Chittenden South Supervisory Union MENTORING MATTERS PROGRAM

Transcription

1 Chittenden South Supervisory Union MENTORING MATTERS PROGRAM 1

2 History: CSSU has provided mentoring for new teachers across our six schools for over ten years. In spring of 2011 we embarked on an updated mentor training process. Mentor teachers in Chittenden South are currently required to complete the Vermont-NEA sponsored Mentor Training Program in preparation for their mentoring commitment. Through the CSSU Mentor Program, new teachers are supported as they develop connections with colleagues, families and students, acclimate to classroom, school and supervisory union culture, learn professional expectations within the school and supervisory union, and strive for excellence in their teaching. The CSSU Mentoring Matters Program provides new teachers with consistent conferring paired with classroom observations and constructive debrief, with a trained mentor. In mentor coordinators became available for mentor and mentee support. Purpose and Guiding Principles of Mentoring: It is widely understood that collegial nurturing by experienced and practicing professionals can enhance the instructional and interpersonal skills of new teachers. To do this, mentors support new teachers to: Ease the transition from teacher preparation to practice, thereby increasing retention of teachers in the CSSU system Develop the instructional skills that improve student achievement Implement effective classroom leadership strategies Regularly use proven and research based instructional pedagogy to differentiate for all learners Develop appropriate relationships with their students, families and colleagues Establish positive communication with the parents of their students CSSU Mentor Coordinators: Deb KillKelley dkillkelley@cssu.org Peter Booth pbooth@cvuhs.org 2

3 All practicing mentors, starting , have completed the Mentoring Matters Program with Vermont-NEA. Two Mentor Coordinators, one 9-12 and one K-8, coordinate the CSSU Mentoring Matters program, overseen by the Director of Curriculum. As part of CSSU s new hire process and orientation, new mentees will attend a required Introduction to Mentoring in August to learn about the expectations of mentoring. Mentees are required to attend the Spring Colloquium, held in May each year. Mentors and mentees are required to meet a minimum of once/two weeks (more frequently in September and October) to establish goals and areas of concern for the mentee that will be addressed in ongoing dialogue throughout the mentorship. (Minimum of 18 conferencing hours are required per year.) The mentor and mentee are required to maintain a mentoring log that captures frequency of sessions and topics discussed. This is kept in a Google doc that will be shared with the mentor and mentee by the mentor coordinator. There will be six opportunities for reflection and feedback in the form of observation and videotaping over the course of the year. Mentees observe either mentor or an appropriate colleague at least two times during the year, November and March. 3

4 Mentee Attend a required Introduction to Mentoring and CSSU orientation in August Participate in one-on-one in-person conferencing with mentor (18 hours: 9 each semester. One meeting per semester will be spent looking at student work.) Participate in six in-person or video observations by your mentor Observe other teachers or mentor (2 times per year: November and March) and debrief with mentor Attend the Spring Colloquium Mentor Complete Vermont-NEA Mentor Training and attend 4 follow-ups including spring colloquium Provide one-on-one in person conferencing (18 hours: 9 each semester. One meeting per semester will be spent looking at student work.) Observe or video new teacher while teaching and provide feedback during one-on-one conferencing 6 times per year Support new teacher to observe an instructional lesson of you (mentor) or a colleague (2 times per year: November and March) Maintain the mentor/mentee Google doc log Attend informal check-ins with Mentor Coordinator Mentor Coordinator Set dates, plan and facilitate 3 follow-up mentor meetings with Julie Longchamp for each school Set calendar of informal check-ins with mentors at each school Maintain spreadsheet of mentor/mentee information Collect signed Agreement for Services form from all practicing mentors Maintain and review participation logs Be available to mentors and mentees for issues and questions that arise Relay challenges and maintain communication to Director of Curriculum Plan and facilitate spring colloquium with Julie Longchamp in May Maintain communication with Kathy Delman Principal Select lead teachers for mentor training Collaborate with Mentor Coordinators to review new hires and create dyad list by July 1 Use established mentor guidelines to determine mentorship duration Report any changes during the year to Mentor Coordinator Support mentor and first-year teacher (e.g. scheduling and coverage when needed) Provide access to technology equipment and supports needed for program requirements Attend the spring colloquium Supervisory Union Provide access to Vermont-NEA mentor training Orchestrate paperwork for mentor stipends Identify and arrange for Mentor Coordinator stipend Support mentees, mentors, mentor coordinators and principals Mentoring Coordinators: Peter Booth, Deb KillKelley Director of Curriculum, Instruction and Assessment: Jeff Evans 4

