Moniteau County R-1 School District 2016 Mentoring Handbook

Moniteau County R-1 School District 2016 Mentoring Handbook

Section Page(s) The Mentoring Program Mentoring Purpose.... 3 Mentoring Goals.... 3 Mentoring Rationale.... 3 Mentoring Guiding Principles... 3 Building Administrators Responsibilities... 3 The Mentee Responsibilities... 4 Requirements for Professional Development Plan... 4 The Mentor Selection and Qualifications... 5 Training.... 5 Responsibilities.... 6 Mentoring Calendar 7 Appendices _ Section Moniteau County R-I Mentoring Calendar... NEE... Mentor Teacher Checklist... Focal Points Checklist...... Professional Development Plan For Beginning Teachers... Mentor/Mentee Quarterly Logs... A B C D E F

Moniteau County R-I School District Professional Development Mentoring Program Mentoring Purpose The purpose of the Moniteau County R-I School District Mentoring Program, as a part of the Professional Development Plan, is to support beginning teachers in acquiring the knowledge and skills necessary for them to monitor, evaluate and adjust their professional development for increased student learning, to foster a positive and collaborative school climate, and heighten job satisfaction. This purpose is sustained through the Mentoring Goals. Mentoring Goals Provide an effective transition into the teaching career for first- year and second-year teachers new to the Moniteau County R-I School District through an induction process. This process may also include veteran teachers new to the Moniteau County R-I District. Improve the educational performance of students through improved training, information, and assistance for new teachers. Enable beginning teachers to be effective in teaching students who are culturally, ethnically and academically diverse. Ensure that a mentor provides intensive individualized assistance to each beginning teacher. Establish an effective, coherent system of evaluation for Mentor Program. Create an Individual Professional Development Plan for each beginning teacher based on an ongoing assessment of the beginning teacher s development. Mentoring Rationale Learning to teach is a life-long, developmental process that involves confronting challenges and taking risks. The teacher is the key agent of educational change. The professional norms of self and peer assessment, reflection, and collaboration are central to the success of schools and the improvement of learning and teaching. Evaluation information best guides the refinement of teaching practice and the design of professional growth activities. Teacher learning must focus on classroom practice and student achievement. Mentoring Guiding Principles The Moniteau County R-I School District mentoring program is guided by eight principles: 1. A period of teacher induction is important for all new teachers. 2. New teachers benefit from opportunities to collaborate with veteran colleagues. 3. The needs of beginning teachers are different from those of veteran teachers. 4. The relationship between a mentee and the mentor is key to the success of an induction program. 5. The mentee support and assistance must be tailored to the assessed needs of each teacher. 6. Professional norms are established during the first few years of teaching. 7. Teacher development is ongoing over a professional lifetime. 8. Veteran teachers improve their skills from working with new colleagues. Building Administrators responsibilities to the Mentoring Program: 1. Carefully select qualified faculty members to serve as mentors. 2. Ensure that new teachers are enrolled in a New Teacher Workshop 3. Monitor the mentor/mentee relationship and maintain open communication with the mentor and mentee 4. Do not solicit from a mentor teacher information shared with them by the mentee 5. Provide new teachers with timely and effective feedback in the evaluation process

The Mentee A mentee is a person who learns from the guidance and support of a mentor. The mentee should freely ask questions and welcome guidance and advice with an open mind. There are three types of mentee: Novice Teacher- A person who is starting his/her first year as a teacher Apprentice Teacher- A person who is in his/her second year as a teacher. Journeyman Teacher- A person that has been a teacher for 2 or more years and is new to the district/position assigned. Mentee Responsibilities (see Mentoring Appendices) 1. Complete the New Teacher Trainings and meet with Mentor prior to the school year 2. Participate in the district s New Educator Encouragement, Direction, and Support (NEEDS) Program Novice teachers are required to attend monthly Apprentice teachers are required to attend December and May NEEDS meetings and one additional session of their choice per semester Journeyman teachers are invited to participate as they deem helpful Monthly topics are listed on the Mentoring Calendar on page 7 3. Complete the Moniteau County R-I Mentoring Process including: Quarterly Logs Examining Student Work 1 st Quarter Focal Point Checklist 4 th Quarter Focal Point Checklist Veteran Teacher Observation 4. Ensure that requirements for certification are documented and filed with DESE and Central Office as needed. 5. Develop yearly Professional Development Plan 6. Document and record professional development activities 7. Complete and have mentor sign the quarterly Mentor/Mentee Log and turn in to Central office Novice Teachers must also do the following: Attend one beginning teacher s workshop Observe mentor or faculty teaching same subject Mentee Requirements for the Individual Professional Development Plan (Required of all teachers in the district) Individual Professional Development Plans will include: 1. Alignment to CSIP, District, and building goals 2. Action steps to meet each goal 3. Evidence to document completion of each goal 4. Approval of the proposed plan by the administrator 5. Administrative signature upon the completion of the plan

