Mentor Checklist 1a

1. Can You See the Cow Mentor Checklist 1a Setting Goals • My Mentee has a written copy of his/her job description • I have made my Mentee aware of what success looks like. • I have set SMART goals with my Mentee • Specific – Clearly worded and easy to understand. • Measurable –Outcomes can be directly observable and replicated. • Attainable – Aligned with my Mentee’s attitudes, abilities, skills, and financial capacity to reach them. • Realistic – The goals are within the capacity of my Mentee’s current abilities • Time Bound – Goals have a clearly defined time-frame including a target date. • I have created a BALANCED SCORECARD with my Mentee • Financial – I have asked my Mentee "How do we best serve the taxpayer?" • Customer - I have asked my Mentee "How do we best serve students?" • Internal Processes: I have asked my Mentee “At what must we excel?" • Learning and Growth I have asked my Mentee “How can we continue to improve and create value?" • I have created INTRINSIC GOALS with my Mentee • The goal is based on my Mentee’s genuine interests • The goal provides my Mentee an opportunity to achieve and grow • The goals encourage my Mentee to seek greater responsibility • The goals generate in my Mentee more autonomy • The goals create in my Mentee more expertise • My Mentee has a written copy of his/her goals Tip- the Mentee’s goals link him/her the greater institutional goals Ginormous press . Canyouseethecow.com. Richmond KY

2. Can You See the Cow Mentor Checklist 2a Pre-Evaluation • I have a checklist of my Mentee’s responsibilities and goals. • I have documentation that demonstrates I have checked the progress of my Mentee in a timely manner. • I have prepared specific feedback that describes my Mentee’s behaviors, and not his/her personality. • I have prepared specific feedback that describes the impact of My Mentees behaviors. • I have prepared specific feedback that describes the changes I want. • I have anticipated how to overcome barriers to giving this feedback. • I have given my Mentee a tool to allows them reflect on their progress, and self-evaluate his/her agreed-upon goals Tip- Mentoring develops star talent, prepares mentees for leadership, Improves processes, builds a positive culture, and helps retain high quality employees Ginormous press . Canyouseethecow.com. Richmond KY

3. Can You See the Cow Mentor Checklist 2b Evaluation • I set aside appropriate time and a suitable location for the evaluation. • I first listen to my Mentee’s self-evaluation of his/her agreed-upon goals without interruption, and paraphrase it back to him/her to check for understanding. • I provide specific examples of both positive and negative behaviors. • I listen to my Mentee’s response without interruption, and paraphrase it back to him/her to check for understanding. • I explain how my Mentees performance fits into the greater goals of the organization. • I listen to my Mentee’s response without interruption, and paraphrase it back to him/her to check for understanding. • I identify specific gaps where my Mentees responsibilities and goals are unmet. • I listen to my Mentee’s response without interruption, and paraphrase it back to him/her to check for understanding. • I ask questions and work with my Mentee to identify causes and create solutions to unmet goals. • I listen to my Mentee’s response without interruption, and paraphrase it back to him/her to check for understanding. • I ask what types of praise and reward my Mentee values. • I listen to my Mentee’s response without interruption, and paraphrase it back to him/her to check for understanding. • I provide specific praise, and celebrate successes. • I reward exemplary performance. Tip- You don’t have to agree with what your Mentte says, but you must listen Ginormous press . Canyouseethecow.com. Richmond KY

4. Can You See the Cow Mentor Checklist 2c Post-Evaluation • My Mentee and I reevaluate his/her job description (refer back to Mentor checklist 1) • My Mentee and I reevaluate his/her existing goals. (refer back to Mentor checklist 1) • I listen to my Mentee’s input without interruption, and paraphrase it back to him/her to check for understanding. • My Mentee and I create new- SMART, BALANCED & INTRINSIC goals. • My Mentee and I agree on timelines. • My Mentee and I agree on and schedule any necessary developmental training. • My Mentee and I sign, date, and file the completed appraisal. • I provide a written summery, with key points, phrases, disagreements, next steps, timelines to my Mentee and to other required parties. Tip- Don’t avoid problems; engage them Ginormous press . Canyouseethecow.com. Richmond KY

5. Can You See the Cow Mentee Checklist 1aSTANDARD OPERATING PROCEDURE BEGINNING CLASS- first five to seven minutes • I stand at the door and greet students as they arrive. • I close door at the bell. • I have a brief ‘bellringer’ assignment that students know to begin as soon as they enter class. • I visually take attendance. • I admit stragglers and mark them as tardy. • I conduct classroom business while students complete the brief assignment (take up homework, do attendance, etc). • I send attendance to office. • I develop a standard method of gathering student attention to me (i.e. “Good morning! Let’s get started”). • I demand all students’ attention before I begin. • I wait until everyone has settled. Don’t lecture over distracted students. • I wait 3 to 5 seconds after silence, and then begin your lecture using a calm, full voice. • I review previous class. • I ask for questions. • I explain what Big Ideas will be learned during the upcoming day’s lesson. • I summarize what the activities the students will be doing that day. • I inform them how much time will be devoted to each part of class. Tip- routine and procedure allow both teacher and student to succeed Ginormous press . Canyouseethecow.com. Richmond KY

