________________________________________________________________________
PROCESS TO SELECT MENTORS
1) Sources
to Determine Interested
(Notification of interest by May 1)
§ Self
§ Administrator
§ Colleague
2) Screening
§ Total of 3 district and building administrators, who confidentially affirm job proficiency of mentor candidates
(Completed by May 6
3) Selection Committee
(Selects mentor candidates by June 1 and assigns mentor to mentee as soon as possible after training)
§ Program Coordinator
§ Curriculum Director
§ Teacher from building
§ Administration from building
4) Qualifications
of
§ Proficient Teacher (as specified in supervision/evaluation model)
§ 4+ years experience, 2+ years in the district
§ N.H. Certification
§ Willingness to fulfill role
§ Effective communication skills
§ Involvement in professional growth
§ Commitment to three-year cycle to mentor teacher new to district
§ Currently working with students
§ Evidence of successful teaching
§ Effective classroom management skills
§ Open to a variety of teaching techniques and styles
TRAINING AND SUPPORT
· Mentors
· New Teachers
· Administrators and other staff
· Summer training involves learning about:
- qualities of effective mentoring
- needs of new teachers
- active listening and questioning skills
- coaching cycle
- data collection techniques
- educational ethics
- district resources
- learning theory
- current educational issues
·
Program Guidelines
and Standards
-
building
relationships
-
articulating the
rights and responsibilities of mentor and mentee
-
setting up times
to meet
-
defining the
coaching cycle
-
clarifying what
teacher needs help with
·
Regularly
scheduled mentor meetings facilitated by Program Coordinator
·
Program Coordinator
will offer training and resources to update skills
Mentee Training
and Support
·
New teacher
orientation, as scheduled by district, in buildings with breakfast or lunch
with all mentors, mentees, principals, and SAU administrators
-
Various required
documents (such as evaluation plan and staff development master plan given to
teacher for review at an ensuing meeting)
·
Ongoing training
and support
-
regularly
scheduled meetings with mentor to discuss topics of concern
-
released time to
observe other teachers
-
Continued
training and support offered in years 2 and 3
·
Mentee/Mentor
Support Topics
-
classroom
management
-
instructional
skills
-
school start-up
-
calendar
-
district and
school student assessment; testing
-
professional
development and goal setting
-
evaluation
process
SUPPORTING POLICIES AND PROCEDURES
General
§
All new teachers
meet at central office for ˝ day prior to school’s beginning for induction
program (Those attending: Mentoring Program Coordinator, Curriculum
Coordinator, Superintendent, Personnel Manager and principals, along with new
teachers)
§
Participation of
all newly hired teachers in the mentor program is mandatory
Incentives/Stipends for
§
Staff development
available
§
Release time for
professional development and mentoring
§
Resources
available
§
Stipend each year
(years 1 & 2), depending on availability of grant and local funds
§
Role is
non-judgmental
§
Support from the
Program Coordinator
District Support
§
Team of
representatives including superintendent, board member, union, and parents support
program and make recommendations
§
Program
Coordinator files quarterly reports- communication provided to stakeholders and
sent via Curriculum Notes
Year One
Mentee-
§
assigned to a
building mentor (if possible)
§
meets with mentor
at least 1x/week (length based on need)
§
observes mentor
at least 1x/quarter
§
observes other
teachers at least 2x/year
§
participates in
the coaching cycle with the mentor a minimum of 1x/quarter
§
participates in
the coaching cycle with the Program Coordinator a minimum of 2x/year
§
required to
attend 30 hours of professional development, focusing on classroom management
and instructional skills
§
assigned to
mentee within building, where feasible
§
meets with mentee
at least 1x/week
§
participates in
the coaching cycle with mentee a minimum of 1x/quarter
§
meets with
Program Coordinator at least 1x/quarter
§
attends
leadership training prior to school opening
Program Coordinator-
§
participates in
coaching cycle with mentee at least 2x/year
§
meets with mentee
at least 1x/quarter
§
coordinates all
training (professional development)
§
meets with each
mentor at least 1x/quarter
§
evaluated by
Curriculum Coordinator
Year Two
Mentee/Mentor/Coordinator-
§
Accommodations
may be made for experienced teachers who were new to Monadnock
§
20 hours of
professional development are required - focus to be determined by
mentees/mentors/coordinator
§
Number of
coaching cycles is the same as Year One.
Mentee/Mentor-
§
Meet at least
2x/month
Year Three
Mentee/Mentor/Coordinator
§
Mentee
participates in the coaching cycle with the Program Coordinator at least
2x/year
§
Other support
similar to years 1 and 2 offered, as needed