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6 For Building Administrators: Principals describe the expectations for the mentor program during the interview process. Principals ascertain yearly if additional teachers need mentor training in their buildings. Principals invite lead teachers (please see mentor criteria on page 8) in their buildings to participate in summer mentor training with the goal of mentoring during the upcoming school year. All mentors assigned to a mentee, starting , will have completed the CSSU Mentor Training Program with Vermont-NEA (contact CSSU Mentor Coordinators to be sure of current training status). Principals assign mentors to newly hired professionals (based on the Mentoring Guidelines on page 6) during May-August. An updated list of mentor-mentee dyads is provided to the Mentor Coordinators by July 1 or before so that mentor contracts can be prepared. If new professionals are hired after July 1, please notify mentor coordinators immediately. Principals review and update the list of Year 2 mentor-mentee dyads with any changes and communicate this to the Mentor Coordinators by July 1 or before. Any changes during the school year in mentor/mentee dyads are discussed and communicated immediately to the Mentor Coordinators. Newly hired mentees are informed of and attend a required Introduction to Mentoring in August to learn about the expectations of mentoring, and attend the Spring Colloquium in May. Notification of the August orientation day for new hires is carried out by the principal upon hiring. Mentors and mentees are required to meet a minimum of once/two weeks (more often in September and October) to establish goals and areas of concern for the mentee that will be addressed in ongoing dialogue throughout the mentorship. (Mentor and mentee meet a minimum of 18 hours/year, 9 hours per semester.) Mentors and mentees are required to maintain a mentoring log in a Google Doc shared with their Mentor Coordinator that captures frequency of sessions and topics discussed. Administrator will support scheduling to enable new mentee to observe two exemplary instructional lessons of the mentor or another logical colleague (November and March). It is understood that the mentoring stipend provides for time that will be used for mentoring responsibilities beyond the contract day. AOE mentoring expectations: o o EQS requires mentoring Rigorous selection of mentors with strong and positive professionalism and growth mindset o Most effective mentoring occurs when the mentor walks in the shoes and teaching experience of their mentee 6

7 CSSU Mentor Guidance Established August 2011 Purpose: The purpose of the CSSU New Hire Mentor Program is to develop a strong support system for newly hired educators and to establish equitable and consistent mentor practices, expectations and support of part and full time new hires throughout CSSU. Mentor compensation per contract:.0048 of base. Pro-rated for partial mentor/years Mentoring is provided for professional staff who are newly hired at CSSU, based on the following guidance Principals will use the following guidance to provide consistency in mentor assignments, duration, and pro-rated mentor stipends based on the assignments and experience of newly hired professionals. Principals will make an effort to assign mentors with similar job descriptions and responsibilities of new mentees. Full time newly hired professionals and new to CSSU (professionals include all professional faculty members with the exception of nurses, math and literacy coordinators): New to CSSU, full time, newly hired teacher with 0-4 years of experience: 2 year mentoring assignment New to CSSU, 0-4 years experience, hired on a one-year contract: 1 year mentoring assignment with additional year if teacher is renewed New to CSSU, full time, newly hired teacher with 5-6 years of experience: 1 full year mentoring assignment or principal s discretion Part time newly hired professionals and new to CSSU*:.5 or more FTE with 0-4 years of experience: 2 year mentoring period.5 or more FTE with 5-6 years of experience: 1 year mentoring period or principal s discretion *Mentor and Mentor Coordinator will meet to adjust mentor requirements based on mentee needs, FTE and scheduling. Induction: (Induction is provided through an informal conversational process between peers/teammates. Induction assists the new hire to understand the context, culture and logistics of the new school setting. A formal mentor is not assigned.) Induction is arranged by the principal for:.4 or less FTE receives 3-5 months induction with a colleague. Principal will make sure the teacher has regular ongoing contact/support with team or other professional support in CSSU in the same or similar role. Professional staff moving within CSSU schools New Nurses, literacy and math coordinators Professionals new to CSSU with 7+ years of experience Starting the school year, principals will pair all mentees with trained mentors who participated in the Vermont-NEA sponsored Mentoring Matters Training Program. Please assure that you have an adequate number of fully trained mentors. 7

