Mentor Program Handbook

Mentor Program Handbook 2014-15 for Novice Educators, Mentors, Lead Mentors, and Administrators nothing less than a mentoring community will do Sharon Parks

August 2014 Dear PWCS Educational Leaders and Professional Educators, Thank you for your participation in the PWCS Connect Mentor Program which features Collaborative Mentoring, and is part of the PWCS Connect Induction System. Being a World-Class school system means we support our new professional educators with effective professional learning that enhances teacher efficacy. Prince William County Schools is proud to provide novice educators with highly qualified mentors who engage in increasingly rigorous and effective mentoring. This handbook includes specific guidelines for all stakeholders in the mentor program, including novice educators, mentors, lead mentors, school administrators, and specialists in the Office of Professional Learning. It also provides mentor training materials, mentoring tools, research about mentoring, and information about mentor stipends and re-certification points. Additionally, the appendices represent part of the continually expanding collection of stakeholder resources. The Office of Professional Learning oversees the PWCS Mentor Institute (OPD 824), which supports Virginia s Department of Education regulations for mentor training. The PWCS Mentor Institute draws from current research that promotes a coaching style of mentoring and substantial training for mentors. In fact, proficient mentors express increased efficacy and have been found to be the most effective in their support of novice educators. All mentors must complete the PWCS Mentor Institute to be eligible for compensation. We frequently collect feedback from mentor program participants in order to continually monitor and improve the system. In addition, mentors document formal meetings as well as informal interactions on an electronic log that can be accessed from any computer. Likewise, lead mentors also provide electronic information about their support processes. For the fifth consecutive year, Prince William County Schools is receiving support from the Apple Federal Credit Union Education Foundation. The Foundation s strategic guidance and generous funding have allowed us to significantly enhance our induction and mentor programs. The Collaborative Mentoring model provides a support team for new educators while redistributing the workload of the lead mentors and mentors. We agree with Sharon Parks that providing the best support for our educators is essential, and that, nothing less than a mentoring community will do. Please reach out with questions, ideas, concerns, or suggestions for the PWCS Mentor Program. We are here to provide support for professional educators during their first years in the profession. Sincerely, Janet Greer, Ed.D. Director, Office of Professional Learning Tim Neall, Ph.D. Professional Development Specialist Amie Weinberg, Ph.D. Professional Development Specialist

Table of Contents I. Big Ideas in PWCS Mentoring and Induction, pages 2-4 A. Components of the Induction System B. Mentoring in PWCS C. Helpful Definitions II. Mentor Program Participants and Supporters, pages 5-16 A. Administrative Designee B. Lead Mentor C. Mentor D. Mentee III. Induction Standards, pages 17-19 IV. Appendices, pages 20-27 A. Phases of Beginning Professional Educators B. Peer Observations: Job-Embedded Professional Learning C. Collaborative Mentoring in PWCS D. Quality Mentor Assessment Scale

I. Big Ideas in PWCS Mentoring and Induction Induction is the process of acculturating newly hired educators to the beliefs, values, practices, and culture of PWCS. Although important for all stakeholders, the induction process is particularly significant for beginning educators. In PWCS, we strive toward a fully integrated induction system that is comprised of multiple levels: Orientation Online and face-to-face networking Ongoing Professional Learning Mentoring A. Components of the Induction System 1. District Level The PWCS Connect orientation is a three-day, centrally organized event that introduces new hires to PWCS and its curriculum. Content areas and/or grade level instructors participate in training and discussion groups several times during the year in order to address specific content and instructional needs. Provides training and guidance for mentors and lead mentors. 2. School Level: Group Learning One day of the PWCS Connect orientation takes place at the professional educator s school. The school-based orientation day is collaboratively planned among administrators, lead mentors, and the central office in order to meet specific outcomes. Each school s lead mentor organizes monthly Educator Support Sessions (ESS) that are based on the needs of that school s novice educators. First year professionals are required to attend the ESS s, while second and third year educators, as well as those new to the school, are invited to attend. 3. School Level: Individual Learning Formal mentor-mentee interactions using best practices in coaching will take place at least twice each month. These exchanges should focus on best instructional practices as well as guided reflections about those practices. If a mentee requires additional support, the mentor will facilitate assistance from a resource mentor who can provide specific services on an as-needed basis. 2

B. Mentoring in PWCS Mentoring is an important component of PWCS Connect, the induction system used in Prince William County. As required by the Code of Virginia Section 22.1-305.1, each zero-experienced teacher is matched with a mentor to help with concerns common to beginning teachers. The school-based mentor provides guidance and non-evaluative support. Mentors respond to each novice educator s developmental and contextual needs. Collaboration between the mentor and beginning educator promotes ongoing reflection and refinement of classroom practices. Prince William County Schools implements Collaborative Mentoring, which is supported by a grant from the Apple Federal Credit Union Education Foundation. Collaborative Mentoring provides multiple tiers of support for beginning educators at the school level, while simultaneously building mentoring capacity and a mentoring community in each school. A New Direction in Mentoring and Induction PWCS Connect, our mentoring and induction program, is designed to meet the needs of PWCS educators, as well as the induction standards set forth by the New Teacher Center. In addition, the program draws upon research and best practices for mentoring, induction, and professional learning, as well as feedback from Division stakeholders. Professional Learning Communities (PLC s) are an important, school-based element of the program. The PWCS Connect induction program is aligned with the vision and culture of our School Division, as well as the standards and guidelines provided by the Commonwealth of Virginia s Department of Education. 1. Why Focus on School-Based Mentoring and Induction? School-based teacher-leaders provide beginning educators with a timely, direct line of support. Each educator, school, and student population has different needs. As a result, learning opportunities related to mentoring and induction can be more easily differentiated when they take place at the school level. It is possible to create a structure in which support and opportunities for professional growth are embedded into new educators work. 2. Hallmarks of the PWCS Mentor Program Clear expectations and training for mentors A learning partnership between mentors and mentees Schools maintain structured autonomy in which they adhere to the vision and requirements of the Division and Commonwealth, but are able to differentiate their support program to meet the needs of their educators and students. The school community mobilizes to provide comprehensive support to beginning educators through the leadership of the Educator Support Team (EST). 3

3. Key Ideas Teacher-leaders must be trained in the skills of mentoring so they can conduct effective interactions that promote reflection and professional growth in beginning educators. It is the responsibility of central induction program leaders to provide training, tools, and resources to build capacity of teacher-leaders, lead mentors, mentors, and mentees. It is the responsibility of school-based induction leaders on the Educator Support Team (EST) to design the school s mentor and induction program to meet the needs of their stakeholders. The EST will use the training, tools, and resources provided by central induction program leaders. C. Helpful Definitions Administrative Designee: a principal or assistant principal who supervises the school s implementation of the mentor program Educator Support Session (ESS): a learning opportunity designated by the school s EST in order to meet the specific needs of the building s novice educators; All mentees must attend monthly ESS s, which may be led by various experts, both from within and beyond the school. Educator Support Team (EST): a committee led by the lead mentor and comprised of professional educators who design and guide the school s support for mentees and other novice educators; The EST meets once each quarter, and often includes mentors and a variety of instructional specialists, such as content area educators. Lead Mentor: a teacher-leader with mentoring experience who leads the school s EST and coordinates the school s mentor program Mentee: a novice educator who is engaged in the first year as a full-time, professional educator and is matched with a school-based mentor; Occasionally, principals request that an educator is matched with a designated mentor beyond the first year of teaching. Those professionals are also referred to as mentees. Mentor: an exemplary professional educator who works one-on-one with a mentee throughout the school year and receives a stipend from the Office of Professional Learning Novice Educator: full time, professional educator who is operating during the first, second, or third years in the profession. The PWCS Connect System is designed to support these educators. Resource Mentor: a professional educator who may work with educators in order to share expertise, such as a reading specialist or an ESOL teacher. These mentors might be trained mentors, although it is not a requirement. 4

II. Mentor Program Participants and Supporters [New educators] need to know that those in leadership positions support them and are not only willing to listen to their struggles, but also will be a partner in resolving those struggles. The [new educator] needs to be connected with a stellar example of professionalism and have access to that mentor on a regular basis. school leadership must methodically work to connect the new educator to the school community. Anthony Muhammad Transforming School Culture A. Administrative Designee Responsibilities Assign a designated mentor for each zero-experienced educator and ensure that a professional, positive, and proactive mentoring relationship develops Establish and maintain accountability and fidelity of the Educator Support Team (EST), lead mentor, and expectations for mentoring, including orientation for late hires and required attendance of beginning educators at monthly school-based Educator Support Sessions (ESS s) Establish and maintain open communication with other school administrators about the work of the mentor program, the Educator Support Team, and the content of the Educator Support Sessions Work with other administrators and the EST to prioritize support for novice educators, and include the entire faculty in the endeavor Select a qualified lead mentor and mentors (in collaboration with EST) based on PWCS selection criteria Provide lead mentor with information about newly-hired teachers/late hires as soon as possible during the school year Work with other administrators, lead mentor, and/or EST to identify EST members, designated (paid) mentors, and resource mentors, such as content area specialists. 5

Communicate with EST regarding instructional and informational needs of the school s beginning educator group Work with other administrators to provide working conditions that maximize success and ensure collaboration among lead mentors, mentors, and new professional educators, including: substitutes and release time for beginning teachers to observe colleagues, common planning time with one s mentor, reduced duties and extracurricular assignments, and equitable room assignments and schedules Provide recognition of extensive dedication and coaching conducted by mentors and the lead mentor, including possible recognition through a nomination for the PWCS Mentor Program Awards to be held in the Spring 6

B. Lead Mentor Lead Mentors act as the mentor program liaison at the building level. Lead mentors coordinate the building s mentor program, and work directly with central office personnel. For a mentor to be effective, he or she must be trained to the mission and goals of the district. Harry Wong The First Days of School 1. Characteristics Is a tenured, exemplary professional educator with a mastery of content and pedagogical knowledge Is recognized as an instructional leader Listens actively and communicates effectively with others Demonstrates an understanding of adult learning theory and the development of beginning professional educators Is knowledgeable about the PWCS organizational culture and Division priorities, policies, and regulations Embraces mentoring as an investment in professional learning and continuous improvement Advocates within the school for social and logistical support for beginning educators, such as reduced duties, equitable preps, etc Demonstrates management skills and leadership potential Maintains confidentiality 2. Duties Facilitates the Educator Support Team Electronically submits logs detailing interactions with mentors, EST meetings, and ESS s, and submits logs in a timely manner In conjunction with the EST, monitors the progress and needs of beginning educators through Mentors electronic interaction logs, dialogue with mentors and beginning educators, and other forms of evidence Serves as liaison to school administration and the Office of Professional Learning Monitors and updates mentor training at the building level as needed and/or as directed by the Office of Professional Learning Maintains confidentiality 7

3. Guidelines for Lead Mentor Selection Must be full time educators Must have continuing contract status and/or a renewable professional license Should have experience as a mentor Should be viewed and included as a school leader Must have attended a PWCS Mentor Institute since summer 2009 or must complete PWCS Mentor Institute as soon as possible 4. Lead Mentor Training Requirements Mentors who were trained prior to summer 2009 must attend the PWCS Mentor Institute, OPD 824, in order to be eligible to act as a lead mentor and to receive a stipend. 5. Lead Mentor Requirements Leads must complete and submit an electronic Lead Mentor Obligation Form one time at the beginning of the school year. The link can be found on the Lead Mentor Staff Community page. Lead mentors must complete and submit an electronic Lead Mentor Interaction Log each month. The log describes the school s ESS s as well as any concerns with mentors or mentees. The link can be found on the link listed above. Lead mentors must have completed training according to the requirements listed in #4. Attendance at the Division s quarterly lead mentor meetings, OPD 825, which are typically one full day in late August and three half-days each quarter for the rest of the school year. Dates for the 2014-15 school year are August 11, 2014; October 17, 2014; February 9, 2015; and April 16, 2015. School bookkeepers should submit reimbursement with journal vouchers to Rose LaRocca, Office of Professional Learning, Suite 1200, Kelly Leadership Center. 6. Lead Mentor Compensation Lead mentors are eligible for a stipend as well as for recertification points. Lead mentors who have completed all training requirements and have fulfilled compulsory activities, such as timely electronic log submissions, are eligible to receive a stipend. Lead Mentor Stipend Stipends for lead mentors are paid in three installments at approximately the following times: December 2014, March 2015, and June 2015. All three installments total a $900 stipend, plus the lead mentor s FICA (paid courtesy the Office of Professional Learning). All required documentation must be submitted by mid-november 2014 for the December stipend; by mid-february for the March stipend; and by mid-may for the June stipend. 8

Recertification Points Lead mentors can earn one recertification point for each hour entered on the Lead Mentor Interaction Logs. At the end of the school year, OPL staff members will enter the total number of hours logged, up to a maximum of 90 hours/points in the Professional Learning Catalog under OPD 823, Mentoring Interaction Log Hours. Lead mentors can then print certificates from the catalog to verify their service. 90 hours/points refer to the total points possible during a 5 year period. Option 6: Mentorship for License Renewal The Virginia Licensure Renewal Manual, dated March 2014, states that individuals serving in a mentorship role must have prior approval of an evaluator if the mentor plans to use this option. Lead mentors can receive recertification points for every hour spent supervising mentors and beginning educators. Under Option 6 of Virginia Licensure Renewal, an educator may receive a maximum of 90 points in a five-year renewal cycle. Option 8: Professional Development Activities for License Renewal Lead mentors participating in school-based mentor training, work with Educator Support Teams, or engagement with Educator Support Sessions that total five hours or more during the course of the year may receive recertification points. It is the responsibility of the school to provide documentation for these points. Educator Support Team members may also receive recertification points for participation in professional development under option 8. Completion of training lasting 5 or more hours required for Collaborative Mentoring qualifies for recertification points. 9

7. Recommended Lead Mentor Calendar Spring/Summer Work with administrator and EST to select mentors for new hires in upcoming school year. Send new mentors to summer training, OPD 824, PWCS Mentor Institute. Contact new hires to welcome them. Provide mentee contact information to mentors. Begin planning August s school-based orientation with administrator and EST. August Confirm number of mentors trained and send those untrained to OPD 824, PWCS Mentor Institute. Send extra mentors for training to be matched with late hires. Contact new hires to welcome them. Meet with and orient mentors to the school s mentor program. Meet with the school s Educator Support Team to plan for the year ahead. Invite experts from within and outside of the school to lead various sessions during the year. Finalize plans and facilitate school-based orientation with administrators. Plan for any additional needed training during the August teacher work week. Work with mentors to introduce mentees to the faculty during teacher work week. Contact Tim Neall or Amie Weinberg in the Office of Professional Learning for support or questions, 703-791-7369. Early School Year Electronically submit Lead Mentor Obligation Form. Confirm that mentors have electronically submitted Mentor Obligation Forms. Create email folders to save copies of mentors logs. Print or electronically save Mentor Log Submissions Form for use throughout the year. Provide extra support for establishing positive parent communications, with classroom management, and other just in time topics as needed. Begin holding Educator Support Sessions with mentors and mentees. Early in the year, these sessions may need to occur more frequently than monthly. Contact 2 nd and 3 rd year educators and create a list in order to monitor them. Invite them to ESS s throughout the year. Monthly Monitor mentors and mentees, and provide coaching, training, and help coordinate observations as needed. Continue holding monthly ESS s with mentors, mentees, and other novice educators. Continue reviewing mentor logs and saving them in electronic folders. Record submissions on Mentor Log Submissions Form. Provide growth-producing feedback to mentors. Complete and electronically submit Lead Mentor Interaction Logs. Update school administration regarding mentoring within the school. Quarterly Attend quarterly Division Lead Mentor Meetings. Continue facilitating quarterly EST meetings to focus on continuing ESS s. Check in with mentors for questions and concerns. 10

C. Mentor Designated mentors are trained and compensated by the Office of Professional Learning. Mentors have the primary responsibility of providing individualized, targeted support to zeroexperienced educators. Mentors accept the responsibility to help beginning educators transition into the professional world of teaching. As required by the Code of Virginia Section 22.1-305.1, all beginning professional educators are matched with a mentor to help accelerate professional growth and development. Working with a mentor once a week to reflect on instructional practices, analyze data, and co-plan is a powerful way to grow professionally. 1. Characteristics Is a tenured, exemplary professional educator with a mastery of content and pedagogical knowledge Is recognized as an outstanding educator Listens actively and communicates effectively with others Demonstrates an understanding of adult learning theory and the development of beginning professional educators Is knowledgeable about the PWCS culture and Division priorities, policies, and regulations Embraces mentoring as an investment in professional learning and continuous improvement Advocates within the school for social and logistical support for beginning educators, such as reduced duties, equitable preps, time for observations, etc. Demonstrates management skills and professionalism Maintains confidentiality of mentoring interactions 2. Duties Electronically submits logs in a timely manner, detailing interactions with mentees Monitors the progress and needs of designated beginning educator through electronic interaction logs, dialogue with mentee, and other forms of evidence Meets with mentee for formal interactions at least one time every two weeks; meets at least once during each week for informal interactions Attends school-based meetings related to the Mentor Program Conducts observations and reflections of mentee and/or with mentee in order to promote professional growth 11

3. Guidelines for Mentor Selection Mentors are the foundation of a successful induction program. Research has consistently shown that providing new professional educators with highly trained mentors can increase satisfaction levels, improve student achievement, and increase staff retention. Must be full time educators Must have continuing contract status and/or a renewable professional license Should possess a positive attitude of continuous improvement and a personality that enables the establishment of rapport with others Should be a strong facilitator of learning Must have attended a PWCS Mentor Institute since summer 2009 or must complete PWCS Mentor Institute as soon as possible If a returning mentor, must be in good standing with the Office of Professional Learning regarding completion of prior mentoring duties 4. Mentor Training Requirements As per Virginia Department of Education guidelines, all mentors must complete an approved mentor training program. Those who were trained prior to summer 2009 must attend the PWCS Mentor Institute, OPD 824, in order to be eligible to act as a designated mentor and to receive a stipend. 5. Mentor Requirements At the beginning of the school year, mentors must complete and submit once for each mentee with whom they are working, an electronic Mentor Obligation Form. The link can be found on the Mentor Staff Community page. Mentors must complete and submit an electronic Mentor Interaction Log at least twice each month for the duration of the school year. The log describes both formal and informal interactions between the mentor and mentee. The link can be found on the Mentor Staff Community page. It is important to note that copies of logs will be sent via email back to the mentor, as well as to the mentee and to the lead mentor. Meets with mentee for formal interactions at least one time every two weeks; meets at least once during each week for informal interactions All required documentation must be electronically submitted by mid-november 2014 for the December stipend; by mid-february 2015 for the March stipend; and by mid-may 2015 for the June stipend. Mentors must have completed training according to the requirements listed in #4 above. 12

6. Mentor Compensation Mentors of beginning educators, career switchers, and VIF are eligible for monetary compensation as well as for recertification points. Mentors who have completed all requirements and have submitted timely electronic log submissions are eligible to receive a stipend. Stipend for Mentors of Beginning Educators and Visiting International Faculty Stipends for these mentors are paid in three installments at the following times: December 2014, March 2015, and June 2015. All three installments total a $700 stipend, plus the mentor s FICA (paid courtesy the Office of Professional Learning). All required documentation must be submitted by mid-november 2014 for the December stipend; by mid-february 2015 for the March stipend; and by mid-may 2015 for the June stipend. Stipend for Mentors of Career Switchers Stipends for these mentors are paid in full in June 2015. The stipend totals $1,000 plus the mentor s FICA (paid courtesy the Office of Professional Learning). All required documentation must be submitted by mid-may 2015 for the June stipend payment. Recertification Points Mentors can earn one recertification point for each hour entered on the Mentor Interaction Logs. At the end of the school year, OPL staff members will total the hours logged, up to a maximum of 90 hours/points, in the Professional Learning Catalog, OPD 823, Mentoring Interaction Log Hours. Mentors can print certificates to verify their service. Option 6: Mentorship for License Renewal The Virginia Licensure Renewal Manual, dated March 2014, states that individuals serving in a mentorship role must have prior approval of an evaluator to use this option. Mentors can receive recertification points for every hour spent supervising beginning educators. Under Option 6 of Virginia Licensure Renewal, an educator may receive a maximum of 90 points in a five-year renewal cycle. Option 8: Professional Development Activities for License Renewal Mentors who work with ESTs or provide support through Educator Support Sessions that total five hours or more during the course of the year may receive recertification points. It is the responsibility of the school to provide documentation for these points. Educator Support Team members may also receive recertification points for participation in professional development under option 8. Completion of training lasting 5 or more hours required for Collaborative Mentoring qualifies for recertification points. 13

7. Recommended Mentor Calendar Summer/August If not previously trained, attend OPD 824, PWCS Mentor Institute. Contact mentee to introduce yourself and asses individual needs. Meet with lead mentor and other mentors for an orientation to the school s mentor program. If a member of the school s EST, meet with lead mentor to plan for the year ahead. Attend school-based orientation with mentee. In conjunction with the lead mentor, introduce mentee to the faculty during teacher work week. Work closely with mentee to ensure a smooth start to the school year. Early School Year Electronically submit Mentor Obligation Form. Create email folder to save copies of logs. Establish meeting day/time with mentee, depending on both participants personal preferences and schedules. Begin meeting with mentee for formal interactions at least one time every two weeks; meet at least once during each week for informal interactions. Provide extra support for mentee for establishing positive parent communications, with classroom management, and other just in time topics as needed. Begin attending Educator Support Sessions with mentee. Early in the year, these sessions may need to occur more frequently than monthly. Monthly Continue attending monthly ESS s with other mentors, mentees, and other novice educators. Continue frequent formal and informal interactions with mentee, including weekly, scheduled interactions. Complete and electronically submit at least two Mentor Interaction Logs each month. When mentor logs are processed and returned electronically, save them in electronic folders. Quarterly If a member of the school s EST, continued attendance at quarterly EST meetings to focus on continuing ESS s. Check in with lead mentor regarding questions and concerns. The Office of Professional Learning recommends the following, quarterly conversation guidelines: o 1 coached planning conversation, possibly held prior to the beginning educators formal observation o 1 or 2 professional growth conversations to monitor mentee s professional goals o Numerous reflective conversations, including reflections on lessons, units, weeks, quarters, observations, etc. 14

D. Mentee Mentees are novice educators, typically engaging in their first year as professional educators. Mentees are matched with experienced educators in the building in order to accelerate professional growth and development. Virginia Department of Education Regulations Section 22.1-303 of the Code of Virginia requires that school boards shall provide each probationary teacher, except probationary teachers who have prior successful teaching experience, as determined by the local school board in a division, a mentor teacher during the first year of the probationary period, to assist such probationary teacher in achieving excellence in instruction. 1. Characteristics A mentee is a novice professional educator, graduate of a designated career switcher program, or is a Visiting International Faculty (VIF) member. 2. Duties Meets with designated mentor on a consistent, weekly basis in order to engage in instructionally-focused, reflective dialogue and to participate in contextual support through both formal and informal interactions Attend and participate in monthly Educator Support Sessions Monitors professional progress through dialogue with mentor, reflection, mentor s electronic interaction logs, and other forms of evidence Participates in observations of professional educators in order to promote professional growth Contacts the lead mentor or the Office of Professional Learning if a mentor is not assigned 3. Mentees Who Are Matched With Trained, Paid Mentors Although it is important that all educators newly hired in PWCS are provided with support, not all are eligible for being paired with a paid mentor. Beginning Educators A beginning educator is classified as any certificated educator who has never held a fulltime teaching position in a public school or in an accredited private school. Beginning educators hired after the start of the school year must also receive a mentor. The educator will continue to be provided with mentor support into the following school year, until one full year of teaching is completed. After one year of being matched with a mentor, a late hired beginning educator can choose to continue with a mentor or to opt out of the program. 15

Visiting International Faculty (VIF) Although VIF members frequently enter PWCS with significant teaching experience, they often need support as they adjust to the education system of the country, Division, and particular school. These educators may also need assistance with cultural norms and expectations for communication and teacher-student interactions. Career Switchers Although many of our new hires may be starting a second career in education, the Virginia Department of Education defines a career switcher as an individual participating in one of the state approved career switcher programs. It is important to note that career switchers must have a school-based mentor assigned to them, in addition to the one provided to them through the career switcher program. 16

III. Induction Standards Induction standards provide a measure for evaluating program implementation, effectiveness, and sustaining growth. The PWCS Connect Induction System correlates with the New Teacher Center s standards for mentoring and induction. The standards listed below offer a comprehensive and rigorous benchmark against which one can assess the PWCS program. A. Program Vision, Goals, and Institutional Commitment, Standard I Key Element 1: The program vision focuses on teacher effectiveness and student learning, and is part of a coherent development system for all educators. Key Element 2: Specific goals, accompanied by clearly articulated rationales and informed by research, policy, and practice guide the work of the program leaders, principals, mentors, beginning educators, and other educational partners. Key Element 3: The program design and implementation respond to the assessed needs of beginning educators, students, and school communities. Key Element 4: The sponsoring institution works to improve conditions that affect beginning teacher success and their students learning. Key Element 5: Sufficient time and resources are allocated to accomplish program goals and support continuous program improvement. Key Element 6: A broad coalition of stakeholders demonstrates knowledge about, collaborates on, and advocates for quality program implementation. B. Program Administration and Communication, Standard II Key Element 1: A designated program director with adequate status, authority, support, time, and resources guides program implementation and accountability. Key Element 2: Program leaders have the knowledge, interest, and experience required to lead the program, and participate in opportunities to refine and extend their capacity. Key Element 3: Program leaders develop various two-way communication systems and organizational structures that solicit stakeholder input. Key Element 4: Program leaders collaborate with organizational leaders to ensure that program goals and practices align with those used in teacher preparation, teacher and administrator professional development, leadership development programs, and teacher/administrator evaluations. Key Element 5: Program leaders coordinate efforts with other site and district P-12 initiatives. C. Principal and Site Leadership Engagement, Standard III Key Element 1: Principals, site leaders, and mentors work in partnership to improve beginning teachers instructional practice. Key Element 2: Principals and site leaders implement policies, provide resources, and create conditions that promote beginning teachers success. Key Element 3: Principals and site leaders participate in professional development that builds their capacity to advance beginning teachers development and mentors effectiveness. Key Element 4: Mentors, principals, and site leaders coordinate induction activities with other schoolbased initiatives and evaluation procedures. 17

