Elkhart – USD 218
Teacher/School SpecialistMentor Program
Program Purposes and Goals
Purpose of mentoring program
The purpose of the USD 218 mentoring program is to help inexperienced teachers/school specialists and those new to the District develop into dedicated, professional educators. The USD 218 teacher/school specialist-mentoring program will provide the new teacher/school specialist with a successful experience in education, which will encourage new teachers/school specialists to continue their careers in education.
Goals of mentoring program
The goals of the USD 218 mentoring program are:
1. To help mentees make a smooth transition into education and into our school district
2. To provide psychological support to help beginning teachers/school specialists develop and maintain a commitment to teaching
3. To make sure the menteesare provided with a broad variety of professional experiences
4. To orient the mentees to both the workplace and the culture of the community
5. To provide on-going coaching and support
6. To help mentees improve classroom teaching
7. To help mentees begin to reflect on best practices within the classroom
Program Organization
Structured and/or planned contact time
Mentor and mentee will communicateat least weekly. They will be allowed time to email throughout the day. The mentee will keep a journal to reflect on his/her day, lessons presented, pose questions, list solutions and ideas that come to them throughout the day. These journals will be used as a starting point for the day-to-day mentor/mentee communication. The mentor will observe the mentee teaching at least three times over the course of the year. There will be opportunity to visit after school if necessary. We also have an early release program where mentors and mentees will be allowed time to collaborate as needed.
Administrator participation and support by the district and building
Each month the administrator will meet with the mentors in his/her building to discuss the focus for the mentees that month. This will assure that the mentees are receiving the same message from both the administration and the mentor. This will also provide the administration the opportunity to serve as instructional coaches for the mentors. Administration will also observe the mentees teaching and make classroom visits. The district is supportive of the mentor program.
Addressing confidentiality issues
Mentors will hold all conversations with the mentee in strict confidentiality. If the mentor needs to discuss or has questions he/she cannot answer for the mentee, he/she may discuss it with the building administrator.
Selection Process
Criteria for mentor selection
Criteria established for mentor selection includes the following:
1. Mentors should be skilled teachers/school specialists with a minimum of three years experience in-district and have a professional license in effect.The specialist mentors must have a professional license in the same specialty area as the mentee. Cross-district mentoring is allowed if necessary for specialist mentoring to meet this requirement.
2. Mentors should have the time and desire to work with new teachers/school specialists.
3. Mentors should be excellent teachers/school specialists able to plan, implement, and organize academically stimulating lessons.
4. Mentors should have an understanding of learning theories, child growth and development, principles of learning and student evaluation.
5. Mentors should have a thorough knowledge of the school community and students, including any needs unique to the students within the school.
6. Mentors must have a complete understanding of school procedures, routines, policies, curriculum, competencies, and courses of study.
7. Mentors must have the ability to interact and work well with fellow staff members, stakeholders, and the administration.
8. Mentors must have the ability to communicate effectively, both verbally and non-verbally.
9. Mentors must be excellent listeners hearing the true message behind the words that are being spoken by the mentee.
10. Mentors must be empathetic to the mentee's circumstances.
11. Mentors must be able to offer suggestions and solutions without being overbearing, damaging the confidence of the mentee.
Process used for mentor selection and matching with the new teacher/school specialist
Several factors are considered that serve as a guide for mentor selection and matching with the new teachers/school specialists. These are: grade level, content area, teaching style, ideology, proximity of classrooms, temperament and demeanor, compatibility of schedules, interests, personal background, and number of successful years in the teaching field. The building administrator will make a selection. The mentor will then be asked if he/she is interested in accepting the position. If the person is agreeable the Board of Education will approve the selection and the mentor will begin the training process.
Mechanism for re-assignment if the mentor is unable to fulfill responsibilities
If the mentor is unable to fulfill his/her responsibilities the building administrator will ask a teacher/school specialist who is qualified to work with the mentee until a qualified replacement can be found. The search will proceed immediately and the position will be filled as soon as possible.
