mentoring handbook partnerships/wmrsd...it is the mission of the mentoring program to provide...

Mentoring Handbook

Draft 2018 Emery/LaRoche/Smith

Table Of Contents

Mission Statements……………………………….…………………………………………….2

Program Goals……………………………………....…………………………………………..2

Mentor/Mentee Qualifications……………………………………………………………….....3

Building Lead Expectations…………………………………………………………………….4

Mentor Expectations…………………………………………………………………………....5

Mentor Expectations…………………………………………………………………………….5

Ground Rules…………………………………………………………………………………....6

Mentor/Mentee Contract…………………………………………………………..……………6

Mentee Personal Assessment………………………………………………………….…..….7

Mentor Mentee Checklist……………………………………………………….……..……….9

Monthly Discussion Points……………………………………………………………………12

Advanced

Topics…………………………………………………………………………….…22

Learning Focused Conversations/Coaching Conversations……………………………...23

Professional Development/Training………………………………………………………….25

Mentor Resources………………………………………………………….………………….26

District Trained Mentors………………………………………………………….…………...27

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DISTRICT MISSION STATEMENT: The White Mountains Regional School District uses our collective resources to educate responsible and ethical citizens who are academically, socially, and physically prepared to meet the needs of our community in an ever-changing world. DISTRICT VISION STATEMENT: The White Mountains Regional School District will maximize the success of our students, promote the effectiveness of teachers and leadership, and enhance our community partnerships through innovative and diverse educational opportunities and the efficient use of fiscal and physical resources. MISSION STATEMENT FOR THE WMRSD MENTORING PROGRAM: It is the mission of the mentoring program to provide individualized information, support, and encouragement for new staff, as well as, to assist in the success and retention of educators. GOALS FOR THE MENTORING PROGRAM:

● Provide a system to effectively assimilate new teachers into the culture of the community and school environment.

● Provide new teachers with professional support and guidance that will enhance teaching performance and student achievement.

● Provide opportunities to develop teacher leaders within our district

Research tells us that if low-performing students have an effective teacher, the average gains will be 53% as opposed to students who have an ineffective teacher whose students will only have an average 14% gain. (Sanders and Rivers, 1996) Research also tells us that with embedded professional development, such as that provided by an onsite mentor, student gains will be measured at 93% as compared with teacher’s obtaining masters degree (12%), professional development apart from other staff (20%), and school-wide professional development (38%). (NAAC Report, 2003)

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“On the whole, the school reform movement has ignored the obvious: What teachers know and can do makes the critical difference in what children learn. Policies can improve schools only if the people in them are armed with the knowledge, skills, and supports they need. Student learning in this country will improve only when we focus our efforts on improving teaching.” From the Report of the National Commission on Teaching and America’s Future, What Matters Most: Teaching for America’s Future

MENTOR QUALIFICATIONS: The key to an effective mentor program is the recruitment, training, and selection of mentors. Mentors need to have a complete understanding of the basic expectations before they commit to the program. To be a mentor in the White Mountains Regional School District an educator must:

● Hold a Professional Educator License ● Have at least three years experience in the district. ● Demonstrate knowledge of the Standards and Competencies for the State of

New Hampshire and have the ability to convey knowledge of the standards/competencies to colleagues.

● Complete a certified mentoring training provided by the district MENTEE QUALIFICATIONS:

● All new educators to the teaching profession will be assigned a mentor for a minimum of the first two years of employment with the district.

● All new educators to the district, but who have prior experience in the teaching profession will receive a minimum of one year mentoring.

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DISTRICT LEAD RESPONSIBILITIES:

● Develop and facilitate mentor/mentee building monthly/bi-monthly meetings

● Assist with the mentee’s formal and ongoing induction ● Evaluate and revise the mentor program using collected data ● Provide leadership in knowledge, methods, and materials concerning

mentoring by disseminating information that is available ● Provide support to mentors in assuming their roles and responsibilities ● Promote arrangements for classroom visitations between mentors and

mentees ● Maintain confidentiality ● Maintain professional growth through graduate and/or staff development

courses, professional organizations, seminars, and/or professional literature

● Attend and/or present at relevant professional conferences ● Schedule time willingly with mentor, mentees, and administrators ● Assist the building principal with monitoring mentoring program

components throughout the year ● Solicit feedback from mentors and mentees throughout the year ● Be available to visit the mentee’s classroom for a visitation and provide

feedback if requested by the mentee ● Collaborate with Director of Curriculum, Instruction and Assessment to

ensure the following people will be available to the mentee for orientation: office personnel, technology coordinator, librarian, association representative, counselor, school psychologist, and mentor

● Enhance communication about the mentoring program through emails to mentors, mentees, administration, and potential mentor recruits

● Recommend to the administration those people who have requested being a mentor and share the names of the staff members who have completed mentor training

● If a mentor or mentee should request a change regardless of the situation, share this with the building principal so a new mentor can be placed with the mentee

● Report to building principal on the successes and weaknesses of the program after program evaluations

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MENTOR RESPONSIBILITIES :

● Develop a collegial/professional relationship ● Orient the new teacher to the district, to his/her school(s), and to building

procedures ● Attend new staff orientation at the start of the school year ● Gather necessary resources to assist the initial educator with planning efforts

Examples include: curriculum guides, handbooks, schedules, target assessments ● Provide professional contacts as needed for the initial educator to meet content

specific and teaching strategy needs ● Schedule a learning-focused observation with the educator at least twice each

year and create a Student Impact Form. In addition, arrange for appropriate observations by the educator of the mentor and other professionals

● Discuss the teacher’s responsibilities and expectations in the school district ● Establish a system of ongoing communication with the educator ● Maintain confidentiality in the professional relationship ● Share resources for professional development opportunities ● Attend mentor/mentee in-service and other professional development

opportunities ● Offer guidance as the educator creates and implements the Professional

Development Plan ● Attend available seminars to enhance professional development in the mentor

role ● Keep a log of time spent in the mentor role. This information will be used to

enhance the mentoring program. Complete required components in a timely fashion. (Log, Observations, etc.)

● Ensure that the mentor relationship and professional development plan process is separate from the formal employment evaluation process

● Reflect on the year together and offer suggestions to improve the performance and mentoring relationship

● Provide suggestions as to ways to improve the White Mountains Regional District’s mentoring program

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MENTEE RESPONSIBILITIES:

● Meet weekly with your mentor ● Two classroom visitations with data collection by your mentor

-Suggested to be completed during December and April. ● Complete a minimum of one Student Impact Form. DUE IN APRIL.

-Could be tied to classroom visitations for data. ● Mentees will attend monthly or bi-monthly workshops after school

TERMS FOR THE MENTOR CONTRACT:

● Recognize that not all mentor/mentee relationships will work for a wide variety of reasons. Consult with the district lead(s) when challenges arise and intervention is needed.

● The mentor will be compensated as defined in the teacher contract providing all expectations are met (weekly meetings with mentee, monthly contact logs, observations and building meetings).

MENTOR/MENTEE MEETINGS: The focus for each meeting is outlined within the Mentee/Mentor monthly checklist. In addition, Mentee/Mentor meetings will be scheduled according to building needs. Attendance is strongly encouraged. MENTOR/MENTEE CONFIDENTIALITY CONTRACT: I understand and will fulfill my responsibilities as outlined in the White Mountains Regional District’s Mentor Program Handbook. I hereby agree to keep all conversations and instructional feedback in regard to the mentor/mentee program confidential. Mentor _____________________________________ Date ______________________ Mentee _____________________________________ Date _____________________

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Ground Rules Ground rules for working relationship. Rules apply to both parties.

OPEN DOOR POLICY – both of us will make ourselves available to each other. We realize that at times, we may have quick questions, need some advice, or simply want to vent. We agree to make time (planned and spontaneous) for each other to do this.

HUMOR – we will use humor to make our jobs and time spent together more enjoyable. We are aware that teaching can be stressful and are prepared to do what we can for each other to alleviate some of this stress.

CONFIDENTIALITY – we will not discuss any information from our meetings with colleagues or friends. We agree that our relationship is based on TRUST and HONESTY and do not want to violate this. We believe that this will create an environment in which we can self-reflect regularly.

PROMPTNESS – both of us believe that our time, as well as each other’s is valuable. We agree to be on time to scheduled meetings and observations. If something comes up unexpectedly, we agree to let each other know as soon as possible.

COMFORTABLE ENVIRONMENT - we will provide a physically and emotionally comfortable environment for each other to meet in. We realize that it is important to feel safe and be respectful of and to each other.

Signed by Mentor: _____________________________________________________ Mentee: ____________________________________________________ Date:______________________________________________________

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The Mentor Program is designed to support your professional growth. To help us do so, please rate your current level of concern for the following topics. Thanks very much.

No concern Somewhat concerned Very concerned Expectations 1. District Curriculum 1 2 3 4 5 2. Grade/Subject area standards for student learning 1 2 3 4 5 3. School/district policies & expectations 1 2 3 4 5 4. Using technology as a tool for learning 1 2 3 4 5 5. Evaluation of teacher performance 1 2 3 4 5 Teaching 6. Determining student academic ability 1 2 3 4 5 7. Effective use of teaching strategies 1 2 3 4 5 8. Differentiating for individual student differences 1 2 3 4 5 9. Unit and lesson plan design 1 2 3 4 5 10. Effective use of textbooks and curriculum guides 1 2 3 4 5 Classroom Management 11. Student discipline 1 2 3 4 5 12. Preparation time 1 2 3 4 5 13. Assessing/grading student work 1 2 3 4 5 14. Organization of the classroom 1 2 3 4 5 15. Management of paperwork and reports 1 2 3 4 5 16. Accessing materials, supplies, equipment 1 2 3 4 5 17. The budget for instructional materials 1 2 3 4 5 Relationships 18. Parents and community members 1 2 3 4 5 19. Principals, administrators, Board of Education 1 2 3 4 5 20. Colleagues 1 2 3 4 5 21. Motivating & rapport with students 1 2 3 4 5 22. Cultural diversity of students 1 2 3 4 5 23. Your number of years of teaching experience ______ Other Concerns? 24. ____________________________________ 1 2 3 4 5 25. ____________________________________ 1 2 3 4 5 26. ____________________________________ 1 2 3 4 5

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Mentor/Mentee Checklist

Mentor Grade Level/Subject Area __________________________________________ Mentee Grade Level/Subject Area __________________________________________ School School Year ______________________________________________________ Orientation

TASK NOTES DATE

New Teacher Orientation -Central Office Staff -Virtual Tour of district -Special Education and Student Support Services (Brent Holt) -Information Technology (Jeremy Noyes) -Building and Grounds (Bill Everleth) -Professional Growth and Development (Kerry Sheehan) -Curriculum (Kerry Sheehan)

Information about the Community

Tools for Support: -Frontline -Powerschool -Planbook.edu -Alpine Achievement

District & Building Calendars

Handbooks & Emergency Procedures

Teacher Development & Licensure

Personal Google Calendar

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Building

TASK NOTES DATE

Introduce Teacher to Staff

Building Equipment

Websites, subscriptions, etc.

Cumulative Files

Office Procedures

Technology Systems-Ipads, Apple Tvs, Google Classroom

Telephone Procedures

Tour of the Building

Supervisory Duties/Procedures

Obtain Classroom Supplies

Taking leave time: sick, personal, professional

Budget information deadlines

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Classroom

TASK NOTES DATE

Room Preparations

Response to Instruction/Intervention Universal Screeners

First day with Students

Open House Procedures

Textbooks, Manuals, & Curriculum guides

Attendance, lunch count, recess, etc.

Lunchtime Routine

Parent Volunteers

Establish/log meeting times

First Week of School

Course Syllabus for HS Teachers

Meeting Fire Code

Deadlines: budgets, self-evaluations, goals, etc.

Give a tour of the building, parking areas, confirm entry card & keys

Budgets-how to order supplies, where to get supplies, etc.