D. Program Assessment, Evaluation, and Accountability, Standard IV Key Element 1: The program develops and implements a comprehensive system of program evaluation and continuous improvement based upon induction program standards. Key Element 2: The program regularly collects data from multiple sources to demonstrate both implementation and impact. Key Element 3: The program systematically shares evaluation findings with stakeholders for the purposes of collaborative, programmatic decision-making, improvement, and accountability. Key Element 4: Whenever possible, the program participates in external reviews designed to examine program quality and effectiveness, including program approval and formative peer review processes. E. Mentor Roles and Responsibilities, Selection, Assignment, and Assessment, Standard V Key Element 1: Mentor roles and responsibilities are focused on the advancement of beginning teacher practice and teacher leadership, are clearly defined, and are widely communicated. Key Element 2: The program has a formal, rigorous process for recruitment and selection that is based on criteria consistent with the roles and responsibilities of mentors and involves multiple stakeholders Key Element 3: Mentor-beginning teacher assignments are determined according to relevant factors and are made in a timely manner. Key Element 4: Mentors engage in a system of ongoing assessment for growth and accountability. F. Mentor Professional Development and Learning Communities, Standard VI Key Element 1: The program designs and implements a mentor learning community for professional learning, problem-solving, and collaborative inquiry. Key Element 2: Mentor professional development is guided by research, standards, local priorities, and the developmental needs of mentors and beginning teachers. Key Element 3: Mentors apply new learning to mentoring practice through engaging in goal-setting and reflection, implementing inquiry action plans, analyzing data of beginning educator development, field observations, and peer coaching. Key Element 4: Professional development is provided by well-qualified presenters and facilitators. G. Professional Growth and Feedback System For Beginning Educators Key Element 1: The system is based upon an ongoing cycle of inquiry characterized by a plan, teach/observe, and analyze/reflect cycle. Key Element 2: Processes are designed to accelerate teacher effectiveness as defined by Professional Educator Performance (PPP) Standards and in alignment with the Virginia Standards of Learning. Key Element 3: Mentors and beginning educators use multiple sources of evidence to assess educator strengths and areas for growth, and to guide one-on-one interactions and other professional learning activities. Key Element 4: Mentors collaborate with beginning teachers to develop goals and plans based on each educator s context and developmental needs. Key Element 5: The induction system supports educators in meeting standards and requirements for evaluations under the Professional Performance Process. 18

H. Beginning Educator Professional Development and Learning Communities Key Element 1: The program designs and implements beginning educator learning communities for professional learning, problem-solving, and collaborative inquiry. Key Element 2: Professional development provides choice and flexibility, and is guided by research, standards, local priorities, and the developmental needs of beginning educators. Key Element 3: Mentors assist beginning educators in applying new learning. Key Element 4: Professional development is provided by well-qualified presenters and facilitators. I. Focus on Instructional Practice Key Element 1: The program accelerates the ability of beginning educators to reflect upon and assess their practice in relation to the Professional Educator Performance Standards (PPP). Key Element 2: The program emphasizes the importance of educators knowledge and utilization of adopted curriculum standards, grade-level and subject specific pedagogical skills, and performance levels for students. Key Element 3: The program enhances capacity of beginning educators to analyze student work and interpret formative and summative data to plan and differentiate instruction that engages all learners. Key Element 4: Students physical, cognitive, emotional, and social well-being is fostered by the Attributes of Successful Learning Environments and the Professional Educator Performance Standards (PPP). Key Element 5: The program champions the ethical and equitable application of technology to support assessment, planning, instruction, and learning. Key Element 6: The program encourages beginning educators to collaborate with colleagues, families, and the broader educational community to ensure the success of all students. J. Focus on Equity and Universal Access Key Element 1: The program honors a vision that supports equitable and inclusive learning environments regardless of students ethnicity, race, socio-economic, cultural, academic, linguistic, family background, gender, gender identity, sexual orientation, disability, or giftedness. Key Element 2: The program endorses a fundamental expectation for culturally responsive pedagogical practices to provide all learners with equitable access to the curriculum. Key Element 3: The program upholds special populations laws, referral processes, services, accommodations, and modifications designed to support the learning of exceptional students; specific supports exist for beginning educators to gain proficiency in their work with special needs students. Key Element 4: The program supports a philosophy that recognizes students strengths and needs, uses positive behavioral support strategies, and employs a strengths-based approach to meet the needs of all students, including the full range of special populations. 19

Appendices 20

Appendix A Phases of Beginning Professional Educators Mentors play a critical role by helping beginning professional educators as they navigate the challenges of teaching. Moir (2011) documented the changes in beginning educators attitudes throughout the school year. It is important to understand that most educators go through these phases, but beginning educators tend to experience the phases more intensely than veteran educators. Anticipation Phase The beginning educator is excited about teaching and is eager to begin working. Survival Phase This phase typically begins during the first few weeks of school. Individuals may struggle to Keep pace with the continuous demands placed on them. Disillusionment Phase By October, consistent pressure can create feelings of being overwhelmed. Also during this period, classroom management difficulties may increase, which causes many beginning educators to doubt their capabilities. Rejuvenation Phase Following winter break, beginning educators have often settled into their new profession and may have created new plans of action. Reflective Phase Teachers often enter a reflective phase toward the end of the year. During this phase, educators reflect on the past year and may even begin preparing for the following school year. Although movement through these phases is typical for a reflective, professional educator, beginning educators benefit from discussions and guided reflections with mentors. Frequent dialogue between a mentor and mentee in which the focus is instruction and learning can be beneficial in several ways (Hobson, et al., 2009; Ingersoll & Strong, 2011; Moir, 2009). These interactions can accelerate a novice educator s professional growth, as well as mitigate the emotional challenges of entering the teaching profession. Furthermore, securing time each week for mentor-mentee interactions can increase the overall effectiveness of the induction process for the beginning educator. 21

