A Guide to Leadership Mentoring

A Guide to Leadership Mentoring Off Campus Cohorts Master of Science in Educational Leadership Graduate Education Department Cardinal Stritch University Effective: July, 2009 Revised Aug 6, 2009 0

Cardinal Stritch University Master of Science in Educational Leadership A Guide to Leadership Mentoring and Advising Table of Contents Page Introductory Letter to Mentors 2 ED 546 Mentoring for Leadership: Tuition-Free Course 3 Mentoring Program Purposes & Outcomes 4 Key Steps in the Mentoring Process 5 How to Mentor 6 Mentor Responsibilities 7 School Improvement Plan (SIP) 8 What to Do if You Have Trouble 8 Mentee Responsibilities 9 Practicum Guidelines 10 Appendix Mentor-Match Form 12 Mentor Goals Forms 13-17 Practicum Entry Form 18 School Improvement Plan Narrative and Template 19 1

Dear Mentors: I am very pleased that you have volunteered your time and expertise to help develop future educational leaders. Your willingness to provide your support as a mentor is a significant contribution to Cardinal Stritch University s Educational Leadership Program, and, more importantly, to the quality of learning your mentee will experience in the program. The Guide to Leadership Mentoring provides an overview of mentoring responsibilities and how the mentoring experience fits into the educational leadership program. In addition to the guidance you will provide, we are asking that you be actively involved in helping your mentee design and implement his/her professional goal. You can find the Mentoring Goals Forms within this handbook in the Appendix. For this program, your mentee is required to submit: Initial Goal Form Goal Update Form Goal Summary Form Your mentee knows when each form is due. We ask that you also sign each form. Cardinal Stritch s educational leadership program is rooted in the conviction that reflective, visionary leaders will make a significant and positive difference in our schools. The mentoring component ensures that students reading, coursework, and related activities are connected to the real world of practice. Through your modeling, discussions, and gift of support, the mentee you serve will be better prepared to face the challenges of school leadership in the future. We realize that the role of a mentor is time consuming. Although we cannot compensate you, we do have a 2 graduate credit course available to you free of charge. The course is called Mentoring for Leadership (ED 546). The goal of this course is development of coaching skills that would be helpful to you in your professional career as well as with your mentee. This course will meet Thursdays, 4:30-7:00 PM on January 14, 28, Feb. 11, 25, and March 18, 2010 at City Center campus of Cardinal Stritch University. If you are interested, let us know and we will send you registration materials and the ED 546 syllabus. (Additional information follows on the next page). Thank you for saying yes to your mentee. It is my hope and belief that you, too, will grow and develop in your own leadership skills and attitudes through your mentoring relationship and experiences. Your mentee may become a colleague over time and expand your own support network. Please feel free to call me with questions at any time. Nancy Marsho Co-Director: Office of Coaching and Mentoring Cardinal Stritch University 414-410-4491 ndmarsho@stritch.edu - - 2

ED 546 MENTORING FOR LEADERSHIP Mentors of Cardinal Stritch University educational leadership students are invited to participate, tuition free in a two-credit graduate course designed specifically for Cardinal Stritch University mentors. Course Description: This course is designed specifically for mentors in the Leadership program to assist in working with mentees who are enrolled in either the Masters in Educational Leadership or the Doctorate in Leadership Learning and Service. This course focuses on the skills of coaching in order to help participants become increasingly effective in their mentor role. Course Outcomes: Participants will demonstrate the following knowledge, skills and dispositions: 1. Understand the characteristics of effective mentors and the needs of developing leaders. 2. Demonstrate ability to initiate the mentor-mentee relationship including rapport and trust building, setting ground rules and developing realistic goals that "stretch" the mentee. 3. Learn and practice a framework for coaching sessions and language of coaching. 4. Demonstrate proficiency in coaching around specific problems that leaders encounter including issues surrounding organizational culture, what to do when the mentee is "stuck" and cannot see the way out of a problem, coaching the mentee from a "rut" to a "river" story, and coaching around specific Wisconsin leadership standards. 5. Distinguish between mentoring and coaching (when to mentor versus when to coach). 6. Understand the importance of direct and honest feedback. 7. Understand the requirements of PI 34 and the Professional Development Plan (PDP) for new school administrators. This course is offered during the spring semester of each academic year. Details regarding the course, including registration materials, are emailed to each Cardinal Stritch University mentor during first semester. Course Expectations: Attendance at sessions and participation in small and large group activities. All assignments due on designated dates and in word-processed form with attention to format, appearance, accuracy and thoughtfulness.. Assignments: 1. Written ground rules and at least one stretch goal for your mentee. 2. Three reflections following coaching sessions with your mentee (75% of grade; 25% each). 3. Written case study analysis of Eduardo (25% of grade). Required Texts: Bloom, G., Castanga,C., Moir,E., & Warren,B. (2005) Blended coaching: Skills and strategies to support principal development. Thousand Oaks, CA: Corwin Hargrove, R. (2003). Masterful coaching. San Francisco: Jossey Bass. ISBN 0-7879-6084-5 - - 3