8 Several attributes are described in the mentor literature that point out the qualities, skills, and knowledge that should be considered when selecting mentor teachers. Principals will assign trained mentors annually and as the need arises from the pool of mentors who have been trained since Spring 2011 and are most closely aligned with the goals of mentoring and the job responsibilities of the new hire. Administrators will consider the following attributes when recommending mentor training for a teacher. Teachers and principals may want to review these attributes when considering mentor training. Above all, CSSU wants mentors to be successful and effective in their role. They are positive and professional, and demonstrate excellent teaching and interpersonal skills. A successful mentor exhibits: 1. Successful teaching for minimum of 5 or more years 2. Sincere interest, commitment, and ability to offer unconditional support to novice teachers in an effort to help them succeed 3. High expectations for both themselves and the teaching profession, (e.g., involvement in professional development, Best Practice instruction, curriculum alignment with Common Core, goal setting, school program development, school leadership and team collaboration) 4. Willingness to expand professional responsibilities to include mentoring during time beyond the contracted school day 5. Wide repertoire of effective, current, and appropriate instructional and management strategies for dealing with diverse students learning styles and needs in a variety of contexts 6. Active, open, and eager learning and embraces new ideas and opportunities to build upon and enhance their own professional skills, including mentoring. Mentor teachers embody a growth mindset 7. Reflective and analytical thinking with good problem solving/troubleshooting abilities 8. Skill in planning, excellent organization skills, and effective time management 9. Willingness to focus the time, energy, and resources good mentoring requires, complete mentor training expectations, and meet the responsibilities required of CSSU mentors 10. Excellent communication skills, including listening and questioning, and facilitating difficult and constructive conversations 11. Success in working with professional colleagues and parents, and challenging situations 12. High integrity, a sense of humor, and responsiveness to needs of others (students, colleagues, administrators) 13. Familiarity with organizational structure of their school and district, the social and professional norms, policies and procedures, and the district s community and student population 14. Awareness of a variety of resources for improving teaching and learning and fosters connections with other personnel 15. Relationships in which he/she is highly respected and well-liked by colleagues, administrators, parents, and community 16. Positive outlook and disposition that fosters this attitude in others 17. Understanding that his/her teaching practice is evolving; wants to adjust and improve upon it. 18. Positive attitude toward Chittenden South Supervisory Union Adapted from Mentoring: A Resource & Training Guide for Educators, Regional Laboratory, 1994, Gordon, S. and Maxey, S. How To Help Beginning Teachers Succeed, ASCD,

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10 Novice educators possess a sincere desire to be successful; they are eager to contribute, develop their craft and want to make a difference. Most importantly, they want to belong to a community of learners. Elements of the Relationship Based on Charlotte Danielson s Framework for Teaching, a roadmap for novices providing a pathway to excellence Uses the language of the framework to elevate professional conversations Up to a two-year commitment for full time employees, depending on CSSU guidelines Provides appropriate emotional support and encouragement Promotes self-reflection Coaches for increasing differentiated student learning Focuses on student results Recognizes accomplishments Identifies strengths and areas of focus that are evidence-based Promotes new teacher resiliency Signed confidentiality agreements Role of the Mentee Attend August orientation Recognize the confidentiality of your work with your mentor Commit to the mentoring program and working with your mentor to strengthen your instructional practice and collegial relationships Attend and participate in all meetings with your mentor and in pre- and post-observation conferencing Be open to feedback given to you by your mentor Be prepared to be observed at least six times by your mentor in your instructional setting. There are two observation cycles. Each cycle includes one face-to-face, one videotaping and one choice. o Videotape two lessons and debrief with your mentor o Observe two instructional lessons of your mentor or another colleague Complete the following documents (see document section): o Beginning Teacher Needs Assessment o Classroom Management Inventory o End-of-Year Online Survey o Mentoring Goal Sheet for CSSU Mentees Prepare a short evidence-based presentation of your new learning to be shared at the Spring Colloquium Maintain a participation log with your mentor Attend the Spring Colloquium Read and sign a confidentiality agreement and return to the Mentor Coordinator by Sept. 8 10