Appendix B Peer Observations: Job-Embedded Professional Learning Based on research in the field of induction, as well as feedback from various stakeholders in the School Division, one of the most powerful practices in mentoring and professional learning is participation in focused, facilitated peer observations. Effective Observations Observations as most effective when they: Are focused on a particular area of interest or need defined by the mentee, such as classroom management or teacher-student interactions Take place as part of a brief series of observations, rather than one long, solitary observation Are surrounded by pre- and post- dialogue and reflection Observation Types and Policies As a pair, mentors and mentees should conduct at least three observations per year. The mentor should record discussion and reflection surrounding the observations on the electronic Mentor Interaction Log. Types of observations may include: Mentee observes mentor (This should occur prior to the mentor observing the mentee.) Mentor observes mentee As a pair, mentor and mentee observe other educators Mentor and mentee view and discuss mentee s previously-recorded lesson Along with other beginning educators, mentee observes other educators (This should be facilitated by an administrator, lead mentor, or a member of the Educator Support Team.) School Reimbursement for Observations Schools will be reimbursed for up to three ½-days of substitute coverage for each mentor and mentee, as long as funds are available. Schools will submit JV forms to the Office of Professional Learning for reimbursement. School bookkeepers should submit journal vouchers to Rose LaRocca, Office of Professional Learning, Suite 1200, Kelly Leadership Center. 22

Appendix C Collaborative Mentoring in PWCS 3 Components of Collaborative Mentoring 1. A team of educators, the Educator Support Team (EST), reviews information and data, then plans intentional, focused support for educators in years 1-3 of full time experience in the profession. 2. In addition to the trained, designated mentor, school-based resource mentors with various kinds of expertise provide intentional support for educators in years 1-3 of full time experience in the profession. The EST plans these group interactions. 3. Educator Support Sessions (ESS s), held at least once each month, include opportunities for sharing ideas, networking for new educators, and group problemsolving. Implementing Collaborative Mentoring in the School Phase 1: Educator Support Team Establishment and Development Target date for completion: By the end of the first quarter Outcomes: Identify Educator Support Team (EST) members who are committed to providing support for beginning educators. The EST will establish a common vision for mentor and induction support within the school; team norms; a meeting schedule for the school year; outline an agenda of proposed topics and sessions; create a feedback and data collection system for the school s mentor program; and define team member roles and responsibilities. The lead mentor may facilitate the school-based orientation in conjunction with the EST. Phase 2: Educator Support Session Refinement and Enhancement Target date for completion: By the end of the second quarter Outcomes: The EST will plan Educator Support Sessions (ESS s) using data and feedback from the school s beginning educators and their specific needs. Various members of the EST, and/or faculty members will facilitate monthly ESS s. 23

ESS s will include opportunities for beginning educators to present and/or participate in group problem-solving. Beginning educators have opportunities to evaluate and provide feedback about ESS s. Phase Three: Use of Resource Mentors Target date for completion: By the end of the third quarter Outcomes: The EST identifies resource mentors who may be called upon to support beginning educators in specific areas of need. The EST communicates with resource mentors, who might be members of the EST, to have them facilitate Educator Support Sessions (ESS s), as well as to provide support to individual beginning educators as needed. Phase Four: School-Identified Goals Target date for completion: By the end of the school year Outcomes: The EST is successful in phases 1-3, and school-identified goals are added for the EST. Some schools call upon the EST to support veteran educators, as well to provide faculty professional development. The Office of Professional Learning requests that no additional responsibilities are added to the Educator Support Team until phases 1-3 are successful implemented. Educator Support Team Required EST Membership Possible EST Membership Lead mentor Educational leader, such as administrator Grade-level representatives Specialists Mentors Resource Mentors Resource Mentors May be members of the EST Can provide group facilitation or one-on-one support related to area of expertise May provide support to a mentor in case of extreme need of a mentee Some schools identify all staff members as experts in various areas 24

Required Tasks Reviews data regarding successes and challenges of school s new educators; Data sources may include mentor/mentee anecdotes, student achievement data, student work samples, needs assessments, mentee surveys, faculty areas of focus, etc... Uses relevant data to inform planning of monthly ESS s as well as individual mentor interactions, including assistance from resource mentors Possible Tasks Members of EST may serve as resource mentors Plans and facilitates some or all ESS s Designs mentor interactions that support learning outcomes from ESS s Members of EST should facilitate coaching conversations twice a year with second and third year educators Provides support for transfers to school and/or county Determines school-based induction plan for educators in years 1-3 of professional practice May coach mentors Serves as additional support for mentors May serving as the school s professional learning committee 25

Appendix D Quality Mentor Assessment Scale The Quality Mentor Assessment Scale (QMAS) is a tool designed to facilitate reflective dialogue during the mentor selection process. The QMAS has been designed with important, researchbased attributes, and allows lead mentors and administrators to determine designated and resource mentors, identify training needs, and make data-driven decisions. Using the Quality Mentor Assessment Scale 1. Read the Introduction to the QMAS. 2. Generate a list of instructional personnel within the school who have the potential to serve in a mentoring capacity. 3. Read the key descriptors and definitions on the QMAS to ensure that you have a shared understanding of them. Identify other criteria to consider that may be important to your school. 4. Together, complete parts I - III of the QMAS for each potential mentor. 5. Once the mentor pool is established, select mentors for individual teachers and identify potential resource mentors. An organizing table is provided below as an example of how to organize the results. 1 Name Mentoring Role Mentor Institute Trained e.g., John Smith Resource Mentor: Organization Yes No e.g., Sally Jones General Mentor Yes No Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes No No No No No No No No No No 1 Scores on the QMAS should only serve as a guide and vehicle for discussion, not absolute measures. 26

