day 2

August Observation Look Fors

Year 1

Year 2

Year 3 

Year 1

Year 2

Year 3 


Year 1

Year 2

Year 3 


Year 1

Year 2

Year 3 





Deming Public Schools

Mentor Induction Program

Instructional Criteria and Rationale




Daily Schedule/Agenda


  •  Time
  •  Subject
  •  Written and/or stated objective matched to lesson and aligned to CCSS


  •  Activities
  •  Written and stated objective matched to lesson and aligned to CCSS and content standards


  • Sets daily expectations
  • Sets a routine



Domains –

(1A, 1C, 2B, 2D)







  • Engages all students
  • Aligned to learning objective
  • Connects to learning outcome
  • Activates prior learning


  • Engages all students
  • Aligned to learning objective
  • Summarizes learning


  • Sets the stage
  • Management technique
  • Connect to prior learning


  • Management technique
  • Wraps up learning

(1B, 1C, 2D, 3C)

Quiet Signal

  • All eyes looking at teacher
  • Mouths closed
  • Teacher waits until conditions are met
  • Works in a variety of settings


  • Maximizes instructional time
  • Expedites the learning


(2A, 2D, 2E)

Building Relationships**

  • Team Building Activities
  • Teacher and student call each other by name
  • Courtesies used by all
  • Teacher and students smile at each other
  • All students are called on
  • Teacher gets into proximity of all students
  • Teacher gives wait time for answers
  • Student work is displayed
  • Students ask for help from teacher and other students
  • Teacher gives specific reasons for praise


  • Demonstrates sensitivity and responsiveness
  • Increases levels of engagement in academics and school life
  • Promotes positive student/teacher relationships
  • Increases levels of engagement and motivation


(1E, 2A, 2B, 2C, 2E, 3B)

Variety of Instructional Strategies*

  • Setting Objectives and providing feedback
  • Homework and practice
  • Identifying similarities and differences
  • Nonlinguistic representation
  • Cooperative learning
  • Generating and testing hypothesis
  • Differentiated Instruction
  • Summarizing and Note taking
  • Reinforcing effort and providing recognition
  • Questions, cues, and advanced organizers
  • Active engagement


  • Students retain and internalize the information
  • Addresses diverse learning styles of students



(1B, 1C, 1E, 2B, 2C, 3A, 3B, 3C, 3E)





Variety of Activities

  • Every lesson or series of lessons should include having the students reading, writing, listening, and speaking
  • Authentic engagement


  • Addresses multiple intelligences in meeting the needs of all the learners
  • Retention  (2A, 2C, 3C)
  • Interest and Motivation
  • Provides clear meaning and immediate value to students

Clear Precise Directions and Procedures

Students understand exactly what to do the first time by:

  • Age appropriate language
  • Directions given in sequence
  • Procedures are evident
  • Allowing time for processing


  • Increases instructional time
  • Provides opportunity to develop student independence and responsibility
  • Keeps students focused on the task


(1B, 1C, 2C, 2D, 3A)

* Marzano, R.J.. Pickering D.J., Pollock, J.E.  (2001). Classroom Instruction that Works. Alexandria, VA: ASCD

**Payne, R. (2005). A Framework for Understanding Poverty, 4th edition. Highlands, TX: aha! Process Inc.

View the instructional criteria and rationale, including rubrics and links to other support materials, at the Mentor Induction Program webpage located at www.demingps.org under Departments and then Human Resources. 



1A:  Demonstrating Knowledge of Content and Pedagogy

·          Content and the structure of the discipline 

·          Prerequisite relationships 

·          Content-related pedagogy 

1B:  Designing Coherent Instruction

·          Learning activities

·          Instructional materials and resources

·          Instructional groups

·          Lesson and unit structure

1C:  Setting Instructional Outcomes

·          Value, sequence, and alignment

·          Clarity

·          Balance

·          Suitability for diverse students

1D:  Demonstrating Knowledge of Resources

·          For classroom use

·          To extend content knowledge and pedagogy

·          For students

1E:  Demonstrating Knowledge of Students

·          Child and adolescent development

·          The learning process

·          Students’ skills, knowledge, and language proficiency

·          Students’ interests and cultural heritage

·          Students’ special needs

1F:  Designing Student Assessments

·          Congruence with instructional outcomes

·          Criteria and standards

·          Formative assessments

·          Use for planning


2A:  Creating an Environment of Respect ad Rapport

·          Teacher interactions with students, including both words and actions

·          Student interactions with other students, including both words and actions

2B:  Organizing Physical Space

·          Safety and accessibility

·          Arrangement of furniture and use of physical resources

2C:  Establishing a Culture for Learning

·          Importance of the content and of learning

·          Expectations for learning and  achievement

·          Student pride in work

2D:  Managing Classroom Procedures

·          Instructional groups

·          Transitions

·          Materials and supplies

·          Performance of classroom routines

2E:  Managing Student Behavior

·          Expectations

·          Monitoring of student behavior

·          Response to student misbehavior


4A:  Communicating with Families

·          About the instructional program

·          About individual students

·          Engagement of families in the instructional program

4B:  Participating in the Professional Community

·          Relationships with colleagues

·          Involvement in a culture of professional inquiry

·          Service to the school

·          Participation in school and district projects

4C:  Reflecting on Teaching

·          Accuracy

·          Use in future teaching

4D:  Showing Professionalism

·          Integrity and ethical conduct

·          Service to students

·          Advocacy

·          Decision making

·          Compliance with school and district regulations

4E:  Growing and Developing Professionally

·          Enhancement of content knowledge and pedagogical skill

·          Receptivity to feedback from colleagues

·          Service to the profession

4F:  Maintaining Accurate Records

·          Student completion of assignments

·          Student progress in learning

·          Noninstructional records


3A:  Communicating with Students

·          Expectations for learning

·          Directions for activities

·          Explanations of content

·          Use of oral and written language

3B:  Using Questioning and Discussion Techniques

·          Quality of questions/prompts

·          Discussion techniques

·          Student participation

3C:  Engaging Students in Learning

·          Activities and assignments

·          Grouping of students

·          Instructional materials and resources

·          Structure and pacing

3D:  Using Assessment in Instruction

·          Assessment criteria

·          Monitoring of student learning

·          Feedback to students

·          Student self-assessment and monitoring of progress


NM Teach Domains



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