MTMentor Teaching

Sequenced resources

Teacher Planning Packs

Each pack connects existing guides in the order a teacher can use them. Work through only the steps needed for the current decision, record the named output, and return to the source guide when you need a worked example or fuller explanation.

Lesson-Planning Starter Pack

Move from the learning target to a teachable sequence, evidence check, and backup decision.

  1. Identify the parts a usable lesson plan needs.
  2. Write an observable objective.
  3. Plan a concise teacher model.
  4. Sequence model, guided practice, independent work, and review.
  5. Choose the evidence check.
  6. Write an adjustment or contingency.

Output: one lesson plan with an objective, model, practice, evidence check, access route, timing range, and contingency.

LESSON-PLANNING PACK OUTPUT
Objective:
Evidence students will produce:
Teacher model:
Guided practice:
Independent or collaborative action:
Access route:
Closing evidence check:
Timing range:
If evidence shows ___, I will ___:

Assessment Design Pack

Define the evidence before choosing item formats, scoring criteria, or feedback.

  1. Connect the objective, activity, and evidence.
  2. Choose a low-burden formative check.
  3. Review item wording, access, and scoring.
  4. Build observable criteria for a performance task.
  5. Plan feedback tied to the next attempt.
  6. Check how evidence will be summarized without obscuring the target.

Output: an assessment blueprint with evidence, item or task formats, scoring criteria, access checks, feedback, and a post-use review.

ASSESSMENT DESIGN PACK OUTPUT
Objective or assessed construct:
Evidence needed:
Item/task format:
Scoring rule or criteria:
Reading/language demand check:
Accessibility route:
Feedback plan:
Post-use evidence to review:
Revision decision:

Participation and Engagement Pack

Start with an observable participation barrier, choose a valid response route, and review evidence before changing the approach.

  1. Describe the observable barrier without diagnosing it.
  2. Plan a bounded re-engagement response.
  3. Teach roles and individual accountability for group work.
  4. Choose a review format that does not default to speed or ranking.
  5. Teach a predictable routine.

Output: a one-week participation plan with a barrier description, response options, private routes, observation evidence, and a retain-or-change rule.

PARTICIPATION PACK OUTPUT
Observable barrier:
Possible non-diagnostic explanations:
Low-risk response:
Valid public and private response routes:
Evidence to collect:
Review date:
Retain the method when:
Change or involve support when:

Inclusive Access Pack

Review the learning space, materials, participation routes, privacy, and required supports before the lesson begins.

  1. Check the learning space and route through the task.
  2. Review visual materials for purpose and accessible equivalents.
  3. Minimize data and confirm approved use.
  4. Match ordinary support to the task barrier without fixed labels.
  5. Offer accessible ways to engage, access information, and respond.
  6. Use the safety and escalation route when hazards or required supports apply.

Output: an access review naming the task demand, available routes, privacy boundary, required plan or support, backup, and person responsible.

INCLUSIVE ACCESS PACK OUTPUT
Learning objective:
Task and environment demands:
Information-access route:
Participation/response route:
Privacy/data boundary:
Required student-plan or policy support:
Non-technology backup:
Person responsible:
Evidence that the route was usable:

Teacher Development Pack

Choose a narrow professional-learning focus, collect relevant evidence, and decide the next cycle without turning support into an unsupported evaluation.

  1. Set a focused mentoring goal and schedule.
  2. Define the coaching question and evidence.
  3. Plan a bounded observation and feedback conversation.
  4. Run an internal improvement cycle with privacy and approval checks.
  5. Separate teacher-development goals from claims about student leadership outcomes.
  6. Choose a feasible contribution with a clear role and review point.

Output: a professional-learning cycle with a question, evidence, role boundaries, observation or inquiry process, feedback, and next-cycle decision.

TEACHER DEVELOPMENT PACK OUTPUT
Focus/question:
Role boundaries:
Evidence to collect:
Observation or inquiry step:
Privacy/approval check:
Feedback conversation:
Review date:
Next-cycle decision: