• Understands the social and
workplace norms of the school
district and the community it
serves.
• Understands the resources and
opportunities available in the
school district and is able to act
as a referral source to the novice
provisional teacher.
• Completes a comprehensive
mentor training program with
a curriculum that includes, at a
minimum:
• Training on the school
district’s teaching evaluation
rubric and practice
instrument
• Professional Standards for
Teachers
• CCC
• Classroom observation skills
• Facilitating adult learning
• Leading reflective
conversations about
teaching practice.
56 – AR Handbook
Code Requirements for
District Mentoring Plan
The chief school administrator
is required to develop a district
mentoring plan as part of the school
district’s professional development
plan (PDP). The district mentoring
plan must include logistics for
its implementation and describe
the school district’s responsibilities
consistent with the regulations. The
chief school administrator must:
• submit the district mentoring
plan to the district board of
education for review of its fiscal
impact.
• share the district mentoring
plan with each ScIP, which
will oversee the schoollevel
implementation of the
mentoring plan and will
communicate the plan to all
non-tenured teachers and their
mentors.
• review the plan annually and
revise it, as necessary, based on
feedback from mentor logs, each
ScIP, and data on teacher and
student performance.
NJEA Resources on
Professional Learning
NJEA has many resources to support
ARs to help members have all the
information they need related to
professional development. You can
access all of the current materials
available at: http://www.njea.org/
learning/professional-learning
Full copy of the regulations
The complete subsection of the
Administrative Code (regulations)
on Professional Development and
Mentoring may be found online
on the NJ Department of Education
homepage at: http://www.state.
nj.us/education/code/current/title6a/
chap9c.pdf