Cardinal Stritch Educational Leadership Mentoring Program PROGRAM PURPOSES The purposes of the Educational Leadership Mentoring Program are to: Provide each educational leadership student with opportunities to address issues and concerns about self and career through access to a practicing educational leader IN A CONFIDENTIAL SETTING. Enable each educational leadership student to experience practical leadership problems and activities in order to gain first-hand familiarity with accepted leadership concepts, principles, and practices. Ensure mutually beneficial outcomes for both of the individuals in the mentoring relationship by being responsive to their mutual needs and concerns. PROGRAM OUTCOMES Outcomes for Students: Developing self-confidence and competence Bridging theory and practice Improving interpersonal communication skills Learning specific leadership strategies and practices Building collegial networks Enhancing future employability in leadership roles Outcomes for Mentors: Professional satisfaction Growth and development in leadership concepts Validation of practice Networking - - 4

KEY STEPS IN THE MENTORING PROCESS Mentoring in the Educational Leadership Program is an 18-month process from entrance into the program until completion of the Master s degree and administrative certification. Step 1: Mentee enrolls in the Master s of Educational Leadership Program at Cardinal Stritch University. Step 2: Mentee identifies and nominates potential mentor(s) and completes the Mentor Match form (see page 12). Mentors can accept or decline the invitation to participate in the program. Step 3: If the invitation to become a mentor is accepted, mentors are notified by email of their selection to serve as an Educational Leadership Mentor. Mentors are encouraged to contact the Coordinator of Mentoring, Mrs. Nancy Marsho at ndmarsho@stritch.edu, 414-410-4491, with any questions or concerns. Step 4: Mentor is invited and encouraged to enroll in ED 546, Mentoring for Leadership, a tuition-free, two-credit graduate course designed exclusively for educational leadership mentors (see course details on p.3 of this Guide). This free two-credit course for mentors is offered each spring on City Center campus on five occasions from 4:30-7 p.m. Step 5: Mentor and mentee conduct an initial, formal meeting to: a. Set ground rules concerning a realistic amount of time that can be devoted to mentoring, issues for discussion (what is off limits ) and confidentiality. b. Begin to explore areas of growth, leadership experiences, and/or areas of mutual study; c. Establish one long-term goal; and d. Establish a schedule for regular meetings (at least twice each semester) to work on and discuss progress toward the agreed-upon goal. Step 6: Mentor and mentee assess progress at times delineated and revise the goal and activities as deemed appropriate by both participants. The goal is reviewed at least once a year. The mentee completes the Mentoring Goals form (see Appendix). Initial Goal Form Due no later than the end of EDU 570 Goal Update Form Due at the beginning of EDU 572 Goal Summary Form Due at the end of EDU 586 In most of the courses in the Educational Leadership Program, mentees are expected to complete a course assignment that requires face-to-face contact with their mentor. Step 7: In some cases, the mentor serves as an advisor during the student s ongoing work on the School Improvement Plan. If you are an advisor, please see page 7 and the School Improvement Plan model on page 19. - - 5