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12 CHITTENDEN SOUTH SUPERVISORY UNION Mentor Checklist Activity Accomplished August September October November December January February March April May Contact mentee, introduce yourself, check-in on their needs Plan to meet with mentee a minimum of 9 hours Sept. Dec. Fill out and submit confidentiality form to Mentor Coordinator Review and discuss student work in one mentor-mentee session with mentee Set up equipment for videotaping mentee teaching, review video with mentee Attend meeting at CVU, October 8 th (K-12 mentors) Observe mentee teaching, facilitate feedback and discussion using Danielson s structure Mentee observes you or a colleague and debrief (assist to set up) Submit conferencing logs to Mentor Coordinator before holiday break, by December 30 th. Observe mentee teaching, facilitate feedback and discussion using Danielson s structure Attend meeting at CVU, Jan. 14th (Gr. 9-12) or Jan. 21 st Plan to meet with mentee a minimum of 9 hours Jan. - May (Gr. K-8) Set up equipment for videotaping of mentee teaching, review video with mentee Review and discuss student work Observe mentee teaching, facilitate feedback and discussion using Danielson s structure Mentee observes you or a colleague and debrief (assist to set up) Attend meeting at CVU, Mar. 17 th (Gr. 9-12) or Mar. 24th (Gr. K-8) Observe mentee teaching, facilitate feedback and discussion using Danielson s structure Mentor discusses sharing of learning and preparation for colloquium with mentee Mentor and mentee attend Spring Colloquium on May 5 CVU cafeteria, 3:30-5:00 p.m. Send conferencing log to your Mentor Coordinator by May 29 12

13 MENTORING REQUIREMENTS CLASSROOM TEACHER (Includes all educational professionals except technology integrationists, instructional coaches and coordinators, library/media and nurses) One-on-one Conferencing 18 hours; 9 each semester Two Observation Cycles Observe mentee in instructional setting and provide feedback during one-onone conferencing with mentor. Each cycle consists of : one observation, one (1 per semester) video and one choice, all with debriefs. Looking at Student Work One meeting per semester should focus on looking at student work using a protocol provided by the Mentor Coordinator. Goal Setting Support mentee in selecting a focus goal for the year that emerges from observations and discussions during the first two months (see document section). 4 Follow-up Mentor Attend 3 follow-up meetings and the May Colloquium. Meetings MENTORING REQUIREMENTS SPECIAL EDUCATOR One-on-one Conferencing Two Observation Cycles (1 per semester) IEP Development, Parent Communication, and Working with Classroom Teachers 18 hours; 9 each semester Observe mentee in instructional setting and provide feedback during one-onone conferencing with mentor. Each cycle consists of : one observation, one video and one choice, all with debriefs. Provide feedback on the development of IEPs, from testing, parent notification and meetings, analysis of data, to the final development of the IEP. Additionally, work to support mentee in communicating student accommodations to other teachers. Looking at Student One meeting per semester should focus on looking at student work using a Work protocol provided by the Mentor Coordinator. Goal Setting Support mentee in selecting focus goal for the year that emerges from the observations and discussions during the first two months (see document section). 4 Follow-up Meetings Attend 3 follow-up meetings and May Colloquium 13

14 MENTORING REQUIREMENTS SCHOOL COUNSELOR One-on-one 18 hours; 9 each semester Conferencing 6 Observations Observe mentee in an instructional group setting and provide feedback during one-on-one and video conferencing six times per year. (As appropriate - small group, full class) EST Plan Development Provide feedback on the development and monitoring of EST plans and PLP, and monitoring, PLP if part of job description. Implementation Goal Setting Support mentee in selecting focus goal for the year that emerges from the observations and discussions during the first two months 4 Follow-up Meetings Attend 3 follow-up meetings and May Colloquium MENTORING REQUIREMENTS OTHER EDUCATORS (Technology integrationists, nurses, library/media, instructional coaches and coordinators) Activity that Promotes Educator Growth One-on-one Conferencing Mentoring Plan Goal Setting Description of activity and time required. Use the activities above and use those that are relevant to the educator s role in the schools. 18 hours; 9 each semester Establish mentoring plan with mentor coordinator Support mentee in selecting focus goal for the year that emerges from the observations and discussions during the first two months 14

