CHELMSFORD PUBLIC SCHOOLS

Chelmsford, MA

Mentor Program

Guidance Edition

Mentor: ______

Protégé: ______

Section 1: Vision & Goals

The purpose of the Chelmsford Public Schools mentor program is to provide support for novice counselors who are new to the district in their first year of employment. The goal is to ensure a smooth induction into the profession. Experienced counselors who are new to the system are supported by colleagues and department heads.

Mentor Program Objectives

  • to welcome new counselors into the social community of the school and district
  • to reduce concerns and attempt to overcome the challenges common to new counselors
  • to develop the knowledge, skills, attitudes, and values vital to success throughout a career
  • to instill norms of collegiality and experimentation
  • to retain highly qualified and experienced counselors

Section 2: Roles & Responsibilities

The New Counselor:

  • takes primary responsibility for his or her professional growth and successful program completion
  • reflects on his or her practice for the purpose of continuous improvement
  • seeks assistance from other professionals as needed
  • attendsrecommended activities including orientation sessions, Mentor Program seminars, and professional development experiences

The Mentor:

  • meets with the new counselor as needed to provide requested assistance and general support (40 hours per year)
  • assists the counselor with strategies and resources applicable to instructional needs
  • provides contact information for other staff members in the school or district who may be helpful
  • helps the counselor problem solve regarding student issues he or she is dealing with as requested. Such conversations are confidential.
  • attends support meetings for mentors and mentees conducted by Chelmsford staff during the year

Confidentiality:

The issue of confidentiality in the mentor -- mentee relationship is as sensitive as it is important. In general, the mentor will not discuss the new counselors' performance with anyone, including the school and district administrators, except under the following conditions:

  • The mentor counselor will be able to discuss in confidence any aspect of the new counselor's performance with other building or district mentors, including the mentoring coordinator.
  • If the school principal tells new counselor of a concern and wants to involve a mentor, it becomes a three-way conference.
  • Note: if any new counselor behavior puts students at risk, the mentor may bring this to the attention of the administrator. The administrator will take appropriate supervisory action with the new counselor.

With the exception of the above scenarios, any issues that arise in the mentor/mentee relationship should be discussed with the district mentor facilitator.

Section 3: Expectations for meetings

Mentor responsibility:

The beginning of the school year is a difficult time for even veteran counselor. As a result, mentors will work with new counselors frequently at the beginning of the year. If you are a mentor, remember that mentoring is a lot like good teaching. Because you are an experienced counselor, you'll have many good ideas and lots of advice to share. Your challenge will be holding back and allowing your mentee to experience the process while you guide them, ask questions, and assist them when they need help. This process will take time. This may not be as easy as it sounds, especially when you yourself have so much to do at the beginning of the school year (Pelletier, 2006). Although you must invest a lot of time into this relationship, know that the outcome has the potential to be as rewarding as working with your own students.

Throughout the course of the year, you'll be expected to meet with your mentee for a total of 40 hours. These hours will not be evenly distributed throughout the school year. Because of the aforementioned difficulties facing new counselors in September, you'll be expected to meet with them more often during this month. Our expectation is that you meet with your new counselor 2-3 times per week in September, 2 times per week in October, and at least once a week after that.

What do we talk about when we meet?

Section 4 of this handbook is a curriculum guide to help mentors guide new counselors through the school year in a more organized and structured way. As research has shown, mentors often start off strong in September and tire after the New Year (Pelletier, 2006). With this guide, mentors and mentees will have a plan that will keep them engaged until June.

Each month, there will be a number of issues to discuss. Mentors, as experienced counselors, you'll be able to figure out pretty quickly how much depth you need to go into for each topic. In addition to the suggested topics, always allow time for new counselors to ask questions, so meetings are relevant to them. There are some focus questions at the end of each month's curriculum, which will help to determine what else new counselors would like to address.

In addition, try to schedule meetings at the same time each week to ensure that you have time set aside for quality interactions. Research has shown that the mentoring relationship is more meaningful when mentors set aside a fixed time for getting together each week, such as meeting for coffee first period on Tuesdays (Rutherford, 2005).

Section 4: Monthly Curriculum

September—Monthly Topics

You may find it helpful to check off as you complete, or write the date of completion beside each task.

______Introduce new counselor to faculty and staff -be sure to include custodians, counselors' union reps, librarians, secretaries, and school nurses

______Escort new counselor to meetings (and lunch if you share the same period) until he or she establishes his or her own network

______Review building policies - Sign-in/sign-out procedures, dress code, safety drills

______Discuss obtaining supplies and materials

______Discuss grading policies and quarterly grades

______Help new counselor clean old "stuff" out of the office

______Create 3 goals for new counselor to focus on during the year. This should come from the standards on the new evaluation tool. Fill out the four sheets that follow.