Mentor Training
Training and on-going support activities for mentoring
Administration will provide the time and support necessary to train the mentors who in turn will provide training and support for the mentee. Comprehensive mentor training must be completed by October 1.
Components of training included
1) Developmental stages of the new teacher/school specialist
All new staff members will have two days of in-service with the district and building staff to assure knowledge and information is given to new teachers/school specialists. They are also introduced to key staff members where they can direct questions. A checklist is provided to both the mentor and the mentee to assure all areas of the Kansas Licensure Standards for Professional Education (Learner & Learning, Content Knowledge, Instructional Practice, and Professional Responsibility) are covered.
2) Roles and responsibilities of the mentor
The mentor will meet with the administrator who will coach the mentor in several key areas. These include: objectives of the program, role of the mentor, expectations of the mentor, needs of the beginning teacher, resources and assistance available to them, the over-all program design, a handbook containing an explanation of the mentor program, calendar of events goals of the program, and an evaluation system, and proper techniques of providing feedback to the mentee.
3) Coaching, observation, feedback
The mentor will be trained by the administration on how to be a coach for the mentee. He/she will learn how to make the mentee comfortable to come to the mentor for advice. He/she will be trained how to observe the mentee without making the mentee feel intimidated. The mentor will also be trained on how to properly provide effective feedback to their mentees. Proper feedback can enhance the mentee's teaching effectiveness, while improper feedback can erode effective instruction and damage the mentor/mentee relationship.
4) Relationship building
The mentor will be provided guidance by the administration on building a relationship with the mentee and how to assist the mentee with building relationships with the members of the educational community.
5) Collaboration strategies
The administration will provide time for the mentor and mentee to collaborate with other teachers/school specialists. The mentor will be provided training as needed to assure the mentor has the proper knowledge to train the mentee on how to collaborate with other members of the staff during the allotted time.
6) Confidentiality
The administration will provide guidance to the mentor in reference to the confidentiality of the conversations with the mentee and the knowledge of his/her students he/she may gain throughout the mentoring process. He/She will also provide the mentee with the importance of confidentiality of student information.
Informing administrators and other staff of their roles in the mentoring program.
Administrators will come together and review the entire mentor program and each will be provided a copy of the program. The information will be shared with each building's staff and the expectations of the staff in relationship to the mentor and the mentee.
Alignment with other professional development activities
The mentor program aligns with other professional development activities because it focuses on the growth of the teachers/school specialists. The ultimate goal of all professional development is to provide teachers/school specialists with the knowledge and skills to improve student achievement.
Professional Growth
Professional growth for mentors
The mentors will grow professionally by reviewing their classroom practices and professionalism. We often learn by teaching and this will provide that opportunity to the mentors to improve their teaching skills and knowledge. New teachers/school specialists also often bring current practices with them, which will provide a new insight for the mentors.
Professional growth for new teachers (probationary teachers)/school specialists
The mentee will grow professionally by improving their ability and knowledge of the Kansas Licensure Standards for Professional Educationincluding, but not limited to: learner and learning, content knowledge, instructional practice, professional responsibility, planning, implementing and organizing lessons; learning theories, child growth and development, communications skills, classroom management, proper relationships with students, parents, co-workers, and administration; and the value of attending professional development activities which provide continued growth. The mentee will keep reflective journal entries on the above areas covered with their mentor.
Program Evaluation
How the mentor program will be evaluated.
1) Achievement of specified program goals
The mentor and the mentee will each complete an evaluation of the program at the end of each year. The responses to the evaluation and the overall satisfaction and success of the mentee will provide input for evaluation of the program. In addition the number of successful-professional teachers/school specialists who remain in the educational field will also play a great role in the evaluation of the program.
2) Effectiveness of program organization in providing support and continuous assistance to the new teacher/school specialist
The mentor program is a two-year program structured so the mentee is progressively given less and less direct instruction as he/she becomes more confident and competent in his/her teaching. The intent is to slowly allow the teacher/school specialist to become more independent and become a self-sufficient professional.