Step 8: The mentor assists the mentee in fulfilling 150-hour practicum requirement for DPI certification by arranging practicum experiences for the mentee (e.g., chairing a committee, attending a leadership workshop, shadowing the mentor, facilitating a meeting, etc.). (Note: Many of the required 150 practicum hours are fulfilled by practical experiences occurring within the mentee s coursework. Practicum experiences arranged by the mentor supplement these coursework experiences. For examples of practicum experiences, see page 10.) Step 9: You will receive an evaluation of the Stritch Mentor Program each spring. We rely on your comments for continuous program improvement. HOW TO MENTOR Simply stated, a mentor is one adult sharing his/her knowledge and experience with a less experienced adult. A mentor supports and promotes another adult as a protégé. It is very important that these conversations are viewed as confidential. Every Cardinal Stritch University educational leadership student is paired with a leadership mentor who is a practicing leader in a local school/district. The mentor guides and supports the student through projects that require practical application in a school/district setting. Being a mentor is not too different from being a concerned and caring parent. Just as a parent is intensely interested in the development and growth of a child, so, too, is a leadership mentor interested in the growth and development of leadership skills in another person. Parents base many of their decisions on their past experiences and knowledge gained as they became mature adults. So, too, does a mentor bring to the relationship a wide and varied background and set of experiences that will be of value to the person learning leadership knowledge and skills. The following actions by mentors will ensure a positive growth experience for students in the mentoring program: At all times, serve as an educational leader, a role model. Guide and assist the mentee in the development of appropriate goals to ensure personal and professional growth experiences. Provide truthful feedback to the mentee regarding progress and suggestions for the student s growth toward the achievement of both personal and professional goals. Provide quality time and availability to respond to questions and concerns of the mentee. Facilitate application of classroom and coursework through ongoing work on the School Improvement Plan and Practicum. - - 6

MENTOR RESPONSIBILITIES Mentoring can be a creative and imaginative process. The types of growth activities provided for aspiring educational leaders are limited only by your imagination. The important thing to remember as you plan for working with your mentee is to include him/her in your professional life: Involving the mentee in your professional life Allow your mentee to share and participate in a variety of your significant and meaningful professional duties and responsibilities. Help your mentee to discover the real expectations that exist for you as an educational leader. Assist your mentee in seeing first-hand what technical, interpersonal, and conceptual skills are necessary to perform a leadership role. Teachers have very little awareness of the technical aspects of your job such as planning, organizing, budgeting, scheduling, supervising, evaluating, etc. or the myriad interpersonal skills such as oral and written communication, conflict resolution, active listening and conceptual skills such as strategic planning, data analysis, and reflection etc. Listen, and respond, to your mentee as he/she asks questions about what you do and how and why you do things the way you do. More mentoring activities than you ll ever need: Establish a goal and goal plan with your mentee that will assist with his/her growth. [Note: This is an expectation for each year of your mentee s educational leadership program.] Design, implement, and monitor a mini-strategic plan with your mentee around your school goals or School Improvement Plan. Schedule a regular time to talk with your mentee about topics/issues of his/her concern. Provide personalized, professional feedback to your mentee in a trusting, confidential manner. Review your job description and/or position responsibilities with your mentee. Review the organization chart of your school/district with your mentee. Take your mentee to professional workshops, seminars, conferences. Include your mentee in school/district meetings. Invite your mentee to shadow you for a day or two. Include your mentee in meetings with parents and teacher supervision as appropriate. Introduce your mentee to your peers and other professional acquaintances. Assign pertinent, meaningful, doable tasks or projects to your mentee. Share articles and other professional literature with your mentee regularly. Include your mentee as an active participant in staff development and other growthoriented experiences. See page 10 for additional suggestions for Practicum Experiences. Encourage membership in professional organizations. Acknowledge important occasions and events in your mentee s life. Share leadership job opportunities and openings with your mentee. Assist your mentee in preparing a high-quality resume. Conduct mock interviews with your mentee to help prepare him/her for seeking a leadership position. - - 7

SCHOOL IMPROVEMENT PLAN The development or refinement of a School Improvement Plan (SIP) is an important part of the student s learning during the program. During the initial course, your mentee will ask you about your school s SIP, your school goals, and/or the planning document your school operates under. Students may use an existing School Improvement Plan to work with in their courses or they may create one based on goals that are identified within your school. This choice will depend on what is currently in place in your school along with their analysis of your school organization and student achievement results (see paragraph 2). We understand that each school may be in a very different place in terms of school improvement planning and ask that you as a mentor assist the student in seeing the relationship between where your school is and the SIP simulation process. In the first course, the student will analyze the school as an organization. In the second course, students analyze school student achievement data. Based on these analyses, students either select an existing student achievement goal or develop a student achievement goal that will serve as the primary focus for the School Improvement Plan they are working with. In subsequent courses, he/she will choose actual school goal to refine or work on (related to the identified student achievement goal) in the areas of instruction, curriculum, staff development, supervision and evaluation, systems planning and/or budget. Please see the School Improvement Plan narrative and template at the end of this document for greater detail. WHAT TO DO IF YOU HAVE TROUBLE Because people are people, issues between the mentor and mentee may develop at some point during the educational leadership program. The mentee does have obligations in the relationship (see Mentee Responsibilities). If, after attempting to communicate openly and honestly about the situation, the problem continues, you are encouraged to contact the Coordinator of Mentoring at Cardinal Stritch University for assistance. Upon contact and analysis of the situation, the Coordinator will attempt to mediate the situation through such means as facilitating the communication between mentor and mentee, use of a problem-solving method to resolve the problem, or dissolving the mentor-mentee arrangement. The Coordinator of Mentoring is Mrs. Nancy Marsho, 414-410-4491, ndmarsho@stritch.edu - - 8

