purpose of the mentoring program - perry middle school€¦ · web vieweducation world. n.p., ......

Perry Mentoring Program

1st year teachers

Excellent instruction every day in every class for every student.

Purpose of the Mentoring Program

Perry Community School District (PCSD) will involve new teachers in a comprehensive induction program that will include the following:

● Multiple years of support● Regular, intensive, well-structured time spent with trained mentors who provide instructional

coaching and personal and contextual support● Opportunities to observe experienced teachers● Ongoing formative assessment, including formal observation cycles in which mentors observe the

classroom and provide feedback● Ongoing professional development and networking opportunities for both new teachers and

mentors

Mentor Program Details

Teachers involved in the mentor program are in one of the following categories:● A teacher in their first year of the teaching profession● A teacher with one year of teaching experience● A teacher with experience, new to the Perry Community

Mentor Coordinator, Instructional Coaches, and Mentors

Shannon ClineMentor Coordinator - Second YearPhone: 515-494-7171Email: [email protected] accomplishments:

● Bachelor of Science Iowa State University, K-6 Elementary, K-8 Social Studies, K-12 Athletic Coach

Teaching history in the district:● Elementary Teacher (5th grade) August 2008 - June 2016

Laura CollerInstructional Coach - Second YearYear 1 Mentee Handbook

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Phone: 319-551-8993Email: [email protected] accomplishments:

● Bachelor of Arts University of Northern Iowa, Elementary and Middle Level Education, K-8 Social Studies

● Reading Endorsement K-12 MorningsideTeaching history in the district:

● Reading (7th grade) August 2007 - June 2016

Jessica HarstadInstructional Coach - First YearPhone: 515-230-2492Email: [email protected] accomplishments:

● Bachelors of Arts Upper Iowa University, Elementary Education, Reading and Language Arts K-8

● Bachelors of Science in Dietetics with Distinction Iowa State UniversityTeaching history in the district:

● Elementary Teacher (3rd Grade) August 2014 - May 2016● Middle School Reading Interventionist August 2016 - June 2017

Nathan HorgenInstructional Coach - Second YearPhone: 515-494-7171Email: [email protected] accomplishments:

● Bachelor of Arts University of Northern Iowa, Masters of Education Drake University, K-6 Elementary, K-8 Social Studies, K-8 Science, Middle School Endorsement

Teaching history in the district:● Elementary Teacher (5th grade) August 2006 - June 2009 ● Math (6th grade) August 2009 - June 2015● Math (7th grade) August 2015 - June 2016

Brenda MintunInstructional Coach - Second YearPhone: 712-490-6760Email: [email protected] accomplishments:

● Bachelor of Arts Briar Cliff College, English and Writing ● Masters of Arts University of South Dakota, Literature

Teaching history in the district:● English III (11th grade), Workplace Writing (12th grade), English I (9th grade), Composition III

(11-12th grade), Cheerleading Coach, Student Council Sponsor August 2003 - June 2016

Jennifer NicholsonYear 1 Mentee Handbook

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Instructional Coach - Second YearPhone: 706-252-2849Email: [email protected] accomplishments:

● Bachelor of Arts, University of Northern Iowa, K-6 Elementary Classroom, K-8 Reading, K-8 Language Arts, K-8 Social Studies, K-12 Athletic Coach

● Masters of Arts Capella UniversityTeaching history in the district:

● Elementary Teacher (2nd Grade) August 2012 - June 2014● Title Reading Teacher August 2014 - June 2016

Elementary Mentors Middle School Mentors High School Mentors Shaylena Bell Angie Beaudet Adam BloomJanna Bjork Sarah Iben Curt CorneliusElizabeth Marburger Cindy Jafvert Kris FinnHannah Marburger Teresa KresseAmy McCord Lisa SchumacherTorey McElroyJennifer MolitorKellie Seales

Year 1 Mentee Handbook4

*There is no portfolio requirement for teachers in the Perry Community School District. By fully participating in the mentoring program, first and second year teachers will take the necessary

steps to meet the Iowa Teaching Standards. Final decision still is made by the principal.*

Iowa Teaching StandardsStandard 1Demonstrates ability to enhance academic performance and support for implementation of the school district's student achievement goals.a. Provides evidence of student learning to students, families, and staff.b. Implements strategies supporting student, building, and district goals.c. Uses student performance data as a guide for decision-making.d. Accepts and demonstrates responsibility for creating a classroom culture that supports the learning of every student.e. Creates an environment of mutual respect, rapport, and fairness.f. Participates in and contributes to a school culture that focuses on improved student learning.g. Communicates with students, families, colleagues, and communities effectively and accurately.