3) Effectiveness of the mentor selection and matching process
The evaluation forms completed by the mentor and the mentee will measure the effectiveness of the mentor selection and matching process. It will also be evaluated by the relationship that will develop between the mentor and the mentee and if the mentor needs to be replaced or if it was a good fit. The success and professional growth of the mentee will also be taken into consideration.
4) Impact of the mentor program on the professional growth of the mentor
The second part of the evaluation format specifically addresses the professional growth of the mentor. The professional growth of the mentee will also be taken into consideration. Administrative evaluations of the impact of the program will also be utilized in this area.
5) Degree to which mentors fulfilled roles and responsibilities
A check sheet is provided to the mentor to remind him/her of the requirements for each month. The building administrator will determine if these activities are taking place. The evaluation form will also provide a perspective of how the mentee feels about the fulfillment of the mentor’s duties.
Check List and Sequence of Activities
Check list and sequence of activities for implementation of the mentor program.
YEAR ONE
AUGUST
_____Meet and welcome new teachers/school specialists
_____Take new teachers/school specialists on tour of building and community
_____Introduce new teachers/school specialists to local education association leadership
_____Meet principals and superintendent
_____Meet key support staff personnel
_____Two days of orientation
_____District level concerns
_____Building level concerns
_____grade program
_____report cards
_____lunch
_____absentee reporting
_____supervision
_____assemblies, hall duty, etc.
_____special activities
_____evaluation process
_____forms
_____inventory
_____ordering
_____student files
_____extra-curricular policies
_____emergency procedures (Crisis plan)
_____professional leave
_____sick leave
_____personal leave
_____early release time
_____work/flex days
_____bullying prevention plan
_____Fill new teachers/school specialists in on the monthly district and building activities
_____Procedures
_____opening of class
_____giving assignments
_____movement of papers
_____developing assignments
_____roll taking
_____starting class
_____closure
_____Work toward setting up observation times
_____Discuss the importance of the reflective journal that will be used daily and reviewed each month to address questions, concerns, and discoveries made by the mentee
SEPTEMBER
_____Introduce new teachers/school specialiststo Board of Education
_____Introduce new teachers/school specialists to unwritten rules and customs within the district
_____Informal "drop in" meetings to touch base
_____Work on developing a collegial relationship
_____Explain progress reports
_____Inform new teachers/school specialists of the Common Core Curriculum Mapping Notebooks
_____Introduce AdvancEDAccreditation
_____MAP Assessments Training & Administration
_____Preparing Students for State Assessments
_____Interpretation of MAP Scores
_____Monthly district/building activities
OCTOBER
_____Formal Observations and Feedback
_____Share resources
_____Interpreting MAP Assessment Scores
_____Report Cards
_____Parent/Teacher Conferences
_____Classroom management and discipline:
_____Proximity control
_____Discipline
_____Motivation
_____Follow through
_____Expectations
_____Monthly district/building activities
NOVEMBER
_____Feedback from parent/teacher conferences
_____Introduce professional development opportunities
_____Continue observation feedback
_____Classroom environment:
_____visual displays
_____appearance
_____demeanor/voice
_____dress
_____"Us" vs. "Me"
_____Monthly district/building activities
DECEMBER
_____School/classroom procedures for ending and beginning a semester
_____Report cards
_____Finals
_____Continue observation feedback
_____Continue verbal and written support and encouragement
_____Communication:
_____body language
_____verbal/nonverbal
_____eye contact
_____sarcasm/humor
_____relationships
_____Monthly district/building activities
JANUARY
_____Curriculum resources
_____Review first term's experience
_____Monthly district/building activities
FEBRUARY
_____Continue with observation feedback
_____Continue with encouragement and support
_____Remind new teachers/school specialists of professional growth opportunities
_____Alternative Activities:
_____student centered
_____projects
_____cooperative learning
_____lesson planning
_____adaptations
_____Monthly district/building activities
MARCH