15 CHITTENDEN SOUTH SUPERVISORY UNION Special Education Mentoring September October November December Mentor-Mentee Activity Suggestions to Choose From Activity Call or mentee prior to the start of school. Make face-to-face contact with one another. Get to know one another. Sign confidentiality statement with mentee. Contact mentee daily during the first two weeks of school. Hold a minimum of one conference. Establish a minimum of bi-weekly contact schedule with minimum of one 30 minute meeting and create calendar. Decide on six observations during the year. Meet at least weekly to discuss issues such as the following: Review Collaborative Logs Whole class and individual discipline Special education paperwork Managing time Data collection and entry Planning for diverse student levels, differentiation Writing IEPs The school culture and protocols EST protocol Maintain ongoing communication as needed by phone, , or another method. Support video recording and debrief Look at student work Meet at least weekly to discuss relevant issues such as the following: Review Collaborative Logs Working with paraprofessionals Working with teammates Student discipline Long-term versus short term-lesson planning Grading student work Report cards Parent communications Locating materials and resources Meet for an activity out of school such as for a cup of coffee Brief your mentor coordinator about your mentor-mentee planning Celebrate successes Support mentee in an instructional setting and debrief Support mentee to observe mentor or a colleague and debrief Meet at least weekly to discuss issues such as the following: Review Collaborative Logs Curriculum materials Classroom transition time 15

16 January February March April Meet at least weekly to discuss issues such as the following: Review Collaborative Log Communicating with parents Data Collection Stress Management Special education integration of technology Celebrate successes Observe mentee and debrief Meet at least weekly to discuss issues such as the following: Review Collaborative Logs Becoming a reflective thinker Effective learning strategies Planning for differentiation Curricular planning unit development Increased parent involvement Student discipline Testing accommodations for Special Education Preparing Special Education students for state mandated tests Celebrate successes Look at student work View and debrief video Meet at least weekly to discuss issues such as the following: Review Collaborative Logs Understanding a psychological report 504 versus IEP Meet again outside of school for coffee/tea/conversation Schedule an observation of the mentee s teaching and debrief contact principal to support scheduling Schedule mentee observation of mentor or colleague contact principal to support scheduling. Debrief the observation Meet at least weekly to discuss issues such as the following: Review Collaborative Logs Write measurable annual goals Writing a transition IEP Classroom observation and debrief Meet at least weekly to discuss issues such as the following: May Review Collaborative Logs Supplemental aides and services Transitions (such as elementary school to middle school, middle school to high school, and school to work) Fading mentor support Evaluating student performance Brief the school principal about your mentor-mentee planning, not performance. Remember to remain non-judgmental and non-evaluative Attend May Colloquium 16

17 CHITTENDEN SOUTH SUPERVISORY UNION August 17, :15 11:30 a.m. Introduction to Mentoring, Supervision & Evaluation Presenters: Peter Booth, Deb KillKelley 11:30 a.m.-12:15 p.m. Lunch provided 12:15 3:00 p.m. Meet Your Central Office Williston Central School Dining Room 195 Central School Drive Williston, VT Confirm your attendance by contacting Kathy Delman at or 17