Standard 2Demonstrates competence in content knowledge appropriate to the teaching position.a. Understands and uses key concepts, underlying themes, relationships, and different perspectives related to the content area.b. Uses knowledge of student development to make learning experiences in the content area meaningful and accessible for every studentc. Relates ideas and information within and across content areas.d. Understands and uses instructional strategies that are appropriate to the content area

Standard 3Demonstrates competence in planning and preparing for instruction.a. Utilizes student achievement data, local standards, and the district curriculum in planning for instruction.b. Sets and communicates high expectations for social, behavioral, and academic success of all students.c. Uses students' developmental needs, background, and interests in planning for instruction.d. Selects strategies to engage all students in learning.e. Uses available resources, including technologies, in the development and sequencing of instruction.

Standard 4Uses strategies to deliver instruction that meet the multiple learning needs of students.a. Aligns classroom instruction with local standards and district curriculum.b. Uses research-based instructional strategies that address the full range of cognitive levels.c. Demonstrates flexibility and responsiveness in adjusting instruction to meet student needs.d. Engages students in varied experiences that meet diverse needs and promote social, emotional, and academic growth.e. Connects students' prior knowledge, life experiences, and interests in the instructional process.f. Uses available resources, including technologies, in the delivery of instruction.


“Are you ready to be sneezed on? Cried on? Laughed at? Hugged to death? I sure hope so, dear newbie. Because what no one will tell you, besides me, is it’s about to get very, very real all up in this place called the classroom. You’re going to do phenomenally, but it’s going to be challenging, frustrating and thrilling, often all three at once. I am so excited you’ve chosen to make teaching your life’s work. My heart is literally racing with excitement and hope for you. It’s going to change your life and you’ll never be the same after day one.”

Rebecca Mieliwocki, 2012 National Teacher of the Year

Standard 5Uses a variety of methods to monitor student learning.a. Aligns classroom assessment with instruction.b. Communicates assessment criteria and standards to all students and parents.c. Understands and uses the results of multiple assessments to guide planning and instruction.d. Guides students in goal setting and assessing their own learning.e. Provides substantive, timely, and constructive feedback to students and parents.f. Works with other staff and building and district leadership in analysis of student progress.

Standard 6Demonstrates competence in classroom management.a. Creates a learning community that encourages positive social interaction, active engagement, and self-regulation for every student.b. Establishes, communicates, models, and maintains standards of responsible student behavior.c. Develops and implements classroom procedures and routines that support high expectations for learning.d. Uses instructional time effectively to maximize student achievement.e. Creates a safe and purposeful learning environment.

Standard 7Engages in professional growth.a. Demonstrates habits and skills of continuous inquiry and learning.b. Works collaboratively to improve professional practice and student learning.c. Applies research, knowledge, and skills from professional development opportunities to improve practice.d. Establishes and implements professional development plans based upon the teacher needs aligned to the Iowa Teaching Standards and district/building student achievement goals.

Standard 8Fulfills professional responsibilities established by the school district.a. Adheres to board policies, district procedures, and contractual obligations.b. Demonstrates professional and ethical conduct as defined by state law and individual district policy.c. Contributes to efforts to achieve district and building goals.d. Demonstrates an understanding of and respect for all learners and staff.e. Collaborates with students, families, colleagues, and communities to enhance student learning.


AUGUST/SEPTEMBERMonthly Mentor Mentee Agenda

1. Create ‘Strengths’ in Google Docs, will be referenced throughout the year in quarterly classes2. I need to check in with my mentor August 22, 23, and 24 (this counts as Week 1)3. Mentor will determine what checklist items are important to know now4. What are the building discipline procedures? (I need to clarify with my mentor)

Mentee Meetings August 7-9, 2017

Weekly Mentee Meetings

Week 1 August 7, 8, and 9; 16, 17, 18, 21, 22

Week 2 _________________________ Invite a coach

Week 3 _________________________

Week 4 _________________________

Week 5 _________________________

*Make sure I know how to use PowerSchool. Ask my mentor or an instructional coach for help.*

Classroom observation by mentor:

Observation #1 Scheduled date: ______________

Schedule 2 Instructional Coaches

1. Mentor classroom coverage ______________

2. Coach to go with Mentor ______________

Debriefing with mentee date ______________

● Observation notes

Classroom observation by mentee of the me ntor:

Observation #2 Scheduled date: _______________

Schedule an Instructional Coach

Mentee coverage______________

Debriefing date with mentor ______________



*Weekly meetings represented in the final reflection log of the month. *Reflection log completed in the Google Classroom by the end of September.

