导师坚持指导和评价之间的“防火墙”。主题和讨论从辅导课程不与其他同学分享,员工或管理。导师不熟悉指导和评价之间的“防火墙”。从指导会议主题和讨论与其他同学分享,员工或管理不当。导师从事观察学生在一些场合。的导师提供积极的同伴辅导反馈具体的和基于证据的及时。反馈的目的是提高学生的能力。反馈还包括反光问题集中在需要改进的地方。导师从事观察学生每学期至少一次。具体的导师提供积极的同伴辅导反馈和基于证据的及时。反馈的目的是提高学生技能的反馈还包括反光问题集中在需要改进的地方。学生的反馈没有课堂观察是基于收集的信息。导师为学生提供积极feedbackFeedback不是基于课堂观察或接触学生。主要由导师的反馈告诉他或她将如何处理这种情况。导师鼓励学生尝试新事物,扩大他或她的技能。学校导师模型一个积极的态度,和社区。成功的鼓励是真实的。导师鼓励学生尝试新事物,扩大他或她的技能和积极参与。导师建模的一种积极的态度。成功的鼓励是真实的。导师鼓励学生保持他或她的辛勤工作和努力。鼓励是真实的。
渥太华作业代写 辅导课程
The mentor adheres to the "Firewall" between mentoring and evaluation. Topics and discussion from mentoring sessions are not shared with other students, staff or administration.The mentor is unfamiliar with the "Firewall" between mentoring and evaluation. Topics and discussion from mentoring sessions are shared with other students, staff or administration inappropriately.The mentor engages in observing the student on several occasions. The mentor provides positive peer coaching feedback that is specific and evidence based in a timely manner. The feedback is designed to increase the student's skills. Feedback also includes reflective questions centered on areas for improvement.The mentor engages in observing the student at least once each semester. The mentor provides positive peer coaching feedback that was specific and evidence based in a timely manner. The feedback is designed to increase the students skills Feedback also includes reflective questions centered on areas for improvement.Feedback for the student is based on information gathered without classroom observation. The mentor provides positive feedbackFeedback to the student is not based on classroom observations or contact with the student. Feedback consists mostly of the mentor telling how he or she would handle a situation.The Mentor encourages the student to try new things, expand his or her skills. The mentor models a positive attitude toward the school, and the community. The encouragement to succeed is genuine.The Mentor encouraged the student to try new things, expand his or her skills and become actively involved. The mentor modeled a positive attitude. The encouragement to succeed is genuine.The mentor encourages the student to keep up his or her hard work and efforts. The encouragement is genuine.
