SCHOOL DISTRICT OF WASHBURN

Transcription

1 SCHOOL DISTRICT OF WASHBURN New Staff Mentoring Program Revised August 2014 Team members: Rachel Pufall, Heidi King, Diane Tetzner, Ivy Stelmaszewski, Nicole Boettcher, and Paula Eskola 1

2 Table of Contents Overview of Program Philosophy and Mission... 3 Goals of the New Staff Mentoring Program... 3 Steering Committee Collaboration... 4 Evaluation Framework... 4 Initial Educator/New Staff Procedures Initial Educator Information... 5 Definition of an Initial Educator... 5 Support Seminars for Initial Licensed Educators... 5 Initial Educator Team... 5 PDP Team Mentor Program Coordination... 6 Mentor Training... 6 Mentor Selection Process... 6 Mentor Compensation... 6 Mentor-Mentee Roles Appendix Mentor/Mentee Monthly Agendas Survey of Mentor Perceptions New Staff Survey

3 OVERVIEW OF PROGRAM Philosophy and Mission It is the mission of the Washburn School District mentoring program to provide support and encouragement for teachers/new staff to the district and/or initially licensed educators, so they in turn will become highly qualified and proficient staff. The Washburn School District is dedicated to supporting staff in ongoing professional development designed to lead to higher quality instruction and increased student achievement. By working together, our staff will become successful in establishing healthy relationships with students, their families, the community and their colleagues in a quality-learning atmosphere. The mission of this program is to retain high quality professionals by increasing their satisfaction with their work experience and effectiveness of instruction for the benefit of our students. The administration will demonstrate to staff that this initiative is important by giving the mentor/mentee regular (quarterly) opportunities to meet with appropriate building principal, District Administrator, or the Director of Special Education to give feedback on the program. Goals of the New Staff Mentoring Program Provide an ongoing orientation program to enhance initially licensed educators performance. Provide initially licensed educators opportunities to attend seminars that reflect the Wisconsin Teaching Standards/and or their educational needs. Provide a qualified and trained mentor to assist the initially licensed educators in developing their professional development plan and improve professional collegiality. Provide support and facilitate the adjustment of staff new to the district and/or initially licensed educators to the school climate and the community. Provide an understanding of district initiatives for curriculum, staff development and school culture/climate. Professionally licensed staff new to the district will be required to participate in aspects of the Initial Educator/New Staff Support Program and develop a Professional Development Plan. The building administrator will determine further participation. Steering Committee The role of this committee is to review and approve the New Teacher Mentor Program s goals, structure and implement the evaluation system for the program. The District s Steering Committee will consist of: District Administrator ES/MS/HS Administrator 3

4 Pupil services personnel High school staff member Middle school staff member Elementary school staff member Special education teacher Paraprofessional Collaboration The School District will collaborate with available resources as well as services from the Department of Public Instruction to maintain an up-to-date and valuable New Staff Mentoring Program. Evaluation Framework The Steering Committee will structure an evaluation of the New Staff Mentoring Program to assess both whether the program is achieving its overall goals, as well as the effectiveness of each component: ongoing orientation, support seminars and the mentor program. The evaluation will be structured to determine whether the program components were implemented as intended and whether the goals have been achieved. The Steering Committee as well as mentors and mentees that are currently working under the program will participate in the evaluation. The program will be revisited to adjust goals and program components as necessary on an annual basis. INITIAL EDUCATOR/NEW STAFF PROCEDURES A two day orientation is the first step in the New Staff Mentoring Program. New staff members will receive an informational packet including: Initial Educator/New Staff Handbook and an invitation to the 2 day orientation. Sample Agenda for the Orientation Training Day 1 A.M. P.M. Review school policy, procedures Complete paperwork and forms Introduce mentors and mentees Lunch with mentors Technology etc. Tour of buildings Meet with building principal 4

5 Day 2 A.M. P.M. Facilitate Initial Educator Orientation. Work with mentors in classrooms. Lunch with mentors and principals. Meeting with Union Representative Class time INITIAL EDUCATOR INFORMATION Definition of an Initial Educator For the purpose of the Initial Educator Support Program, an Initial Educator will be any teacher that is currently licensed as an Initial Educator under PI34. Support Seminars for Initial Licensed Educators The Initial Educator and mentor will meet quarterly with the building principal. The Initial Educator will: meet with mentor once monthly attend workshops pertaining to area of interest or need develop a Professional Development Plan Initial Educator Team The team shall include a person with the same level who is not the mentor, an administrator designated by the District Administrator and approved by the school board, and an institution of higher education representative. PDP Team Initial educators select DPI-trained team members for goal approval and PDP verification. The team must include: A peer (in the same license category as the educator s PDP) An administrator An IHE representative Professional educators select DPI-trained team members for PDP verification. The team will include 3 peers in the same license category as the educator s PDP. 5