August/September ChecklistGetting Ready:

• Meet building level secretaries and custodians• Anything technology related - Rich Nichols, Nancy Iben, or Angie Heck • Access the AEA website and complete the required trainings [Blood borne Pathogens, Right to

Know, Mandatory Reporter, Chapter 103, ELP Modules (if not done August 7-9)]• Use classroom phone and set up voicemail (3456, enter extension, then dial 9)• Use of building copy machine, copy paper, copy machine for scanning/emailing documents• Create sub folder and emergency sub plans - building secretary can help• Hidden rules of the building (parking, Friday attire, getting hot lunch, detentions, parent contact)• Find mailbox - check it at least once a day• Locate teacher’s lounge and teacher restrooms• Access Power School and TalentEd (or least know what it’s for)• Locate where to place outgoing mail and interoffice mail• Back to school night/freshmen 101

School Rules and Expectations:• How to report bullying/harassment incidents• School Rules and Procedures: lunchroom, hallway, recess, etc.• Student handbook/Teacher handbook• Calendar (early outs, meetings, etc.) • Professional development expectations and calendar• Content and Language Objectives posted every day• Extra duty nights (Senior Awards, Music Programs, National Honor Society Induction,

Math/Reading Night)• Building duty responsibilities (hall duty, recess, bus duty)• Wednesday night rehearsals or practices done by 6:00 P.M. (family night)• Wednesday shortened schedule every week• People in the building who can serve as Spanish interpreters for phone calls, talking with parents • People in the building who can help translate written communication into Spanish• HR forms (leave, graduate coursework approval, etc.) - Email Joyce Scott • AESOP (must be done by 7:00 A.M., if not make sure to call building principal)

Middle School Only:• Advisory- daily schedule and expectations• Power Up• Explain other classes your students might be in• Standards-Based Grading• Missing and late work policies• Homework and Homework Club• Computer/Computer bag expectations


High School Only:• Classroom expectations• What to expect on the first day of school?• Hidden rules; supervising assemblies, food in classrooms, earbuds, jeans days• Teaching in a block and lesson plan requirements• Review high school class syllabus. How to write a course description?• Who does each guidance counselor service?• What is connections? Curriculum?• Collaboration period all week except Wednesday• Explain classes: I Jag, Pass, Success 101 • Technology questions• Homework• Missing and late work

Elementary Only:• FAST, Benchmark Literacy, and Everyday Math• AM Procedures (breakfast, when students begin entering classrooms, 8:10 bell rings) • PM Dismissal Procedures (PACES, walk bus students to the gym at 3:35)• Discuss how the Master Schedule shows where all grade levels are throughout the day• What are the expectations for Back to School Night?• School Supply List – What resources are available in the building to provide supplies for students

who aren’t able to provide them?• What resources are available in the bookroom? Office supply room?

Upcoming dates and events:• Homecoming

o High School - Do you have an idea for volunteer day? Review typical homecomingo Middle School - Homecoming week dress up days, Jay Feather activitieso Elementary - Cheerleaders come to put on tattoos

IPI - This is something to speak with your mentor about mid/late September:• Instructional Practices Inventory (IPI)

o Student active engaged learning 6o Student learning conversations 5o Teacher led instruction 4o Student work with teacher engaged 3o Student work with teacher not engaged 2o Total disengagement 1


OCTOBERMonthly Mentor Mentee Agenda

1. Reflection Activity #2 Read C1, page 24, from Voices from the Field (Copies of the book can be found in the Instructional Coaches Office). Discuss the following questions.● What guidance would you give Allan to help his class more at a quicker and more efficient pace? ● What guidance would you give to Allan to help him manage the small group activities he wants to

use? ● What are some of the classroom procedures that you've implemented that have worked well so far?● What are some of the classroom procedures that you've tried that haven't worked so well? What have

you changed to make them more effective?● What challenges have you had with classroom management so far this year? What have you done to

fix this? ● What, if any, changes in your classroom procedures would you make to start off the school year

differently next year?2. October Checklist

Mentee MeetingWednesday, October 11, 2017 - focus on classroom management and content/language objectives

Weekly Mentor Mentee Meetings

Week 1 _________________________

Week 2 _________________________

Week 3 _________________________

Week 4 _________________________

Week 5 _________________________

Co-observation of model teacher (Mentee and Mentor observe model teacher together)




2. Mentee classroom coverage ______________




*Monthly reflection completed by discussing the Reflection Activity #2 with my mentor. No need to type anything in Google Classroom.