PROTÉGÉ GOAL SETTING SHEET

GOAL # 1 of 3

______

______

In support of: (District goals? School goals? Professional development goals from evaluation tool?)

______

______

Activities to Accomplish Goal:

______

______

Necessary Resources:

______

PROTÉGÉ GOAL SETTING SHEET

GOAL # 2 of 3

______

______

In support of: (District goals? School goals? Professional development goals from evaluation tool?)

______

______

Activities to Accomplish Goal:

______

______

Necessary Resources:

______

PROTÉGÉ GOAL SETTING SHEET

GOAL # 3 of 3

______

______

In support of: (District goals? School goals? Professional development goals from evaluation tool?)

______

______

Activities to Accomplish Goal:

______

______

Necessary Resources:

______

October—Monthly Topics

______Discuss administration/counselor interactions, especially during the weekly protocol where CHINS, DCF, attendance, and medical issues are discussed. Go into detail about what is expected from counselors in these meetings.

______Discussany cases of bullying and how they are being handled. Note how counselors must consult with administration when discussing the investigation and student punishments. Also, talk about appropriate cognitive/behavioral therapy that could be done with both the bully and the bullied when they return to school.

______Discuss special education: services, procedures, documentation, IEP, 504, referral process, SST referral process.

______Discuss how to effectively administer an SST meeting

______Review the quarter in terms of student relationships and parent communication. Point out successes and struggles and discuss possible steps for improvement. Ask the new counselor to complete the following activity, which will require him or her to take an in-depth look at his or her experience thus far. (The following activity is taken from Pelletier, 2006, p.109)

Ask new counselors to list the three most common issues they experience. Invite them to share how they are handling each issue. Categorize the issues that are brought up. Do they relate to routines, student issues, or lack of planning? Fill out the chart below as you discuss.

Issues / How it is being handled / How to avoid or minimize
1.
2.
3.

When chart is completed, ask new counselors to share what they learned from doing this process together.

______Address the prompts below, in addition to the topics listed above, to focus on individual needs and goals.

Discuss three main needs of the mentee and record them here.

1)

2)

3)

Discuss a plan to meet each need and record plan here.

1)

2)

3)

Notes:

______

______

______

______

______

November—Monthly Topics

______Discuss counselor/parent communication, especially positive communication. Remind counselors to practice good listening skills (i.e,acknowledge what parents say; whether they're right or wrong.)

______Discuss how to set boundaries and communicate the guidance counselor's role to team members

______Observe new counselor in a parent/student meeting and fill out the observation form on the next page. When done, meet for a post-conference.

______Review the stages of development and the phases of the first year on the job in the figure below. New counselors may find it comforting that the disillusionment phase is a part of the process and soon enough, they will feel rejuvenated.

The following excerpt describes the disillusionment phase:

After weeks of nonstop work and stress, new counselors enter the disillusionment phase. The intensity and length of the phase varies among new counselors. The extensive time commitment, the realization that things are probably not going as smoothly as they want and low morale contributes to this period of disenchantment. New counselors begin questioning both their commitment and their competence. Many new counselors get sick during this phase.

This model, developed by Ellen Moir at the New Counselor Center at Santa Cruz, identifies the sequence and most likely timing for the attitudes novice counselors hold and exhibit as they move through their first year.

Anticipation Anticipation

SurvivalReflection

Rejuvenation

Disillusionment

AUG SEPT OCT NOV DEC JAN FEB MAR APR MAY JUN

Remind new counselors to keep their heads up. The rejuvenation phase is around the corner. Having a winter break makes a tremendous difference for new counselors. It allows them to resume a normal lifestyle, with plenty of rest, food, exercise, and time for family and friends. This breath of fresh air gives novice counselors a broader perspective with renewed hope (Moir, 1992).

Mentor/Protégé Observation Form - Observation #1

Observation Goal: ______

To which jointly established goal does the observation goal align? (see goal setting sheet)

______

Activity Observed:

______

Strengths:

______

______

Strategies/Suggestions:

______

______

December—Monthly Topics

______Discuss working with homeless students. Provide resources if needed. Advocate for students when it comes to trips. Consider having a weekly check-in.

______Again, discuss the roles of the counselor in the school - note any duties the new counselor is doing that appear to be out of the role of the counselor and what to do about it.