Emergency Substitute Folders

Special Education Process-who has IEP’s in their classroom

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SEPTEMBER

□ Discuss importance of student behavior documentation, (i.e. date, behaviors, actions taken, personnel contacted)

□ Acquaint the new teacher with Special Education referral processes & pertinent forms (I.e. the Individualized Education Program

□ Discuss budget procedures & review budget selections

□ Encourage mentee to continue reflecting on his/her teaching experience

□ Assist in developing & implementing classroom management strategies

□ Acquaint new teacher with RtI(Response to Instruction/Intervention) teams

□ Discuss the referral process & documentation for Title I options

□ Review services offered/referral procedures for school guidance counselors & psychologists

□ Lesson plan responsibilities □ Acquaint new teacher with cumulative folders, test results, permanent records, confidential files & medical alerts

□ Discuss student assessment & progress reports

□ Discuss policy for homework, make-up work & late work

□ Explain importance of accurate record keeping (gradebook, attendance)

□ Discuss grading philosophy (what, when, how, why) & review recording/weighting data; Create a classroom data collection system

□ Discuss procedures for new students who enroll/withdraw after the school year has begun

□ Discuss supplementary tools, materials, resources, media center & specialists, etc.

□ Explain curriculum, access to the curriculum guides & importance to lesson planning

□ Share lesson plans & other related schedules/activities (i.e. field trip procedures)

□ Calling in Sick & Substitute Procedures □ Help establish a Substitute Teacher Folder

□ Emergency procedures and book □ Grade level/department meetings, curriculum meetings

□ Classroom parties □ Student critical health list and medication

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□ All-School assemblies - supervision responsibilities, seating

□ Teacher Evaluation Program

Things that went well: Things to work on: White Mountains Regional School District

Mentor Teacher Reflection/Summary of Interaction

SEPTEMBER

Beginning Teacher Information Mentor Teacher Information

Name: Name:

School: School:

Grade/Content: Grade/Content:

Questions/Issues to Address with Mentee:

Ideas Generated During Interaction:

Practical Applications:

Contact Info Date(s) met Duration Type of Contact

Week of 9/

Week of 9/

Week of 9/

Week of 9/

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OCTOBER

□ Address concerns of classroom management & discipline

□ Review organizational & recordkeeping skills

□ Discuss procedures for parent-teacher conferences prior to scheduled dates

□ Assist the new teacher through the first report cards

□ Discuss standardized exam policies & share sample tests in appropriate grade

□ Facilitate follow-up discussions about any pressing concerns

□ Discuss grading philosophy (what, when, how, why) & review recording/weighting data

□ Prepare new teacher for principal observation/evaluation

□ Review items from the beginning of the mentoring process

□ Share information & process for professional development opportunities

□ Discuss snapshot observation, if one occurred.

□ Discuss budget procedures & review budget selections

□

□

□

□

Things that went well: Things to work on:

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White Mountains Regional School District


OCTOBER


Name: Name:

School: School:






Week of 10/

Week of 10/

15

Week of 10/

Week of 10/

NOVEMBER

□ Advise new teacher of special events, delayed opening & snow day procedures procedures for the upcoming school year.

□ Discuss end of semester procedures

□ Discuss assessment techniques & recordkeeping skills

□ Reflect on areas for growth

□ Discuss staff-program change □ Plan for mid-year Universal Screeners

□ Plan for observation for Student Impact Form

□ Observation

□ HS Student Inquiry Institutes □


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NOVEMBER


Name: Name:

School: School:






Week of 11/

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Week of 11/

Week of 11/

Week of 11/

DECEMBER

□ Discuss different learning styles □ Check in on classroom management & discipline procedures

□ Complete new teacher observation & provide feedback

□ Arrange for new teacher to observe one of your best lessons or observe another teacher with a particular skill set

□ Discuss “snapshot observation” by new teacher, if one occurred

□ Discuss new teacher probationary policy

□

□

□

□


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DECEMBER


Name: Name:

School: School:





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Week of 12/

Week of 12/

Week of 12/

Week of 12/

JANUARY

□ Create Student Impact Form □ What opportunities are there available in your school or community during the winter months

□ Review data from mid year benchmark assessment

□ Encourage mentee to continue reflecting on his/her teaching experience

□ HS Midterms / Finals

□ HS Semester Courses

□ HS Prepare for Inquiry Institutes □ Review policies & issues that relate to retention, failure of students & Summer School options


