Mentoring and Support of Staff

Transcription

1 Powerstown Educate Together National School Roll No: 20384J Powerstown Road, Tyrrelstown, Dublin 15 Telephone: Powerstown Educate Together National School Mentoring and Support of Staff This policy has been formulated by Powerstown ETNS to give guidelines to teachers and special needs assistants in supports available to staff both formally and informally through our mentoring programme. Contents Aim of Policy... 1 Section 1: Role Expectations... 1 Teachers... 1 SNA s... 2 Mentoring Co-ordinator Cróna Glynn (Trained mentors: Maeve Collopy, Elaine Cleary Ann Marie Kelleher)... 2 Principal... 3 Section 2: Procedure... 3 August Induction Days... 3 Buddy System Ducks... 4 Principal as a Support... 5 Mentor as a Support... 5 Teachers as a Support for each other... 5 SNA s as a Support for each other... 5 Teachers & SNA s as a support or each other... 6 Section 3: NQTs: Droichead: Droichead an Introduction:... 6 Review and Feedback of Policy... 6

2 Aim of Policy Powerstown ETNS mentoring and support policy was developed to support all staff within the school. As a developing school, we require high performance of our staff and have high expectations of our staff which can be demanding. Staff can only benefit from extra supports being put in place through a mentoring and support programme. We welcome new staff annually as we continue to grow. It is important that new staff is made aware of the procedures and practices within the school as well as feel that they have a contribution to make towards our development. Through the implementation of a mentoring and support programme, all staff has access to a holistic support system that can assist them with their teaching, planning and professional development in a demanding, developing working environment. It also encourages the development of personal skills and promotes positive relations amongst staff members. Section 1: Role Expectations Teachers To participate fully in the school s mentoring programme and to undertake the elements of the programme. To work collaboratively as part of the school team. To be fully cognisant to the duty of care to all children in the school To accept responsibility for seeking help and advice To maintain the school s professional ethos in terms of appearance and conduct To learn from the established good practice of teachers in the school and/or elsewhere To consider the professional feedback of the principal, mentor (Katie Flynn) and other staff who advise about teaching and learning. To be thoroughly prepared for all lessons and to have long and short term planning available and up to date. To accept and give feedback in a constructive, open and professional manner, To attend professional development sessions and contribute to group learning by participating fully To be aware of the continuum of professional development and his/her own responsibilities therein. 1

3 SNA s To participate fully in the school s mentoring programme and to undertake the elements of the programme. To work collaboratively as part of the school team. To be fully cognisant to the duty of care to all children in the school To accept responsibility for seeking help and advice To maintain the school s professional ethos in terms of appearance and conduct To learn from the established good practice of SNA s in the school and/or elsewhere To consider the professional feedback of the principal, mentor (Katie Flynn) and other staff who advise about teaching and learning. To be thoroughly prepared for each day, keeping records up to date and implementing timetable. To accept and give feedback in a constructive, open and professional manner, To attend professional development sessions and contribute to group learning by participating fully To be aware of the continuum of professional development and his/her own responsibilities therein. Mentoring Co-ordinator Cróna Glynn (Trained mentors: Maeve Collopy, Elaine Cleary Ann Marie Kelleher) To provide support for all staff (teachers and SNAs) To co-ordinate mentoring plan and mentoring activities for new staff in collaboration with the principal and new staff. To liaise with the principal in providing short updates at staff meetings on the mentoring of staff. To liaise with all staff members in relation to opportunities for staff to visit classrooms and work alongside other class/support teachers. To liaise with other schools in the area for the purpose of observing and sharing practice To enable and empower staff to seek/source answers to questions. To establish clear boundaries for the mentor teacher relationship To familiarise new staff with school policies and procedures. To work collaboratively with teachers in the classroom e.g. observing and giving feedback. To accept and give feedback in a constructive, open and professional manner. To engage in action planning with teachers To adopt a professional approach at all times To organise and implement a staff Buddy System. 2

