The Novice Teacher Self-Assessment Inventory (*Lipton, et al. 2001) is a useful instrument to give to your mentee. Although it appears to be an internal reflection format for the novice teacher, it can serve as a needs assessment, and as a spingboard for a professional conversation between the mentee (i.e. the novice teacher) and the mentor.
Novice Teacher Self-Assessment Inventory (Lipton, et al., 2001)
Key: On each line (___) in the boxes below, record the number 1, 2 or 3:
1 = I need assistance in this area right now.
2 = I think I have a handle on this, but I’d like to talk to someone with more experience.
3 = I feel comfortable about this right now.
Information About Policies and Procedures | Resource Information |
___ Teacher evaluation system ___ Paperwork and deadlines ___ Expectations of the principal ___ Expectations of my colleagues ___ Communicating with parents ___ Bell system ___ Roll book | ___ Organizing/setting up my classroom ___ Accessing instructional materials and resources in the building ___ Arranging field trips ___ Using the library and media resources ___ Working with special services |
Working with Students | Time Management |
___ Establishing classroom routines ___ Motivating resistant students ___ Maintaining student discipline ___ Differentiating instruction for individual learners ___ Implementing the curriculum ___ Evaluating student progress | ___ Organizing my day/week ___ Lesson planning ___ Following the daily/weekly schedule ___ Attending meetings ___ Supervising extracurricular activities ___ Opportunities for professional development ___ Maintaining personal/professional balance |
Here are other areas in which I’d like to receive some assistance: On the next post we will discuss Guidelines for Weekly Professional Conversations Among Mentor Teachers, Pre-Service, and In-service Teachers. |
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