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TSLAT Mentoring Guides

For mentors, finding or creating appropriate training for LEA staff being mentored can be time-consuming. We created the TSLAT Mentoring guides to accelerate this process and help you pinpoint the specific training the LEA staff may need.

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What's in the Guides

Within each guide, the following tools are provided:

Scope and Sequence

This section lays out the recommended training and suggested timing.

Key Points

These are taken from the training in each chapter to help the mentor prepare for the follow-up discussions with the LEA staff to check for understanding.

Vocabulary

A list of the specialized vocabulary used within the training of each chapter is provided.

Questions

Questions mentors can use to help guide the discussion after the educator has completed the training. These questions serve as a guide to support a robust conversation and allow the educator to plan for individual implementation of the newly learned information.

For the Mentor

Designed to support the discussion by giving the mentor further information and potential responses to the questions should the educator need additional guidance. The mentor can use this section to provide additional information and redirect any misunderstandings.

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On-boarding guides for specialists and mentors

With a grant from the Texas Education Agency (TEA), these mentoring guides were created for the specialist or mentor supporting educators and other LEA staff working with students with autism in various settings. The TSLAT Mentoring guides are a resource for planning/administrating educator training by a mentor. These are not intended to be released directly to the educator that is being supported.