4 Principal To brief staff on the nature and purpose of the mentoring programme within the school. To outline the role of the mentor, teachers and principal. To provide support for all staff (mentor, teachers and SNAs) To co-ordinate induction plan and induction activities for new staff in collaboration with the mentor and new staff. To consult with the mentor and staff regarding this mentoring plan To brief staff, parents, Board of Management on the nature and purpose of the school s mentoring programme. To liaise with the mentor and teachers regarding inputs at staff meetings on mentoring programme. To arrange substitution cover for school based mentoring activities To oversee the planning and preparation for teaching and learning by staff and put arrangements in place to support preparation and planning. To work collaboratively with teachers and SNA s in the classroom e.g. observing and giving feedback. To accept and give feedback in a constructive, open and professional manner. Bi-annual self evaluation meetings in October and May each year. Individual meetings with all staff in August before children start school. Attend SEN meetings monthly Section 2: Procedure August Induction Days The principal, in collaboration with ISM team and school mentors will prepare a 2 day induction programme for all staff members. All staff given a welcome pack. All staff given school calendar that details Croke Park hours, staff meetings, planning deadlines and events throughout the school year. All staff given school planning templates, long term, short term and cuntas míosúil. All staff given copies of all policies, which are discussed during induction. All staff given Event Organising templates School policies, practices and procedures are discussed and explained. o Aistear o Guided Reading 3

5 o Ready Set Go Maths o Maths Station Teaching o Positive Behaviour Management Code of Behaviour o Health and Safety o Event Organisation o Learn Together o Supervision o Science o Green Schools o Gaeilge o School Garden Transfer of information: Time allocated for meeting teachers/sna s who have worked with class previously. SEN Meeting: SEN team meeting discussing children and roles Partner Teacher meeting: meeting scheduled with SEN teacher and Class teacher in relation to planning, organising of roles within classroom etc. Buddy System Ducks A Buddy System is in place to ensure each staff member is support by a peer within the school. The Buddy System is disturbed to all staff during August Induction annually. Each buddy pair meet during August induction Each Buddy pair are encouraged to meet once a month at a time agreed by both parties School mentor co-ordinator (Cróna Glynn) can assist/support buddy meetings when requested Each individual helps their Buddy plan any school events e.g. Friendship Week / Seachtain na Gaeilge, Winter Show. Each Buddy supports their partner with school planning, e.g long term/short term, whole school planning etc Birthday Buddy you are responsible for marking your Buddy s birthday with cake/treats in staff room. Each Buddy pair is encouraged to give a suggestion for a staff social. 4

6 Principal as a Support Individual meeting with each staff member during August Induction Work collaboratively with teachers and SNAs by providing observations and feedback bi-annually. Bi annual staff self evaluation forms sent to staff in October and May of each year, with follow up individual meeting with principal. Principal attends a SEN meeting monthly. Principal attends a SNA meeting bu-monthly. Mentor as a Support Mentor schedules regular meetings with all new staff members Mentor allocates weekly time slot to be available for all staff Informal conversations and discussion with staff Mentoring activities Records areas where assistance was sought at Buddy meetings Provides observation and feedback support to staff when requested Consults staff in relation to the development of mentoring programme Discusses mentoring programme at monthly staff meetings Teachers as a Support for each other Team teaching Team planning with support teachers Allocated planning time (fortnightly) Observe colleague teaching a lesson in their own class Observe a colleague teaching a lesson to your class Teacher subject exchange: Teachers decide to swap classes for particular subject area for a designated block of time. e.g. Teacher 1 teaches JI PE, Teacher 2 teachers SI Art. One monthly meeting with Buddy SEN monthly meeting Continuous professional development and feedback at staff meetings SNA s as a Support for each other Observe another SNA in class One monthly meeting with Buddy 5

7 SNA monthly meeting Teachers & SNA s as a support or each other Weekly meeting with class teacher and SNA where observations, targets and agenda for the forthcoming week are discussed. SEN monthly meeting Class teacher to plan and guide SNA e.g. work station, now and then chart, daily schedule etc. Discuss SEN child s targets and evaluate progress weekly Section 3: NQTs: Droichead: 3.1 Droichead an Introduction: Droichead, a period of supported professional practice, is a central feature of a new model of induction and probation being piloted in Powersotwn ETNS over the coming two years (2014/2015 and 2015/2016). Following satisfactory completion of the Droichead process, NQTs will be confirmed by fellow professionals as having met certain criteria and the Teaching Council will remove the Droichead condition from their registration. For further information on Droichead please see our Droichead Policy. Review and Feedback of Policy Needs analysis at beginning of year (mentor) Induction Plan (mentor) Review at end of the year Collaboration and consultation between all staff 6