• Guiding the Resident through the Residency Program


    The mentor will offer mentoring guidance and support to the resident grounded in the leadership standards in the context of the 11 domains of practice.

    (S)he will form an advisory panel of practicing educators and convene this panel on at least three occasions for purposes of reviewing the candidate’s progress and soliciting advice concerning certification.

    Mentors will be encouraged to:            


    • Guide insights to clarify the most important issues, questions, obstacles, opportunities, and strategies rather than offer expert advice;
    • Help residents distinguish between technical problems and adaptive challenges;
    • Guide residents to “go to the balcony” (Heifitz, 2009) in order to gain perspective on the inter-relatedness of interests and values held by their stakeholders.   


    In addition to the structural expectations as delineated in the IRP, each mentor will be expected to follow NJASA guidelines of interactions with the resident. These guidelines are intended to ensure responsive support balanced by the caution of residents over-relying on the mentor that ultimately could result in inflexible problem solving and stifling professional growth.


    These guidelines include, but may not be limited to:


    • Sign a written agreement with the resident, highlighting the commitments and expectations herein;


    • Participate in regular (at least monthly) meetings. The mentor should take responsibility to initiate communication with an agenda focused on individual needs and the established goals;


    • Be readily available to answer questions and provide consultation within 24 hours;


    • Incorporate leadership standards, professional learning standards in planned activities, discussions, and dialogue


    • Model core disciplines of adaptive leadership: mental models, systems thinking, and personal mastery tools including reflective practice, inquiry vs. advocacy, and dialogue;


    • Provide continuous feedback and support to the resident on his/her performance, readiness, and progress to effectively fulfill the responsibilities of the plan and the position;


    • Document progress and completion of activities/experiences


    • Listen and ask reflective questions, rather than simply offering prescriptive advice


    • Provide encouragement, empathy, and support balanced with specific content knowledge and skill advice;


    • Ensure timely submission of documents to NJASA, including, residency agreements, formative evaluations, summative evaluations, and others as required;


    • Provide oversight of pre and post-residency assessments;


    • Upon successful completion of the residency, provide guidance to the resident on the development of the subsequent year professional development plan, reflecting needs as collaboratively discovered during the residency period;


    • Ensure an expanded network of professional support;


    • Ensures that the school administrator resident receives appropriate training, support, and supervision in accordance with the residency plan.