_____Continue with new teachers/school specialists' concerns and needs
_____Review end of the quarter grading and report cards
_____Questioning:
_____Bloom's Taxonomy
_____"T area"/Spreading the wealth
_____wait time
_____feedback
_____Monthly district/building activities
APRIL
_____Budgeting and ordering for the following year
_____Career planning and development
_____Continue to build new teachers/school specialists' self-confidence
_____Monthly district/building activities
MAY
_____Finals
_____Discuss end of the year procedures
_____Awards, certificates or recognition activities for students
_____Reflection of mentor program
_____Complete evaluation of mentor program
_____Monthly district/building activities
YEAR TWO
FIRST QUARTER MEETING
_____Prior to meeting: Ask mentee to choose a particular skill, technique or strategy he/she would like to improve in his/her teaching
_____Discuss areas of concern of mentees
_____Brainstorm meaningful action(s) the mentee is to take
_____After meeting: Provide literature or other resources to mentor that addresses mentees' concerns
_____Present mentee with their reflective journal to be used for the new school year
_____Check with mentee periodically to make sure things are going smoothly
SECOND QUARTER MEETING
_____Prior to meeting: Provide mentees a list of items/discussion topics to be gleaned from watching a master teacher/school specialist from a different building conduct class
_____Send mentees to visit another building to watch "expert" teacher
_____Have mentee reflect on what they observed, make comments, and list concerns in their reflective journal
_____Using their journal, discuss results from the building visits and how ideas may be incorporated into their classes
_____Have mentee complete a new lesson before third visit utilizing observations/ideas from visit
THIRD QUARTER MEETING
_____Discuss what the mentees did to utilize information from last meeting and how it went _____Focus on any adjustments that might need to be made
_____After meeting: Modify/Implement lesson
FOURTH QUARTER MEETING
_____Prior to meeting: Ask mentees to think of how the mentoring process could be improved
_____Discuss results of modified lesson/strategy
_____Complete evaluation of mentor program
_____Create a list of suggestions to further improve the mentor program
EVALUATION OF THE MENTOR PROCESS
FORM I: MENTOR’S EVALUATION OF THE PROGRAM
*****Please rate the following areas of concern using the provided scale.
IneffectiveEffectiveVery Effective
1. Over-all design of program 1 2 3 4 5
2. Clarity of purpose of program 1 2 3 4 5
3. Usefulness of monthly activities 1 2 3 4 5
4. Ease of implementation 1 2 3 4 5
5. Personal interactions with mentee 1 2 3 4 5
6. Observations of mentee 1 2 3 4 5
7. Meetings with the principal 1 2 3 4 5
8. Mentee’s observations 1 2 3 4 5
9. Strategies of the program 1 2 3 4 5
______
Mentor’s Professional Growth
Strongly Strongly
DisagreeDisagree Agree Agree
1. Mentoring process made me 1 2 3 4
feel more professional.
2. I became more open with my mentee. 1 2 3 4
3. I became a more confident teacher. 1 2 3 4
4. I am a more responsible teacher/ 1 2 3 4
school specialist.
5. I feel more comfortable collaborating 1 2 3 4
with other teachers/school specialists.
FORM 2: MENTEE’S EVALUATION OF THE PROGRAM
*****Please rate the following areas of concern using the provided scale.
IneffectiveEffectiveVery Effective
1. Over-all design of program 1 2 3 4 5
2. Clarity of purpose of program 1 2 3 4 5
3. Usefulness of monthly activities 1 2 3 4 5
4. Ease of implementation 1 2 3 4 5
5. Personal interactions with mentor 1 2 3 4 5
6. Observations of mentor 1 2 3 4 5
7. Meetings with the principal 1 2 3 4 5
8. Mentor’s observations 1 2 3 4 5
9. Strategies of the program 1 2 3 4 5
______
Mentee’s Professional Growth
Strongly Strongly
DisagreeDisagree Agree Agree
1. Mentoring process made me 1 2 3 4
feel more professional.
2. I became more open with my mentor. 1 2 3 4
3. I became a more confident teacher/ 1 2 3 4
school specialist.
4. It is beneficial to see other educational styles. 1 2 3 4
5. I feel more comfortable collaborating 1 2 3 4
with other teachers/school specialists.
6. It is important to talk to someone 1 2 3 4
about teaching/my educational field.
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Elkhart USD 218 Teacher/School Specialist Mentoring