GOALS:
ROLE OF THE PRINCIPAL
ROLE OF THE LEAD MENTOR
ROLE OF THE MENTOR
ROLE OF THE PROTÉGÉ TEACHER
ROLE OF THE YEAR 2 AND 3 TEACHER
Mandatory
- To provide personal and professional support to new teachers
- To integrate new staff into the culture and climate of the school, the district, and the community
- To provide professional development to teachers new to the system as they face the challenges common to new teachers, such as discipline, classroom management, interactions with parents, diversity of students, teacher evaluation system, and instructional issues
- To continue to guide second and third year teachers on their journey to professional status (highly qualified status)
- To offer the opportunity for both new and experience teachers to analyze and reflect upon their teaching
- To retain highly qualified teachers, both new and experienced
ROLE OF THE PRINCIPAL
- To collaborate with administration to assign protégé teachers with appropriate mentors
- To respect the confidentiality of the mentor-protégé relationship
- To support the Mentoring Program with time, resources, and professional development
- To assist the Lead Mentor by being a resource regarding district policies and building initiatives
ROLE OF THE LEAD MENTOR
- To act as the building’s “liaison” to the Mentor Program Coordinators informing them of any issues, concerns, suggestions with the building
- To plan and facilitate at least (4) Building-Based Cohort Meetings (after coordinating the dates and times with the Mentor/Induction Program’s participants within the building)
- Meet with Year 2 teachers to assist them in logging their 50 contact hours
- Invite year 2 and 3 teachers to attend Cohort Meetings (year 2 teachers must attend)
- To record the minutes of each Building-Based Cohort Meeting, or designate a “recorder”, and submit meeting minutes to the Program co-coordinators the week of meeting dates (submit electronically or inter-office mail)
- To support ALL participants within the Mentor/Induction Program by providing guidance and feedback, as well as identifying available resources
- To complete a brief “Lead Mentor Year-End Report”, offering constructive feedback about the Mentor/Induction Program
- To effectively support, maintain, and sustain the Program’s mission & goals
- To respect the confidentiality parameters of the Mentor/Induction Program
- Must be proficient in all areas of evaluation
ROLE OF THE MENTOR
- To respect the confidentiality of the mentor/protégé relationship
- To meet regularly with the new teacher and attend District & Cohort Meetings
- To be a non-evaluative confidante, listener, and advocate
- Be a positive and supportive colleague, while provided helpful feedback to foster the protégé’s growth as an educator
- To convey the school mission, philosophy, and culture of the school
- To support the beginning teacher throughout the early years to deal with challenges that are common to novice teachers
- To share content-based knowledge and/or facilitate networking with appropriate content-based personnel
- To assist in locating appropriate resources and materials
- To foster effective communication and maintain a “log” of 60 contact hours
- To be open to the protégé’s ideas and methodologies
- To have a genuine interest and passion for mentoring a new teacher
- To assist the new teacher in collection of evidence for and understanding of the teacher evaluation system
- New mentors or mentors with less than 3 years of mentoring experience must complete mentor training
- All mentors must attend at least 3 building based cohort meetings and 3 of 4 district wide meetings, with their protégé
- To observe your protégé at least twice to provide feedback (non-evaluative)
- Help your protégé set up an observation (of you or a colleague) that will support his/her growth as an educator.
- Utilize the Collaborative Log
- Must be proficient in all areas of evaluation
- Mentors are awarded PDPs for their service once every 5 years
- Stipends for mentor and lead mentor are distributed per the Norton Teacher’s Contract
ROLE OF THE PROTÉGÉ TEACHER
- To recognize that the Mentor/Induction Program is a positive opportunity
- To be an active learner and listener and be willing to seek help and willing to accept constructive feedback
- To be open and candid and willing to share new ideas
- To take full advantage of the Induction training and Mentor Program
- To maintain a “log” of 60 contact hours (minimum) with your mentor
- To meet regularly with your mentor and other protégé teachers (i.e. Cohort Meetings, Mentor Meetings, daily conversations, etc.)
- To Utilize the Collaborative Log with your Mentor
- To be observed (non-evaluative) by your mentor and complete a reflection on your observation
- Observe a colleague (mentor or other as recommended by your mentor) and complete the provided reflection form
- To develop a SMART goal relating to the Mentor and Induction Program (provided)
ROLE OF THE YEAR 2 AND 3 TEACHER
Mandatory
- Keep a log of at least 50 contact hours with your previous mentor, building lead mentor, or department/team (submitted to Central Office, and keep for your own records)
- Attend building cohort meetings (at least 3)
- Observe other teachers and reflect
- Participate in the district provided Year 2 book study or professional development