Participates in cooperative partnerships to: (a) identify and communicate student needs; (b) understand processes to set/ monitor district, building, and/or classroom goals; and/or (c) design systemic solutions or report on an existing condition/solution.
Works with cooperating teacher/university supervisor to understand the importance of systemic services/supports within the classroom, school, district, and/or community to meet student needs.
With a mentor, identifies and/or accesses systemic services/supports within the classroom, school, district, and/or community to meet student needs.
Partners with colleagues to create new family-school-community partnerships and/or communications to increase *systemic services/supports.
Coaches/Mentors aspiring, preparing, and/or emerging teachers in accessing and building systemic services and/or supports through family-school-community partnerships to meet student needs.
Leads, evaluates, and designs strategic systemic services and/or supports built through cooperative partnerships within the larger professional community to meet student needs (e.g. advocacy, grant writing, securing services, leading initiatives creating programs, etc.).
A mentor within MTDS is defined as any teacher who meets the minimum criteria included in the mentoring guidelines and may include (a) district-assigned mentor or administrator; (b) colleagues serving as informal mentors; (c) RPDC/Educational consultants; (d) professors and university supervisors; (e) retired teachers; (f) teachers involved in mentoring consortiums (g) anyone who meets the mentoring standard guidelines.