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20 CHITTENDEN SOUTH SUPERVISORY UNION FY 2015 Memorandum of Agreement for Services - Mentor I,, agree to serve as a mentor in accordance with the following terms and conditions: Service: CSSU Mentoring Matters Program Date(s) of Service: July 1, 2015 June 30, 2016 Full or Partial Year: Stipend: Terms: in final paycheck Completion of responsibilities/activities outlined as follows: Activity Who Timeline Mentoring Matters Training All mentors August 10-12, 2015 for those new to mentoring Weekly check-in with mentee (18 Mentors Throughout year hrs/year) Participation Log (on Google doc to begin first day of school) Mentors and mentees Six classroom observations of new teacher and debrief (video and face-toface observations) Mentee observes mentor or other peer 2 times and debrief Attend four mandatory follow-up meetings, including Spring Colloquium Mentors/mentees Mentees/Mentors Mentors/mentees Ongoing Mentor Coordinators will check participation logs Dec. 30 and May 30 for fulfillment of contractual agreement. Concerns will be brought to mentor, Jeff Evans and/or Superintendent. Two cycles (2 semesters) November and March Oct. 8, 2015 All Jan. 14, 2016 CVU Jan. 21, 2016 K-8 Mar. 17, 2016 CVU Mar. 24, 2016 K-8 May 5, 2016 (Colloquium) - All Compensation requires full participation and meeting all expectations for meetings, required observations and hours with mentee. If unable or unwilling to meet responsibilities, the Superintendent will terminate pay and this contract. Mentor School Date Jeff Evans, Director of Student Learning Date 20

21 CHITTENDEN SOUTH SUPERVISORY UNION Mentor/Mentee Confidentiality Agreement The relationship between the mentee and the mentor is based on trust, honesty and confidentiality. The process of mentoring is formative in nature. Information shared between the mentee and the mentor is considered confidential. Mentor and Mentee agree to the following expectations: The mentor will not discuss the performance of his or her mentee with anyone, including school and district administrators, with the exception of concerns about physical safety of students and or mentee. With the knowledge and approval of the mentee, the mentor may discuss the new teacher s performance with resource professionals or administrators in order to provide opportunities for assistance. All observations and meetings with the mentee are private and will not be shared with fellow educators or administrators, unless related to mentee or mentor unwillingness to fully participate in the mentor process. In this case, mentor or mentee will report to the mentor coordinator, either Deb KillKelley or Peter Booth. I have read and understand the confidentiality agreement. Mentor Signature: Date: Mentee Signature: Date: 21

22 CSSU Mentor Coordinator Formal Mentoring Follow-up Schedule Group follow-up meeting dates: required for all practicing mentors Follow-up Meeting Dates Focus Topic CVU October 8, 2015 (includes mentees) January 14, 2016 March 17, 2015 CCS, HCS, SCS, WSD October 8, 2015 (includes mentees) January 21, 2016 March 24, 2016 ALL SCHOOLS May 5, 2016, 3:30-5:00 p.m. at CVU Spring Colloquium Required for mentors and mentees 22

23 Needs Assessment Questionnaire for New Teachers Site: Date: Please choose the response for each item that most closely indicates your level of need for assistance in the area described. Possible responses: 1. Little or no need 2. Some need 3. Significant need 4. Very high need Domain 1 Domain 2 Using instructional resources and materials Organizing my classroom Planning for instruction Maintaining student behavior Managing time Establishing a culture of learning in my classroom Diagnosing student needs Utilizing volunteers and paraprofessionals Understanding the curriculum Using student data to drive instruction Finding out what is expected of me as a teacher Communicating with teachers/administrators Creating an environment of respect and rapport Managing instructional groups and transitions Domain 4 Domain Motivating students Evaluating student learning Communicating with parents Teaching to the standards Understanding the teacher evaluation process Understanding legal rights and responsibilities Using a variety of effective strategies Differentiating instruction with special needs Maintaining accurate student records Grouping for effective instruction Understanding the Relicensure process Using questioning and discussing techniques

24 Part B. Please respond to the following items. 28. List any professional needs you have that are not addressed by the preceding items. 29. What additional types of support should the school district and mentor provide you and other beginning teachers? 24