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JANUARY


Name: Name:

School: School:






Week of 1/

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Week of 1/

Week of 1/

Week of 1/

FEBRUARY

□ Winter Carnival/Spring Fling expectations

□ Review policies & issues that relate to retention, failure of students & Summer School options

□ Update personal Google calendar with new appointments/meetings

□ Plan for second observation in order to complete the Student Impact Form

□ Encourage participation in staff/program changes, if applicable

□ Discuss involvement in and contributions to K- 12 curriculum with steering committee members

□ HS Inquiry Institutes


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FEBRUARY


Name: Name:

School: School:






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Week of 2/

Week of 2/

Week of 2/

Week of 2/

MARCH

□ Complete new teacher observation and provide feedback

□ Give suggestions for keeping momentum & interest at the end of the year for students & teachers

□ Review procedure for field trips, if necessary

□ Discuss Summer School enrollment procedures

□ Review proper procedure for signing contract and following deadlines

□ Discuss parent-teacher conferences and begin to schedule for spring conferences

□ Review fall budget to make sure there are not additions/changes

□

□

□


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MARCH


Name: Name:

School: School:






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Week of 3/

Week of 3/

Week of 3/

Week of 3/

APRIL

□ Plan for end-of-year Universal Screeners

□ Discuss specific student clustering or transitioning needs for next year

□ Review end of year expectations □ Discuss transfer and retention procedures for specific students

□ Prepare for Standardized Testing □ Parent Teacher Conferences

□

□


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APRIL


Name: Name:

School: School:






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Week of 4/

Week of 4/

Week of 4/

MAY

□ Review plans for end-of-year student activities

□ Discuss specific student clustering or needs for next year

□ Give suggestions for keeping momentum & interest at the end of year for students & teacher

□ Encourage new teacher to write thank-you notes to parents/staff who helped make this year successful

□ Create a classroom inventory sheet including both personal and school items

□

□Prepare/Assist with final grading procedures

□


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MAY


Name: Name:

School: School:






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Week of 5/

Week of 5/

Week of 5/

Week of 5/

JUNE

□ Complete end-of-year checkout procedures

□ Ask for feedback on the mentor program & record data to be shared

□ Assist with final grading procedures □ Prepare for summer storage of school furniture and materials

□

□

□

□


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ADVANCED TOPICS FOR YEAR TWO MENTEES ❏ Assessment ❏ Summative vs. Formative ❏ Rubrics ❏ Co-teaching ❏ Grading practices ❏ Responsive Classroom ❏ MTSS-B ❏ Standards/Competency- Based Report Cards ❏ Grading for Learning ❏ Classroom management ❏ PLCs ❏ Grade level meetings ❏ Cross-curricular ❏ Project Based Learning (PBL) ❏ Technology Integration ❏ Google Classroom ❏ Homework ❏ Differentiated Instruction ❏ Critical thinking ❏ College and Career Readiness ❏ Professional Development ❏ Reading and writing across the curriculum ❏ Multiple intelligences ❏ The achievement gap ❏ Gender gap ❏ Lesson planning ❏ Teacher standards ❏ Family engagement ❏ Growth mindset ❏ Inquiry-based learning ❏ Learning styles ❏ Building relationships ❏ Individualized Learning Plans ❏ Flexible Spaces

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❏ Whole Child ❏ Data collection and use ❏ Engagement ❏ Motivation ❏ Managing stress ❏ IEP’s, FBA’s, Behavior Plans, and/or 504’s

Learning Focused Conversation Model: Consult, Collaborate, Coach

Consult: Share vital information about policies and procedures, learning and learners, and content and standards ● Think about your own What and Whys’ ● Offer a menu ● Produce an Idea Bank. ● Information about the craft of teaching ● Procedural expectations of the district and school

Collaborate: the mentor and mentee co-develop the information pool ● Brainstorm: reasons, ideas solutions, interventions ●Co-plan or co-teach ● Become study buddies ● Conduct action research

Coach: Support a colleague’s thinking, problem-solving, and goal clarification through inquiring, paraphrasing, and pausing and probing for detail ● Maintain non-judgemental stance. ● Inquire about: successes, concerns ●Reflect on goals

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COACHING CONVERSATIONS

VALIDATE: Acknowledge the work that has been done and emphasize strong practices. Some possible stems to validate: ● I see that you’ve done some deep analysis of student learning data. ● I know that generating learning goals around literacy is challenging when you teach in a content area. ● You have clearly dug deeply into your content standards and have considered essential learning in your course. ● I see you’ve included students with similar needs from all of your courses as your target population.

