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Handout #2:

Reflection Questions that Mentor Teachers Might Use to Guide
Discussions with Mentees

Planning instruction and designing learning experiences

  • Can you describe a recent lesson that went according to plan? Why did it work?
  • Can you describe a recent lesson that did not go according to plan? Why didn’t it work?
  • Can you describe a recent lesson that seemed to work for some students but not others? Which students did not seem to benefit from the lesson? Why?
  • What techniques have you used for altering the pace of lessons for some students or groups of students? How well did these techniques work?
  • What techniques have you used for altering the intensity of lessons for some students or groups of students? How well did these techniques work?
  • How have you incorporated multiple forms of representation into the lessons you’ve been developing? How have students responded to the opportunity to learn from more than one form of representation?
  • What supports would help you with instructional planning and/or the design of learning experiences?

Creating/maintaining effective learning environments

  • What classroom management approaches have you put in place? How are they working? Which routines are most effective and which are least effective? Why? What might you change in order to improve the less effective routines?
  • How are you using positive behavior supports to assure that students learn to regulate their behavior in ways that are beneficial to the classroom and school community as a whole? How well is your approach working? If it is not working as well as you’d prefer, what changes might you make?
  • What supports would help you in creating effective classroom routines and/or an effective behavior management system?

Understanding/organizing subject matter

  • How have you been using Ohio standards to make decisions about what to teach? What is working well in your use of these standards? What challenges are you encountering?
  • What strategies are you using to augment your current content knowledge in order to provide up-to-date and challenging lessons?
  • How are you expanding on textbook content to make it more current, thought-provoking, and engaging?
  • What supports would help you in understanding and/or organizing subject matter?

Development as a professional educator

  • What goals for professional growth have you set for yourself for the year?
  • How are you planning to meet your goals for professional growth?
  • What supports would help you meet your goals for professional growth?

Engaging/supporting all students in learning

  • How have you been modifying learning and assessment materials to support students with different learning needs? Is the approach you are using effective? If not, how might it be changed in order to increase its effectiveness?
  • How have you been using flexible grouping to support students with different learning needs? Is the approach you are using effective? If not, how might it be changed in order to increase its effectiveness?
  • How have you been using co-teaching to support students with different learning needs? Is the approach you are using effective? If not, how might it be changed in order to increase its effectiveness?
  • How have you been using culturally responsive practices to support students with different learning needs? Is the approach you are using effective? If not, how might it be changed in order to increase its effectiveness?
  • What supports would help you promote the learning of all students?

Assessing student learning

  • What assessment strategies have you found to be most effective? In what ways are they effective?
  • What assessment tools do you use to gather formative feedback? Are you satisfied with these tools? If not, how might they be improved?
  • How are common assessments used by the teachers on your TBT? Are the procedures for developing, using, scoring, and using data from these assessments working well? If not, how might they be improved?
  • What supports would enable you to use assessment strategies and tools more effectively?

Teamwork

  • What are your impressions of working with the TBT to which you belong?
  • What have you learned from your participation in team meetings?
  • Have you felt comfortable contributing to team discussions? Why or why not?
  • What collaboration skills do you already feel comfortable using?
  • What collaboration skills might you want to improve?
  • What supports would enable you to become a more involved and effective member of your/our TBT?

Data collection and use

  • What types of data has your/our TBT found most helpful? Why are these types of data helpful?
  • What additional types of data might benefit the TBT’s decision-making and instructional planning?
  • What types of data contribute little to the TBT’s decision-making and instructional planning?
  • With what data analysis skills do you already feel comfortable?
  • What data analysis skills might add to your capacity to gain insights from the data that the TBT reviews?
  • What supports would enable you to expand your repertoire of data analysis skills?

Ohio's Data Team Process: Teacher-based Teams (TBTs) in Action

© 2015 School of Education and Health Sciences Grant Center, University of Dayton