6 The initially licensed educator is responsible for convening his/her review team for attainment of a professional level license. MENTOR PROGRAM Coordination The district s principals will coordinate the mentor program and work with the Steering Committee. Mentor Training Staff will be notified of District approved mentor programs. Mentor Selection Process The district shall notify non-probationary staff of openings for mentor positions. Qualified staff should send a letter of interest to the District Administrator. In the event that no one applies, the building principal will solicit volunteers. Administration will select mentors. No one shall be required to be a mentor. Non-probationary staff wishing to be mentors must meet the following prerequisites: hold a Wisconsin Professional Educator license have at least three (3) years teaching experience in the district have knowledge of appropriate Wisconsin Education Standards demonstrate a commitment to professional growth possess strong interpersonal skills demonstrate excellent classroom practice and knowledge of subject matter have participated in a mentoring training program approved by the district The mentor shall not be required to evaluate the initial educator or new staff member. The Washburn School District and the WEA agree that the mentor shall not be required or called to testify as a witness in any grievance, disciplinary or non-renewal hearing and/or arbitration on behalf of the district or WEA. Furthermore, the mentor shall not be required to attend any Washburn Board of Education meetings to discuss or provide information regarding the mentoring of another staff member. The mentor or mentee may request the district to reassign a new mentor or mentee. Mentor Compensation Mentors will receive 2 compensation days for year 1 and 2. They will receive 1 compensation day for year 3. 6

7 Mentor/Mentee Roles The role of the mentor is to assist Initial Educator/New Staff Member to develop their skills utilizing a variety of strategies. Mentors will offer support through listening and sharing, offer suggestions and ideas, promote self reflection, assist in implementing the Professional Development Plan and model professionalism. The role of the Initial Educator/New Staff Member is to learn how to effectively meet the needs of students, professional needs along with strategies to meet their needs, and participate in training sessions. Initial Educators will also prepare a Professional Development Plan. The following three year plan will be in place for the mentor and Initial Educator. New staff will be required to participate in the first year of the program. Further participation will be determined by administration and a specific plan will be developed at that time. Newly hired staff who are not initial educators will be provided a mentor for one year with the option of additional years as determined by the administrators. Teachers who have moved positions within the school district may be provided a mentor for one year with the option of additional years to help acclimate to their new position. FIRST YEAR. This year will be based in practical applications and best practice. The mentor will: provide suggestions, examples, samples, and any other resources that will be helpful to the Initial Educator/New Staff meet with the Initial Educator/New Staff Member monthly and informally as needed review the checklists on a monthly basis observe the Initial Educator/New Staff Member at least three times during the school year assist in organizing three observations of other teachers in the school district if appropriate facilitate the access of training and information in school district initiatives establish a system for ongoing communication attend annual mentor program evaluation meetings complete an evaluation of the mentoring program at the end of the school year The Initial Educator/New Staff Member will: attend ongoing training and support sessions observe mentor and other teachers, and be observed by mentor be willing to ask questions and try new ideas identify areas needing support and ask for assistance attend annual mentor program evaluation meetings 7

8 meet formally monthly with the mentor and informally as needed participate in all Initial Educator/New Staff Member in-services complete an evaluation at the end of the mentoring year (New Staff Support Survey) SECOND YEAR. This year will be the transition year for support and the Professional Development Plan. The mentor will: continue to offer support and guidance to the Initial Educator communicate with the Initial Educator once per month provide observations at the request of the Initial Educator assist the Initial Educator in developing a Professional Development Plan continue facilitating the concepts of district initiatives attend annual mentor program evaluation meetings complete an evaluation of the mentoring program at the end of the year The Initial Educator will: develop a Professional Development Plan during the first half of the second year attend ongoing training and support sessions observe mentor and other teachers, and be observed by mentor upon request be willing to ask questions and try new ideas identify areas needing support and ask for assistance attend quarterly mentor program meetings communicate once monthly with the mentor participate in all Initial Educator in-services complete an evaluation at the end of the mentoring year THIRD YEAR. This will be the final year of participation in the district s mentoring program. This may be the final transition from Initial Educator to professional educator in terms of licensure. The mentor will: continue to offer support and guidance to the Initial Educator continue to contact the Initial Educator monthly, but formal meetings are not required attend annual mentor program evaluation meetings assist the Initial Educator in refining the Professional Development Plan The Initial Educator will: attend quarterly mentor program meetings chosen by the Initial Educator refine the Professional Development Plan 8

