Riverland Community College

Riverland Community College faculty serve as Concurrent Mentors to provide on-going support to high school instructors. The role of the Concurrent Mentor is to:

• Provide ongoing support to concurrent high school teachers by leading discipline-specific professional development opportunities, making classroom observations, provide teaching resources, and communicating in multiple ways.
• Ensure that the concurrent course demonstrates the same content, learning, environment, assessment, and pedagogy as Riverland college courses.
• Maintain contact with concurrent high school teachers throughout the year by phone, email, or personal visits, as needed, to support their teaching of Riverland’s concurrent course.
• Visit concurrent high school teachers in their classrooms a minimum of once during the term for a repeated course and a minimum of twice if it is a new concurrent course and/or instructor. The first time will be to share on campus course syllabus and other course expectations. The second time will be to observe the course, create the mentor report and complete the student surveys.

Mentor responsibilities include:

• Meet with new concurrent teacher(s) prior to the course start to review syllabus, textbook, assignments, assessments, grading, concurrent instructor guide and to share college course rigor and expectations. (F2) 
• Submit both high school and college shared syllabi for each course section per semester. (C2) Due within first two weeks of each semester. 
• Conduct at least one and complete a mentor report for each. (C3) Due by 80% mark of each semester. 
• Monitor that student surveys are completed for each section offered. (E1) Due by the end of each semester. 
• Submit at least one shared grading activity or grading related item. (A1) Due by 80% mark of each year.
• Submit at least one shared assessment using the same method (e.g. papers, portfolios, quizzes, labs, etc.) (A1) Due by 80% mark of year. 
• Meet annually to participate in discipline specific professional development. This may be provided by the college. External examples include: discipline related seminar, events, conference, video, workshop, articles, etc. 
• Discipline leads will complete an annual department letter to affirm NACEP standards are being met. (C2, A1) Due early fall semester.
• Discipline leads will complete both an affirmation of grading and assessment. (A1) Due early fall semester.