MENTEE RESPONSIBILITIES Students in the Educational Leadership Program are encouraged to maximize their learning opportunities with their mentors by fulfilling the following responsibilities: Establish a mutually-agreeable goal plan with your mentor for your professional growth and update as required during your educational leadership program; submit this goal plan and updates to your Site Coordinator using the mentor goal forms (see Appendix) Schedule regular appointments with your mentor and use these contacts to work toward your goal plan established with your mentor. Suggest to your mentor appropriate activities for working toward your goal plan (see list of suggestions below). Provide information to your mentor regarding your coursework and other experiences in the educational leadership program. Request assistance from your mentor for any needed guidance related to your coursework. Complete and return an annual mentor program evaluation to identify things that are working and things that need improvement in your mentoring relationship. - - 9

Practicum Guidelines The practicum is to consist of educational leadership experiences that supplement and give meaning to the coursework in the Master s program. A variety of experiences as opposed to one type of experience is to be sought after with the experiences designed to align or connect with the content of the courses so as to provide application of the knowledge, performances, and dispositions acquired in the program. Hours Required: Minimum of 150 Samples of Leadership Activities Which Qualify: Shadowing an administrator Chairing a school committee Activities as a teacher in charge or Developing/presenting an in service as an acting assistant principal program or course Curriculum development/writing Serving on a district committee Attending administrative meetings Attending workshops/conferences Involvement on an interview team dealing with administration or for the hiring new staff leadership Coordinating a summer school Supervising student teachers (10 program hours max.) Course assignments specified as Involvement in administrative practicum exhibits (see next page) activities (scheduling, discipline, etc.) Involvement in a leadership role in Mentor activities a community group related to Attending School Board and/or Annual education meetings Note: Duties/activities which are part of a usual teaching or co-curricular assignment do not count for practicum purposes. If you are not sure whether a specific activity counts, consult with the course instructor, site coordinator, or the program chair. Submission of the Practicum Entry Forms and Log: If the course instructor signature is needed on an entry form, please give the form to the instructor for signature while you are in the course and it will be returned to you. Forms with mentor signatures (i.e. related to school practicum experiences) should be retained by the student. Each practicum form must be signed by either the mentor or the course instructor when the practicum hours are undertaken. Two copies of all forms and the log will be required at the end of the program: one for the department file and one for your portfolio. - - 10

APPENDIX - - 11

MENTOR MATCH FORM MEL PROGRAM Location Start Date (Month/Year) Student s Name Address City State Zip Phone (Home) (Work) E-mail DESIRED MENTOR MENTOR S WORK LOCATION (Name) Address City State Zip Phone E-mail School District (If applicable) SECOND CHOICE MENTOR (Indicate a second choice only if you wish to have 2 mentors.) MENTOR S WORK LOCATION (Name) Address City State Zip Phone E-Mail Office Use Only: Mentor / Match Letter Sent - - 12

Cardinal Stritch University Masters in Science of Educational Leadership Fill in your personal information MENTORING GOAL FORMS COVER SHEET Student Name: Date: Address: Home Phone #: Work Phone #: E-mail: PRINT Cohort Name and Start Date: DIRECTIONS: Work with your mentor, use the results of your assessment and create one professional goal to complete during your MEL program. There are 3 times this goal is submitted to your site coordinator and mentor coordinator. 1. Initial Goal Form Due no later than the conclusion of EDU 570 2. Goal Update Form Due at the beginning of EDU 572 3. Goal Summary Form Due at conclusion of EDU 586 4. Print 2 copies- one for your site coordinator to sign, (he/she will submit it to the Mentoring Coordinator), and one to keep for yourself. The office will return one signed copy of your goal forms to you. - - 13