CLARIFY: 1. Gather more; clarifying communicates that the listener has… HEARD what the speaker said BUT seeks to deepen understanding Clarifying involves ASKING A QUESTION (direct or implied) to: information 2. Get clarity about reasoning 3. Eliminate confusion 4. Identity a focus Some possible stems to clarify: ● Can you share your thinking about how you arrived at this area of focus? ● Can you tell me a little more about how you identified your target population? ● Could you explain the assessment source you will use to measure student growth? ● How did you decide where to set the end-of-the-year learning targets? ● Can you describe how this SLO focus meets the rigor identified in your content standards?

STRETCH AND APPLY: Coach a teacher toward higher levels of practice. ● How do you currently measure if/how students are acquiring essential learning in your courses or classroom? ● How might this goal impact other students in your class(es)? ● What might be some challenges associated with using your post-course assessment as the growth measure? ● Have you thought about collaborating with ______ to discuss strategies that might work for you? ● Tell me more about your plan to monitor student learning along the way. ● What do you plan to do differently in your classroom to get students to these targets? ● Have you considered…? ● We know that research says…

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Professional Development

Induction: All new hires to the district will be provided induction training by the district leaders as to expectations, programs and protocols that will need to be used during the school year. Mentor/Mentee: Building level meetings will be held for both the mentee and mentor at each grade level that will focus on building level induction and mentoring partnership growth. Professional development will be offered to individuals for participating at the building level. Mentor: Experienced educators wishing to become mentors and or further develop their mentoring skills will be provided the opportunity to attend a three day district mentoring partnership training. This training will be made available biannually or as needed according to the numbers and needs of individuals participating. Mentor Partnership Leads: Mentoring partnership leads will meet monthly throughout the year to assess program needs and develop ongoing mentor/mentee staff development training throughout the year. Leads will be provided the opportunity to continue to develop their skills through advanced professional development. Under a separate contract, Leads will develop district specific Mentor Training and implement it biannually or as needed.

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Mentoring Resources All mentoring resources are provided to mentors during training, they include but are not limited to: Mentors Matters, (textbook) By: Laura Lipton and Bruce Wellman Learning Focused Observation Techniques Third Point Conversations Mediational Mat Student Impact Form

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Current Program Leads: Kelly Smith, Karen LaRoche, Lynn Emery Currently Trained Mentors by building (2018) Lancaster School:

Lynn Emery Cate Diblasi Kelly Smith Kelly Renaud Amy Parsons Kim Ingerson Cheryl Meehan David Earlywine

Whitefield School:

Kim Read Linda Bennion Jackie Garneau Ashley Guilbeault Michelle Cote Tina Mooney Andrew Munroe Christine Stevens Laurie Canuto Marie St. Martin

White Mountains Regional High School:

Patricia Ainsworth Marianne Cannon Ronald Danault Jon Dugan-Henriksen Melissa Jellison Jeannine LaBounty Karen LaRoche Beth Lufkin

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Not to be included in handbook Working list of potential individuals to wish to be trained

Those wanting to be trained: Molly Campbell Kathy Carlson Erica Hicks William Klein (experienced educator, not yet 3 years in our district) Martina Macakova Mark Saffain Katrina Noyes Courtney Knowles Jen Caron Katlyn Lowe Kelsey Hughes Gail McVetty (experienced educator, not yet 3 years in our district) Christine Forest Isabelle Kleinschrodt Kara Poirier Breanna Hurlbutt Chris Eaton

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mentoring handbook partnerships/wmrsd...it is the mission of the mentoring program to provide...

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