Mentoring Program

Overview

The purpose of the Collaborative Mentor Program is to provide support and training to all new staff members in conjunction with the District bargaining unit. This program aligns each new staff member with a mentor. Moreover, there is a formal induction program that takes place prior to the first day of the school year. 

Find out more:

Systematic Contact between the Mentor and New Teacher

Formative Evaluation Journals are completed jointly asking both the mentor and mentee to reflect upon progress in areas including, instruction, classroom management, peer relations, parent/student relations, classroom discipline, lesson planning, technology integration, and District procedures. They will also discuss positive experiences as well as problems encountered with teaching and learning. Outstanding questions will be addressed. Journal entries will be collected as data for monitoring teacher progress and effectiveness of the mentoring program. 

Plan for Mentor/Mentee Observations Throughout the School Year

The basic structure of the program requires that reciprocal observation, by both the mentor and mentee, take place during the first two years of employment. These observations can take place in person with substitutes provided by the District, or electronically by taping a lesson and reviewing the lesson together. A minimum of two observations during year one and one during year two must take place by the mentor. Observations will follow the Clinical Model of Supervision. Training on this model of supervision is provided to mentor teacher prior to the start of the school year. 

Plans that will be used by the mentor for analysis of the new teachers’ written documentation of assignments, assessment instruments and samples of student work for at least two lessons

A portfolio will be developed by each new staff member and reviewed regularly with their mentors. Two formal lesson plans including objectives, related State standards, assessments and samples of student work will be included in the portfolio along with teacher reflections and any other pertinent documentation. 

Plan and specific activities that will be used to demonstrate the professional expertise of the new teacher in reflecting on his or her own practice

The Formative Evaluation Journal provides a minimum of two to three opportunities for self-reflection per grading period. This tool provides an opportunity for discussion and feedback during the school year. 

Role and Responsibilities of the Mentors within the Proposed Program

Mentors will meet with their mentees several times during the first few weeks of school, including one day during the new teacher induction. Monthly meetings will also be scheduled. Additionally, mentors will maintain a formative evaluation journal, arrange times for observations, review of video taped lessons and reflections.