______Help new counselor to plan a classroom guidance activity on study skills, social skills, etc.... Engage him or her in meaningful lesson planning. Pay special attention to the pacing of the lesson. Use the chart below as a factor in designing lesson plan (Pelletier, 2006, p. 81).

Time / Classroom lesson / Counselor behaviors / Expected student behaviors
5% / Starting class period / Housekeeping -- required tasks, collection of homework / Listening
Passing in homework
10% / Beginning lesson / Introducing objectives, vocabulary, and key questions / Showing interest
Participating, listening
70% / Middle of lesson / Facilitating a variety of activities for student learning / Collaborating, thinking, discussing, responding to key questions
10% / Closing lesson / Summarizing in reviewing lesson
Setting goals for next lesson / Answering key questions, self assessing
5% / Ending class period / Housekeeping / Passing in materials, cleaning up

Discuss two main needs of the mentee and record them here.

1)

2)

Discuss a plan to meet each need and record plan here.

1)

2)

January—Monthly Topics

______Discuss how to create student social groups, including how to maintain an awareness of individual student goals and how they relate to the goals of the group.

______Analyze how much time is being spent with students, in relationship to how much time is being spent on administrative duties. Chart out the results and then discuss them. If the results are sobering, what can the new counselor do to maintain a proportion that is more advantageous to students?

______Observe new counselor in a parent/student meeting and fill out the observation form on the next page.

______Address the prompts below, in addition to the topics listed above, to focus on individual needs and goals.

Discuss two main needs of the mentee and record them here.

1)

2)

Discuss a plan to meet each need and record plan here.

1)

2)

Notes:

______

______

Mentor/Protégé Observation Form - Observation #2

Observation Goal: ______

To which jointly established goal does the observation goal align? (see goal setting sheet)

______

Activity Observed:

______

Strengths:

______

______

Strategies/Suggestions:

______

______

February—Monthly Topics

______Have new counselor reach out to at least 5 parents, using positive communication, and then discuss the feedback. Is there any way to make such interactions a part of the routine?

______Take time to review time management. Work with the new counselors to find out how much time they spend on different parts of their job. It may be helpful to observe the new counselor and take notes about time management.

______Address the prompts below, in addition to the topics listed above, to focus on individual needs and goals.

Discuss two main needs of the mentee and record them here.

1)

2)

Discuss a plan to meet each need and record plan here.

1)

2)

Notes:

______

______

______

March—Monthly Topics

______Preparing for MCAS

-Review 504's for accommodations

-Assign separate testing locations

-Organize daily MCAS booklets by homeroom

-Insure test integrity

______Address the prompts below, in addition to the topics listed above, to focus on individual needs and goals.

Discuss the main need of the mentee and record them here.

1)

Discuss a plan to meet the need and record plan here.

1)

Notes:

______

______

______

______

April—Monthly Topics

______Catch up on all duties that were tabled in March because of MCAS testing

______Grade 8: scheduling for high school

______Review the year in terms of student and parent relationships/administrative duties/ and relationships with administration and teaching staff. Ask the new counselor to point out strengths and weaknesses in each domain.

______Complete final observation of new counselor using the form on the next page.

______Address the prompts below, in addition to the topics listed above, to focus on individual needs and goals.

Discuss the main need of the mentee and record them here.

1)

Discuss a plan to meet the need and record plan here.

1)

Notes:

______

______

______

Mentor/Protégé Observation Form - Observation #3

Observation Goal: ______

To which jointly established goal does the observation goal align? (see goal setting sheet)

______

Activity Observed:

______

Strengths:

______

______

Strategies/Suggestions:

______

______

May- Monthly Topics

______Determine which students, if any, will need to attend summer school. Discuss how this information will be communicated to students and parents.

______Discuss efficacy of the mentor program. What are its strengths? How could it be strengthened? Together, discuss the following questions. Please write answers to the questions and be prepared to share at the final meeting.

  1. What aspects of our mentoring program are the most useful to you -- as a mentor/mentee?
  1. From your point of view, what are the least useful aspects of the induction program?
  1. What recommendations do you have for our induction program?

Notes:

______

______

______

______

______

______

June—Monthly Topics

______Review all end of year procedures and activities

______Celebrate!

References

Moir, E. (1992). Phases of first-year teaching: Attitudes toward teaching. Santa Cruz, CA: New Counselor Center.

Pelletier, C. (2006). Mentoring in action: a month -- by -- month curriculum for mentors and their new counselors. Boston, MA: Pearson.

Rutherford, P. (2005). The 21st century mentor's handbook. Alexandria, VA: ASK Publications.

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