Quality Mentor Assessment Scale Mentor Candidate: 1. Does the professional educator have tenure in Virginia? Yes No 2. Has the professional educator attended a Mentor Institute? Yes No Will Attend PART I The table below highlights research-based critical attributes of successful mentors. Consider each attribute in relation to the mentor candidate. Place an X on the scale in the area that most closely approximates the teacher s knowledge and skill. Critical Attributes Scale Reflective Communication Skills Engages others in reflective dialogue about professional practice using paraphrasing, clarifying questions, and other interpersonal skills. 0 --------------------------------------------10 Curriculum Knowledge Demonstrates in-depth knowledge of information and skills contained in the 0 --------------------------------------------10 curriculum. Problem Solving Skills Uses an objective process to examine a situation, construct a plan, and evaluate that 0 --------------------------------------------10 plan s effectiveness. Pedagogical Knowledge Engages in and demonstrates diverse, current knowledge about best instructional 0 --------------------------------------------10 practices. Time Management Balances professional and personal time well. Consistently completes tasks in a timely 0 --------------------------------------------10 manner. Interpersonal Skills Establishes professional relationships and rapport with a broad range of individuals. 0 --------------------------------------------10 Assessment & Data Analysis Creates varied, effective assessments. Uses formative assessment data to make 0 --------------------------------------------10 instructional decisions. Adult Learning Theory Validates individuals knowledge and talents, while providing real-life, job-applicable 0 --------------------------------------------10 discourse. Organizational Skills Manages required paperwork and activities well. 0 --------------------------------------------10 Classroom Creativity Incorporates a variety instructional methods and means of assessment. 0 --------------------------------------------10 Standards-Based Planning Consistently uses a planning process that bases instructional decisions on knowledge 0 --------------------------------------------10 of standards and students. Classroom Management Demonstrates ability to establish routines, procedures, and positive student 0 --------------------------------------------10 relationships. Participates in behavior interventions that create a safe, effective learning environment. Knowledge of Diverse Learners Gains behavioral and academic knowledge about students and creates a classroom 0 --------------------------------------------10 environment of cultural competence and appreciation. Providing Feedback Provides growth-producing feedback to students and colleagues. 0 --------------------------------------------10 Professionalism Presents a positive attitude toward students and colleagues. Supports school initiatives and seeks opportunities to expand knowledge about instruction. Engages in reflection and responds positively to change. 0 --------------------------------------------10 27

PART II Consider your assessment of the critical attributes in Part I as you complete the following: Professional educator is most beneficial as: Designated Mentor Resource Mentor Area(s) of Expertise for Mentoring Building Relationships with Students Organization/Time Management Behavior Management & Intervention Special Education Process Technology Competencies Content Expertise: Communicating with Parents Standards-Based Planning Meeting the Needs of Diverse Learners Other: PART III Use your knowledge of the professional educator in conjunction with the critical attributes assessment and your school s needs as you complete the following: Areas for additional growth and professional development: 28

References Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009). Mentoring beginning teachers: What we know and what we don't. Teaching and Teacher Education, 25(1), 207-216. doi: 10.1016/j.tate.2008.09.001 Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201-233. doi: 10.3102/0034654311403323 Moir, E. (2009). Accelerating teacher effectiveness: Lessons learned from two decades of new teacher induction. Phi Delta Kappan, 91(2), 14-21. Moir, E. (2011). Phases of first year teaching. Retrieved from http://www.newteachercenter.org/blog/phases-first-year-teaching Muhammad, A. 2009. Transforming school culture: how to overcome staff division. Bloomington, IN: Solution Tree Press. Wong, H. K. (2004). Induction programs that keep new teachers teaching and improving. NASSP Bulletin, 88(638), 41-58. 29

School Board Mr. Milton C. Johns Chairman At-Large Mr. Gil Trenum Vice Chairman Brentsville District Mrs. Lisa E. Bell Neabsco District Mrs. Betty D. Covington Potomac District Mrs. Lillie G. Jessie Occoquan District Dr. Michael I. Otaigbe Coles District Mrs. Alyson A. Satterwhite Gainesville District Ms. Loree Y. Williams Woodbridge District Superintendent of Schools Dr. Steven L. Walts Superintendent s Staff Ms. Rae E. Darlington Deputy Superintendent Mr. William G. Bixby Associate Superintendent for Middle Schools Mr. David S. Cline Associate Superintendent for Finance and Support Services Mr. R. Todd Erickson Associate Superintendent for Central Elementary Schools Mrs. Rita Everett Goss Associate Superintendent for Eastern Elementary Schools Mrs. Jarcelynn M. Hart Associate Superintendent for Western Elementary Schools Mr. Timothy L. Healey Associate Superintendent for Student Learning and Accountability Mr. Keith A. Imon Associate Superintendent for Communications and Technology Services Mr. Keith J. Johnson Associate Superintendent for Human Resources Mr. Michael A. Mulgrew Associate Superintendent for High Schools Prince William County Public School Division does not discriminate in employment or in its educational programs and activities against qualified individuals on the basis of race, color, national origin, religion, sex, pregnancy, age, veteran status, or disability. PWCS provides equal access to the Boy Scouts and other designated youth groups. The following individual will handle inquiries regarding non-discrimination policies, including Section 504 and Title IX: Associate Superintendent for Human Resources Prince William County Public Schools P.O. Box 389 Manassas, VA 20108 Published by the Office of Professional Learning, July 2014 All information contained within is accurate as of the date of publication from Prince William County Public Schools. 30