Cardinal Stritch University Master in Science of Educational Leadership and Master in Science of Educational Leadership: Professional Learning INITIAL GOAL FORM DUE: NO LATER THAN CONCLUSION OF EDU 570 Preparing to Write the Goal A. SELF-REFLECTION Where are you now in your leadership skills? B.DESCRIPTION OF SCHOOL AND TEACHING SITUATION What is your specific situation? C. WRITE YOUR GOAL What do you want to learn? D: RATIONALE FOR YOUR GOAL Relate how your goal is linked to your self-reflection and your educational situation. What Wisconsin Administrative Standards is your goal connected to? - - 14

E: PLAN TO MEET YOUR GOAL: ACTIVITIES AND TIME LINE How will you know when you have accomplished your goal? F: PLAN TO MEET YOUR GOAL: ACTIVITIES AND TIMELINE What will you do to complete your goal? ACTIVITIES TIMELINE COLLABORATION DATE COMPLETED Mentor Signature and Date Site Coordinator and Date Mentee Signature and Date Mentor Coordinator and Date Print 2 copies- one for your site coordinator to sign, (he/she will submit it to the Mentoring Coordinator), and one to keep for yourself. The office will return one signed copy of your goal forms to your site coordinator. - - 15

Cardinal Stritch University Master in Science of Educational Leadership Master in Science of Educational Leadership: Professional Learning GOAL REVIEW FORM DUE: AT CONCLUSION OF EDU 572 REFLECTION How have you grown professionally thus far? REVIEW OF YOUR GOAL List each activity completed thus far, provide a reflection, and revise, if necessary. ACTIVITY REFLECTION REVISION IF NEEDED Mentor Signature and date Site Coordinator and date Mentee Signature and date Mentor Coordinator and date Print 2 copies- one for your site coordinator to sign, (he/she will submit it to the Mentoring Coordinator), and one to keep for yourself. The office will return one signed copy of your goal forms to your site coordinator. - - 16

Cardinal Stritch University Master in Science of Educational Leadership Master in Science of Educational Leadership: Professional Learning GOAL SUMMARY FORM DUE AT CONCLUSION OF EDU 586 EVIDENCE OF PROFESSIONAL GROWTH How did you grow professionally in the standards identified in your goal? REFLECTION AND SUMMARY What did you learn about the process of goal setting in learning? Mentor Signature and Date Site Coordinator and Date Mentee Signature and Date Mentor Coordinator and Date Print 2 copies- one for your site coordinator to sign, (he/she will submit it to the Mentoring Coordinator), and one to keep for yourself. The office will return one signed copy of your goal forms to your site coordinator. - - 17

Cardinal Stritch University Educational Leadership Practicum Entry* Name Date Course # and Name I. Practicum Description: A.Role/Title (What did you do? i.e.: Lead a committee, function as Assistant Principal?) B. Leadership Opportunity (What opportunities in this experience gave you a leadership role?) C. Site D. Diversity (Describe population worked with in terms of diversity) E. Stakeholders Engaged Who was involved? (teachers, parents, administrators, students, community?) F. Mentor Connection (if appropriate) G. Hours of Engagement in Practicum II. Practicum Experience Abstract: Major learning related to WI Admin. Standards (Summarize your leadership experience in 1-2 paragraphs; be sure to tie your learning to one or more of the WI Administrator Standards.) Attach summary to this document. Student Signature: Mentor Signature: (or who was responsible) Instructor Signature: * Attach to log assignment and description before entering into your portfolio. - - 18