The Mentor A mentor teacher has been described as a coach; trainer, positive role model, enhancer of talent, and opener of doors. The mentor teacher is a helper not an evaluator. DISCUSSIONS BETWEEN THE MENTOR AND MENTEE SHOULD REMAIN CONFIDENTIAL, unless such information poses a legal or safety liability. Although the law does not specify eligibility criteria, Moniteau County R-I may wish to consider several factors when selecting mentors. 1. Experienced teachers who have demonstrated success in the classroom. 2. Teachers that are open to continued training 3. Teachers that have a positive attitude toward mentoring Mentor Qualification 1. A mentor should be one of the following, in order of preference: a. Mentors should be in the same building as the mentee b. A teacher at the same grade level or in the same area of certification as the mentee c. A faculty member with certification and experience in the same area 2. Mentors should be a teacher with at least three years of experience. 3. Mentors training will occur prior to the beginning of school. Training must be completed no less frequently than every two years. 4. PD building representatives/building administrators will recruit potential mentors for the upcoming year. (Building Administrators will assign mentors) Mentors will be asked to participate prior to August of the school year. No mentor may have more than one mentee per year unless there is no other person trained or qualified to mentor in that building. 5. The length of term shall be two years for a novice teacher and one year for an apprentice or journeyman teacher. In certain cases, it may be advisable to reassign mentor teachers. For example, if a teacher wants to work in a second area of certification, a new mentor in that area could be assigned. More importantly, major personality differences or disagreements between a mentee and mentor warrant assignment of a new mentor. Mentor Training Thorough, consistent development and continuing support of mentor teachers is vital to the success of the program. The district s Professional Development Committee (PDC), in cooperation with the district s administration, should design, implement, and evaluate the mentor program. The training program for mentors may address the following topics and/or others as needed. 1. The role and responsibilities of the mentee s professional development team: the mentee, the mentor teacher, and the supervisor (typically the building principal) 2. Coaching and counseling techniques 3. The format and content of the professional development plan (the District and school improvement plans) 4. Teacher evaluations, including content and process 5. Problem solving strategies 6. Listening and inquiry skills 7. Resources (people and publications) available to beginning teachers at the district, higher education, regional, and state level 8. Current theories and models of instruction and management

Mentor Responsibilities (see Mentoring Appendices) 1. Mentor Teacher Checklist Complete mentor checklist (below) before first day of school. 2. Individual Professional Development Plan (PDP)- Assist the Mentee in developing a plan that beginning teachers create based on goals they designate after self-evaluating. Beginning teachers will also consider the district/building focus when developing their PDP. 3. NEEDS Program- Attend December and May NEEDS Program meetings with mentee. 4. Focal Points Checklist- A tool is used to self-evaluate at the end of 1 st and 4 th Quarters. 5. Analysis of Student Work- Communication between the mentor and mentee to aid in the analysis of student work. Help mentees examine standards, expectations, students needs, assessment criteria, strategies for differentiation, next steps, and follow-up actions. 6. Veteran Teacher Observation- Throughout the school year, the Mentor will schedule time for the mentee to observe a veteran teacher. 7. Observation and Feedback- Mentors should coach and observe mentees during scheduled and non-scheduled observations. These will occur a minimum of 2 times a year. These observations may be more frequent based on the individual needs of the mentee. These observations are not evaluative in nature, but serve as a means to provide constructive feedback on teaching pedagogy. 8. Confidentiality- Keep confidential the information gathered. Teacher performance from the Mentor Program will be kept separate from the teacher evaluation process. However, the mentor is obligated to report information that poses a legal or safety liability. 9. Complete Mentor / Mentee Quarterly Logs- (See Mentoring Appendices) 10. The mentor may also: Work with beginning teachers in pre-school year orientation. Continue to provide guidance in the elements of classroom instruction and duties. Assist beginning teachers in their efforts to meet the state and district requirements for their professional development plans. Be sure the mentee understands Parent-Teacher Conference procedures. Be sure the mentee understands the end of period grading system used and knows the expected deadlines. Discuss teacher evaluation procedures. Discuss end of the year procedures. Mentor Teacher Pre-School Year Checklist A mentor should do the following before the first day of school: o Give the newly hired teacher a tour of the school building, pointing out places that he/she will need to be aware of such as cafeteria, restrooms, and teacher workroom. o Be sure newly hired teacher knows how to report attendance and lunch count and understands lunch cards, and other routine issues. o Explain duty schedules before and after school, gate duty, etc. o Discuss building rituals/routines, such as jeans day, payday, Secret Santa, etc. o Discuss grading scale/system and grading periods. o Explain any building procedures. o Be sure the mentee understands how to use the PD handbook and knows how to apply for funds for workshops/conferences. o Explain meetings and mandatory attendance. o Answer any questions that the mentee might have.

6. Approving and evaluating Individual Professional Development Plan 7. Supporting the Mentoring Program with time and resources 8. Creating a supportive, encouraging environment and coaching to mentors 9. Reviewing procedures for certifications NEEDS Program topics Relationships and Classroom Management Parent/Teacher Conference Preparation What you didn t know 6 months ago Mentor/ Mentee Q&A TBD Understanding State Assessments Finding PD to fit your needs New Instructional Techniques Celebration