VCU Center for Teacher Leadership Mentors and Coaches Series

The VCU Center for Teacher Leadership is offering an exciting year of Santa Cruz New Teacher Center mentor/coach workshops—the Professional Learning Series—designed to support the instructional practice of those teachers who need it most!   Please note:  This is a series of workshops; only Instructional Mentoring is available as a standalone. All other workshops are sequential and require all previous workshops as prerequisites.

NEW!            New Teacher Center Professional Learning Series for Mentors and Coaches

Year 1:  Mentors/Coaches learn to:

  • Engage teachers in instructional cycles designed to advance their ability to plan, teach, and analyze student work in order to provide opportunities for all students to meet rigorous, grade-level content standards
  • Use a strengths-based approach to assess, respond to, and accelerate teacher practice using New Teacher Center’s research and inquiry-based Formative Assessment and Support System
  • Effectively create a collegial partnership that provides actionable, meaningful feedback to improve student learning

Instructional Mentoring for Equitable Instruction August 6 – 7, 2018

Using Data to Inform Instruction August 8 – 9, 2018
Observing and Giving Feedback October 2 – 3, 2018

Assessing Growth and Deepening Practice December 4 – 5, 2018

For additional information and registration please go to:

For each two day workshop, the cost for an individual is $415 and includes meals and materials. All workshops will be held at VCU Center for Teacher Leadership at 3600 West Broad Street, Suite 300, Richmond, Virginia. 
  Topics Outcomes


Instructional Mentoring for Equitable Learning


Building Trust and Supporting Instruction – Day 1

√ Mentoring Roles

√ Phases of Teacher Development

√ Building Trusting Relationships

√ Components of Standards-based Instruction

Responsive Mentoring – Day 2

√ Tailoring Mentor-Teacher Interactions

√ Collaborative Assessment Log

√ Mentoring Language

√ Planning Aligned and Effective Instruction


1.  Use the roles, language, and stances of effective instructional mentoring

2.  Build partnerships with teachers to accelerate instructional practice

3.  Identify and mentor for the critical aspects of rigorous content standards

4.  Analyze and align lesson plans to standards and engage in mentoring conversations that support students’ equitable access to content



Using Data to Inform Instruction


Analyzing Evidence of Student Learning – Day 1

√  Connecting to Standards

√ Analyzing Evidence of Student Learning

√  Knowing Students Across Multiple Dimensions

Mentoring for Differentiated Instruction – Day 2

√ Scaffolding and Differentiation

√ Mentor-Site Administrator Communication

√ Self-awareness

√ Mindsets


1.  Identify and mentor for evidence of grade-level content standards in student work

2.  Use protocols, tools, and mentoring language in the analysis of student work.

3.  Define and mentor for differentiated instruction

4.  Apply relevant brain research and practices for developing social and emotional competencies




Observing and Giving Feedback


Observation and Feedback – Day 1

√  Observing and Coaching for Effective Instruction – Literacy

√ Observation Conversation Protocol

√ Providing Meaningful Feedback

Observation Practice – Day 2

√ Observing and Coaching for Effective Instruction – Math

√ Independent Practice and Productive Struggle

√ Mentoring Self-assessment


1.  Identify and mentor for evidence of grade-level content standards in instruction

2.  Use protocols, tools, and mentoring language that support an effective classroom observation cycle

3.  Demonstrate active listening and apply strategies for providing actionable feedback

4.  Self-assess mentoring practice



Assessing Growth and Deepening Practice


Deepening Planning Aligned and Effective Instruction Day 1 

√  Entry Points and Language

√ Social Emotional Learning Framework

√ Case Study:  Planning Aligned and Effective Instruction

Deepening Observing and Analyzing Evidence – Day 2

√  Effective Feedback, Additional Observation Tools

√   Case Studies:  Observation Cycle and Analyzing Evidence of Student Learning


1.  Identify and mentor for rigorous, grade-level content standards within a cycle of coaching

2.  Analyze multiple mentoring scenarios, including data and entry points, to flexibly use protocols and tools in response to teachers’ needs

3.  Self-assess mentoring practice

4.  Reflect upon professional growth and set next steps


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