School Improvement Plan Simulation **** 3 year plan PART ONE: VISIONING (Preferred Future) (Edu 570) Vision Narrative Form Clear statement of your district s vision and/or mission statement Clear statement of your school s vision and/or mission statement Clear statement of your personal vision of a high performing school. Discussion of alignment between personal/school/district vision PART TWO: ORGANIZATIONAL ANALYSIS (Current State) (Edu 570) Determination of strengths and weakness of the organizational support for student achievement - Narrative Form A. Structural forces/ strengths and weakness Identifies school goals, mission, roles, rules, and relationships as related to support for student achievement B. Political forces/strengths and weaknesses Identifies allocation of resources, sources of power and control within the organization in relation to support for student achievement C. Human resources/strengths and weaknesses Identifies the match or mismatch between organizational and individual goals, i.e. the degree to which student and teacher needs are met in relation to support for student achievement D. Cultural forces/strengths and weaknesses Identifies alignment or misalignment of organizational purpose/values and the overall organizational culture in relation to support for student achievement PART THREE: PRIORITY SCHOOL IMPROVEMENT GOALS (Edu 588) Identification of Priority Goals Narrative Form or Bulleted Summary Identify three specific and measurable goals that will direct your School Improvement Plan Goals selected must be based on WINNS data, your Organizational Analysis, other available school/district data, and/or current research on best practices. Your development of subsequent Action Plans may address only one of the School Improvement Plan goals or all three depending on what you choose to focus on in each course following Edu 588. - - 19

At least one of the School Improvement Plan goals must be related to student achievement. This SIP student achievement goal will be the minimal focus for SIP assignments in Edu 574, 576, 578, and 580. For each SIP goal, you will develop at least one Action Plan designed to advance progress toward achievement of the goal. An individual Action Plan may relate to instructional needs (Edu 574), another to curricular needs (Edu 576), another to staff development needs (Edu 578), and another to supervision and evaluation needs (Edu 580). Collectively, the Action Plan will align resources and monitor progress toward the achievement of identified SIP goal(s). PART FOUR: DEVELOPMENT OF STRATEGIES TO MEET SELECTED GOAL(S) (Edu 574, 576, 578, 580) Development of Action Plans that advance achievement of SIP Goal(s) In each of your classes you will develop at least one Action Plan for advancing progress toward one or more of your SIP goal(s) as related to the content of that course. You will learn how to do this in Edu 588. The form to be used for designing Action Plans is presented at the end of this document. The same form will be used in each of your classes. PART FIVE: SYSTEM STRUCTURES TO SUPPORT SCHOOL IMPROVEMENT (Edu 572) School Leadership (Narrative Summary) Description of the role of leadership in facilitating systemic change processes based on a clear understanding of systems thinking and systems theory derived from multiple models and perspectives. Description of how the professional learning community, considered the ideal organization and promise for school reform, lies at the heart of sustainable systemic change. Description of the role of leadership in creating structures that support an instructional team culture of continuous improvement involving and promoting broad-based ownership across stakeholders in meeting school goals. Identification of meaningful tools and change strategies that guide team efforts, both within and beyond the school itself, for engaging parents and wider community systems in the accomplishment of school goals Exploration of a variety of planning models, which address trends and futures that mobilize energy, commitment, responsibility, and accountability to accomplish school goals. Collation of SIP elements into one coherent document. Edu 572 instructor will evaluate SIP draft using the same rubric as will be utilized by the research advisor in Edu 586. The SIP draft may be further refined during remaining MEL courses. - - 20

PART SIX: PLAN FOR PRESENTATION OF SIP TO SCHOOL BOARD (Edu 586) Submit Final Draft of SIP to Advisor Plan Advocacy (Presentation) Prepare 20-30 minute presentation to School Board in which you share the key elements of your School Improvement Plan, the rationale for the focus (goals) of the plan, and advocate for its implementation. Plan for 10 minutes of Q&A. Be sure to discuss any educational, political, legal and financial implications of implementing the plan within your presentation. Your plan will be presented in the final class as one of the MEL Program key assessments. - - 21

ACTION PLAN FOR ADVANCING PROGRESS ON SCHOOL IMPROVEMENT PLAN GOALS Course # School Improvement Goals: 1. 2. 3. Targeted SIP Goal addressed by this Action Plan: Action Plan (specific action that will be taken to advance progress toward the targeted SIP goal): Targeted Population: Plan Description Action Steps (i.e. sequence of specific steps that will collectively complete the action) Resources (i.e., resources needed for implementation of plan) Evaluation Data (i.e. measurable objective & data that will be collected to measure plan success) Results Report (i.e., to be reported in 586 when plan implementation & assessment is completed) F. Timeline: Anticipated start date Estimated end date G. Plan Manager (Individual responsible for plan implementation and reporting of results data): 7.25.05 G:\MEL Program\School Improvement Plan Template\July 2005 SIP\Action Plan 7.25.05.doc