25 Self Assessment of Classroom Management (SACM) 1 Teacher Rater (if used) Date Tally each Positive Student Contacts Total # Tally each Negative Student Contacts Total # Ratio 2 of Positives to Negatives: to 1 Classroom Management Practice Rating 0=Not yet implemented 1=Some attempt to implement 2=Implement but struggle w/follow-through 3=Implement, follow-through, monitor and improve 1. Maximize structure and predictability in the classroom Sect. total /3 = a) I establish and explicitly teach student procedures. b) I arrange my room to maximize (teacher to-student) proximity and minimize crowding and distraction. c) I actively supervise (move, scan, interact, reinforce). 2. Establish, teach, and positively stated classroom expectations. Sect. total /4 = a) My rules are stated as do s instead of nos or don ts. b) My classroom rules are aligned with the school-wide expectations. c) I actively involve students in establishing classroom rules. d) I explicitly teach and review the school-wide expectations in the context of routines and as broad concepts. 3. Manage behavior through effective instructional delivery. Sect. total /4 = a) I conduct smooth and efficient transitions between activities. b) I am prepared for lessons/activities (materials readied, fluent presentation, clear directions, anchor activities). c) I provide a clear explanation of outcomes/objectives. d) I end lessons/activities with specific feedback. 1 Sugai & Colvin (2004) Adapted by Sandy Washburn 2 To calculate, divide # positive by # of negatives 25

26 Classroom Management Practice Rating 0=Not yet implemented 1=Some attempt to implement 2=Implement but struggle w/follow-through 3=Implement, follow-through, monitor and improve 4. Actively engage students through use of varied instructional strategies. Sect. total /3= a) I use varied engagement techniques and offer multiple engagement opportunities during teacher directed instruction (ie. Response cards, choral responding, think-pair-share, movement, manipulatives, writing, and other methods) b) I regularly implement a variety of student centered instructional strategies (ie. Cooperative learning, critical thinking skills, culturally responsive teaching, and differentiated instruction) c) Students are frequently and observably engaged in instruction (students are doing things that can be seen, i.e. communicating, manipulating, creating, reflecting etc.) 5. Evaluate Instruction. a) At the end of the activity, I know how many students have met the objective(s). Sect. total /3= b) I provide extra time and assistance for students who struggle. c) I consider and note needed improvements (to lesson) for next time. 6. Maximize positive interactions. Sect. total /3= a) I maintain a ratio of 4:1 positive interactions b) I positively interact with every student at least 2-3 times per hour on average. c) After correcting rule violations, I use acknowledgement and positive reinforcement for rule following 7. Use a continuum of strategies to acknowledge expected behavior. Sect. total /3= a) I provide specific and immediate contingent acknowledgement for following classroom expectations. b) I also use multiple systems to acknowledge expected behavior (teacher reaction, group contingencies, behavior contracts, or token systems). c) I use differential reinforcement strategies to address behavior that violates classroom rules. 26

27 Classroom Management Practice 8. Use a continuum of strategies to respond to rule violations. a) I provide specific, contingent, and brief corrections (i.e. stating expected behavior) for academic and social errors. b) In addition, I use the least restrictive procedure to discourage rule violating behavior (non-verbals, proximity, anonymous corrections, re-teaching, etc.) and proceed to more restrictive procedures. c) I respond to rule violating behavior in a calm, emotionally objective and business-like manner. 9. Develop caring and supportive relationships. a) I learn, use and can correctly pronounce student names by the end of week 2. b) I use explicit activities to learn about students and their cultural backgrounds. c) I communicate with students/families before school starts and continue frequent contact. d) I speak to students with dignity and respect even when providing correction! Rating 0=Not yet implemented 1=Some attempt to implement 2=Implement but struggle w/follow-through 3=Implement, follow-through, monitor and improve Sect. total /3= Sect. total /4= 10. Teach about responsibility and provide opportunities for students to contribute to the functioning of the classroom. Sect. total /4= a) I use general classroom procedures and student jobs to enhance student responsibility. b) I provide students with self-control and self-monitoring strategies. c) I provide social skills instruction and problem solving strategies. d) I provide specific activities for students to get to know one another and solve problems collaboratively. 27

28 ACTION PLAN Current Strength Area Maintenance Strategies Date started Date evaluated Goals Improvement Strategies (Specific Action Steps) 28