9 Initial Educator/New Staff complete an evaluation at the end of the mentoring year Evaluation: Evaluation of the Mentor Program will be integrated into the overall evaluation of the New Staff Member. 9

10 Washburn School District Mentor/Mentee Monthly Agenda August Meet and welcome your mentee/mentor Moving in assistance Set up classroom Set up mentoring calendar (try to set meetings for the first part of the month) Discuss roles and responsibilities of mentor-mentee Course Syllabus (MS/HS) Keys for building and room Supervisory duties: bus duty, detention, class advisors, etc. Response Plan Review Teacher/Student Handbooks Review general District policies Introduce support personnel as available September Telephone numbers/addresses of students Discipline procedures Student motivation techniques Setting up grade book Grading criteria ability of student, percentages, curves, etc. (MS/HS) Notification to parents if student is failing October Determined by mentee/mentor 10

11 November Determined by mentee/mentor December Determined by mentee/mentor January Techniques for good planning short and long term individual and team plans Effective classroom management techniques February Determined by mentee/mentor March Determined by mentee/mentor 11

12 April Determined by mentee/mentor May Determined by mentee/mentor June Observation feedback Complete observation summary Evaluate the Mentoring Program 12

13 Survey of Mentor Perceptions On the following scale, please rate your experiences with and perceptions of Washburn s support for mentor teachers. I understood my role as a new staff mentor. I believe I served a valuable role for the new staff member I mentored. I feel I gained valuable perspective from the mentor meetings. I would like more initial training from the district for my role as a mentor. I would like more connection with the building principal in my role as a mentor. I would like more on-going support from the district and connections with other mentors. Given more time, I would be willing to observe my new staff member s classroom and support him/her with instruction. I found the collaborative log helpful for talking with my mentee. Strongly Disagree Disagree Neutral Agree Strongly Agree 13

14 Short answers. If you were in charge of planning for the mentors next year, how would you plan for mentor/mentee relationship and plan for your mentor meetings? What was the most valuable mentor discussion? What was the least valuable mentor discussion? If you choose to be a mentor in the future, how else can we assist you in your mentoring duties? What are some things your building principal could do to support your role as a mentor? Please share any other suggestions, ideas, or concerns you would like considered as the program continues to develop. 14

15 New Staff Support Survey School District of Washburn Please indicate in the box below your current position (i.e., K, MS 6-8, MS/HS Business, HS 9-12 Social Studies, ES/MS Counselor, Math Specialist). Instructions: Indicate the extent to which you believe each statement reflects your experience in your first year of employment at the School District of Washburn. On a scale of 1 4, rate each statement according to your experiences. Strongly Disagree Disagree Agree Strongly Agree District Support 1. I was made aware of what was expected of me when I started my job. 2. I was made aware of existing policies and procedures as necessary. 3. I was aware of the curriculum I would be teaching. 4. I had sufficient support at the district level as I started my job. 5. When I asked for help at the district level, received it. 6. I received support informally from other new staff members. 7. New staff meetings during the school year provided me with useful information and strategies. 8. The August New Staff In-service provided me with useful and necessary information. 15

16 Building Level Support 9. I had sufficient support at my building as I started my job. 10. I had sufficient support from my principal during the year. 11. I was provided with the necessary supplies at the beginning of the year. 12. I was provided with materials (textbooks if necessary) at the beginning of the year. 13. At my building, I was encouraged to be self reflective and to do self-assessment. 14. At my building, I was encouraged to seek out learning opportunities. 15. I received support informally from other experienced staff in my building. 16. I felt comfortable and trusted to make decisions and judgments about my daily work. Mentorship Support 17. I was assigned a mentor before school started. YES NO 18. My mentor contacted me before school started. YES NO 19. My mentor provided on-going support throughout the year. 20. My mentor truly seemed to want to help me learn and grow. 21. My mentor helped me with problem solving when asked. 22. My mentor and I found the new staff handbook useful. 16

17 23. My mentor and I had time to meet and plan together. 24. My mentor and I built a professional relationship Overall Support 25. I felt well supported in my first year working in the district. Special Education/Individual Student Needs 26. I was made aware of special education services and support. 27. I received special education support as needed I received communication (IEP s, 504 s, etc.) in a timely manner from special education I received communication about individual student needs surrounding special school or time arrangements (or other circumstances). Short answers. 30. If you were in charge of planning for the new staff next year, how would you plan for: The August New Staff Orientation? 31. What resources would you include/did you find valuable from orientation? 32. Thinking ahead to next year, how can we assist you in your next year of work? 33. In the next three to five years of your practice, what topics would you like to learn more about? 34. Do you have any further comments or questions? 17