6. Can You See the Cow Mentee Checklist 1bSTANDARD OPERATING PROCEDURE DURING SEAT WORK • I circulate around the room. • I make sure that every student is participating. • I monitor student progress. • I evaluate my instructions, based on observed student work. • I do my best to cover every inch of the classroom, every period, every day. • I provide individualized coaching. • If several students are having difficulty with the same thing, I interrupt the class and re-teach. • I maintain an orderly classroom while students work. • I occasionally give students an estimate of how much time is remaining. MAINTAINING ORDER • I anticipate problems before they begin. • I watch for students who are not engaged; trouble starts there. • I realize that unengaged students are often bored, and know that arguing with me is a good way for them to pass the time. • I keep any Contest of Wills quiet, calm and boring. • I quietly ask drowsy students to hold their heads up off of the desk. • I don’t ask them to ‘wake up,’ because the student can be awake, and still have his head down and eyes closed… argument ensues. • I approach a distracted student quietly without disturbing other students. • I insist that my instructions be followed. • I acknowledge good behavior. Ginormous press . Canyouseethecow.com. Richmond KY

7. Can You See the Cow Mentee Checklist 1cSTANDARD OPERATING PROCEDURE ENDING CLASS-last five to seven minutes • I review the day’s lesson. • I discuss what will happen tomorrow. • I alert students about any due assignments. • I assign any homework. • I ask for questions. • I scan the room, floor, and desks for mess. • I ask students to align desks. • I smile and tell them how great they are. Tip- If things don’t go as planned today, regroup and try again tomorrow. Your Mentor expects you to make mistakes. The biggest mistake is not seeking help! Ginormous press . Canyouseethecow.com. Richmond KY

8. Can You See the Cow Mentee Checklist 2a Formative Assessment- checking for understanding Good questions • I prepare rigorous open-ended questions ahead of time- • Justify an opinion • Think about assumptions and beliefs • Prove an argument • Examine thinking • Study the merits of the question • Attack a position • Predict an unknown outcome based known variables • I am patient, allowing at least 5 seconds for a response • I anticipate the student’s responses • I contradict incorrect answers tactfully, so that other students don’t become misinformed. • I quickly evaluate the quality of the question, based on the quality of student answers • I can immediately rephrase the question, repeat it, or answer it myself if needed. • I am enthusiastic when a student responds correctly. • I can return to lecture efficiently • I maintain a fair calling pattern. Tip- You already know the answers. Allow your students figure things out for themselves. Ginormous press . Canyouseethecow.com. Richmond KY

9. Can You See the Cow Mentor Checklist 3a Ongoing observations, and feedback Coaching • I observe my Mentee regularly, both informally and formally. • I take notes and collect data. • I create & test a hypothesis as to why Mentee is (un)successful. • I listen for other clues. • I plan ways to build my Mentee’s confidence • I make a list of questions, things to discuss, and feedback. • I seek opinions from other supervisors. Feedback • I restate previous meetings and agreed upon goals. • I review benefits of achieving goals. • I ask open-ended questions, requiring my Mentee to self-evaluate. • I listen without interruption, and paraphrase answer back to my Mentee to check for understanding. • My feedback is- • Specific, sincere and immediate • Describes behavior not personality • Describes the impacts of observed behavior • Gives my Mentee a chance to respond • Describes behavior in terms of larger organizational goals • I provide examples and give clear directions. • I comment on both needs and successes. • I thank my Mentee for his/her participation. Tip- Give your Mentee enough autonomy to make a mistake. Ginormous press . Canyouseethecow.com. Richmond KY

10. Can You See the Cow Mentor Checklist 3b Ongoing observations, and feedback Follow up • I model best practice for my Mentee. • I am encouraging, positive, and supportive. • I understand that my Mentee will make mistakes, and I help them learn. • I allow my Mentee autonomy, individuality, and difference. • I regularly check on my Mentee’s needs. • I monitor my Mentee’s progress. • I am specific about the most important things, and I repeat them often. • I evaluate my own Mentoring. • I ask my Mentee to evaluate my Mentoring • I give my undivided attention, and listen. Tip- Novice employees deserve help and guidance. Your intervention may save his/her job. Intervention is your duty. Ginormous press . Canyouseethecow.com. Richmond KY