29 Summary for Tallying School-wide Areas of Need Please transfer your average section scores from you self assessment in the chart below. This data will be used to determine some common areas for improvement. Classroom Management Practice Rating 0=Not yet implemented 1=Some attempt to implement 2=Implement but struggle w/follow-through 3=Implement, follow-through, monitor and improve Section Average 1. Maximize structure and predictability in the classroom. 2. Establish, teach, and positively stated classroom expectations. 3. Manage behavior through effective instructional delivery. 4. Actively engage students through use of varied instructional strategies. 5. Evaluate Instruction. 6. Maximize positive interactions. 7. Use a continuum of strategies to acknowledge expected behavior. 8. Use a continuum of strategies to respond to rule violations. 9. Develop caring and supportive relationships. 10. Teach about responsibility and provide opportunities for students to contribute to the good functioning of the classroom 29

30 MENTORS School Year Mentoring Goal for CSSU Mentors My mentoring goal for the School Year: January Reflection: March Reflection: In May, reflect on your year and select a new goal if you are entering year two with your mentee. 30

31 MENTEES School Year Mentoring Goal for CSSU Mentees My goal from Charlotte Danielson s rubric for the School Year: What evidence will I collect during the year that will demonstrate my progress at the mentoring Colloquium in May. January Reflection: March Reflection: In May, please review the Danielson rubric, reflect on your year and set a new goal if continuing on in the mentoring program for a second year. 31

32 CHITTENDEN SOUTH SUPERVISORY UNION Mentor Checklist Activity Accomplished August September October November December January February March April May Contact mentee, introduce yourself, check-in on their needs Plan to meet with mentee a minimum of 9 hours Sept. Dec. Fill out and submit confidentiality form to Mentor Coordinator Review and discuss student work in one mentor-mentee session with mentee Set up equipment for videotaping mentee teaching, review video with mentee Attend meeting at CVU, October 8 th (K-12 mentors) Observe mentee teaching, facilitate feedback and discussion using Danielson s structure Mentee observes you or a colleague and debrief (assist to set up) Submit conferencing logs to Mentor Coordinator before holiday break, by December 30 th. Observe mentee teaching, facilitate feedback and discussion using Danielson s structure Attend meeting at CVU, Jan. 14th (Gr. 9-12) or Jan. 21 st Plan to meet with mentee a minimum of 9 hours Jan. - May (Gr. K-8) Set up equipment for videotaping of mentee teaching, review video with mentee Review and discuss student work Observe mentee teaching, facilitate feedback and discussion using Danielson s structure Mentee observes you or a colleague and debrief (assist to set up) Attend meeting at CVU, Mar. 17 th (Gr. 9-12) or Mar. 24th (Gr. K- 8) Observe mentee teaching, facilitate feedback and discussion using Danielson s structure Mentor discusses sharing of learning and preparation for colloquium with mentee Mentor and mentee attend Spring Colloquium on May 5 CVU cafeteria, 3:30-5:00 p.m. Send conferencing log to your Mentor Coordinator by May 29 32

33 Mentor Self-Evaluation Vermont does not have official mentor standards adopted by the Vermont Standards Board for Professional Educators (VSBPE). Below is a self-evaluation based on North Carolina s Mentor Teacher Evaluation. Please assess where you are presently in your mentoring skills. Star the area that you would like to focus on this year. Mentor Self-Assessment Developing Proficient Accomplished Distinguished Standard 1: Mentors support leadership development in beginning teachers by: a. Building a Trusting Relationship b. Providing Leadership Coaching c. Encouraging Communication and Collaboration d. Fostering Best Practices in Instruction and Professionalism e. Promoting Ethical Standards Standard 2: Mentors support beginning teachers to establish a respectful learning environment for a diverse population of students through a focus on: a. Relationships for Students b. Relationships with Families c. Relationships at School and in Community d. Honor and Respect for Diversity e. Classroom Environments that Optimize and Differentiate Learning f. Reaching Students of all Learning Needs Standard 3. Mentors support beginning teachers to know the content they teach including: a. Common Core State Standards and Instructional Shifts b. Vermont GEs in Science & Social Studies/NGSS Standard 4. Mentors support beginning teachers to facilitate learning for their students through an emphasis on: a. Instructional Practice b. Professional Practice c. Student Assessment Standard 5: Mentors support beginning teachers to reflect on their practice through focus on: a. Allocation and Use of Time b. Reflective Practice c. Mentor Data Collection, Review of Student Work & Constructive Input 33