October ChecklistSocial Media:

• Review expectations the district has for teachers on social media• How can social media be used in the classroom?• Under NO circumstances should I be ‘friends’ with students on social media

Lesson Planning:• Lesson plan expectations - What is working well and what should be adjusted?• Substitute lesson plans - now I know what a typical day looks like, update sub folder• Semester mapping (high school)

Fall Conferences: • Scheduling • Topics of discussion - 2nd year teachers advice document on the TLC Website• Attire expectations• When do I eat during conference nights?

Heartland AEA:• Where are AEA Print Shop orders processed and delivered for the building?• What delivered materials are available from Heartland Area Education Agency (AEA)? Where

are these materials picked up and dropped off?• What online resources are available on the AEA website?

MackinVIA, BookFlix, TrueFlix, Mystery Science plus many moreo Password for the district: haea11o Usernames for each building

▪ Elementary: 5184perrye▪ Middle School: 5184perrym▪ High School: 5184perryh

Special Education:• Who are the Special Education teachers in your building? Which one(s) can I expect to see in my

classroom?• How do I find out if I have any students in my class that has an IEP?• How do I access student’s IEP’s?• What modifications need to be made for my special education students?

Section 504:• What is Section 504?• Who coordinates Section 504 for my building? • How do I find out if I have any students in my class with a 504?• What modifications need to made for 504 students in my classroom?


Talented & Gifted• Who is the building TAG teacher?• Access and download the entire TAG Handbook on the T-drive. Review each section, particularly

‘Identification” and “Services”. Save to your computer for future reference.• Read the philosophy on page 3 of the handbook. Discuss how this aligns or conflicts with your

educational philosophy.• Read page 4 regarding TAG Identification. Please note that identification can occur at any point

in a student’s K-12 career. What is my role in this process?• Page 5 of the handbook is an overview of all of the possible programming options available for

identified students in the K-12 spectrum. What has my mentor tried? What programming options here are familiar to me? What areas need more explanation?

• How is TAG programming provided for my grade level or building?• Who do I have in my class or on my roster that is an identified TAG student?

English Language Learners:• I have questions about ELL services and students. Who do I contact?• What different levels are the ELL students in my class(es)?

Other:• My mentor needs to make sure I am on all the right building and district email lists• Have I been contacting parents for positive and negative behaviors? If not, it’s time to start

Upcoming dates and events:• Veterans Day (High School)• Thanksgiving• Thanksgiving break• Between now and Thanksgiving, read and reflect on The ABCs For First Year Teachers

-It’s on the next page of this handbook.

Formative and Summative Assessments:


THE ABCs FOR FIRST YEAR TEACHERSAdmit your mistakes -- and learn from them.Be firm but flexible.Communicate with parents.Develop a homework policy -- and stick to it.Empower your students; don't just lecture to them.Find time to attend after-school events.Get to know all the teachers in your school and make friends with the cooks, custodians, aides, and secretaries.Have the courage to try something else if what you're doing isn't working.Institute a clear discipline policy -- and enforce it consistently.Just listen -- both to what the kids are saying and to what they're not saying.Keep a journal.Learn your school's policies and procedures.Model desired attitudes and behavior.Non carborundum ignoramus. (Don't let the imbeciles wear you down.)Over plan.Prepare interesting lessons.Quit worrying and just do your best.Remember that you teach students first, then you teach whatever academic discipline you learned.Stay alert.Take pictures.Understand that the learning process involves everyone -- teachers, students, colleagues, and parents -- and get everyone involved.Volunteer to share projects and ideas, and don't be afraid to ask others to share their ideas with you.Work within your limits.Xpect the unexpected -- and plan for it!Yell if you need support.Zero in on your strengths, not your weaknesses. (Remember -- nobody's perfect!)

Taken from:"Advice for First Year Teachers." Education World. N.p., n.d. Web. 26 June 2016.


NOVEMBER/DECEMBERMonthly Mentor Mentee Agenda

1. November/December Checklist

Mentee MeetingWednesday, December 13, 2017 - focus on how I’m differentiating to meet the needs of all students


Week 1 _________________________

Week 2 _________________________

Week 3 _________________________

Week 4 _________________________

Week 5 _________________________

Classroom observations: Administrator _______________________________

Formal Observation Cycle #1 (This might be January - principal will schedule a time)

Planning conference Scheduled date: __________________

Observation of teaching Scheduled date: __________________

Reflection of lesson Scheduled date: __________________

Classroom observation by mentor: (Do this the opposite month of my formal)

Observation #4 Scheduled date: __________________


1. Mentor classroom coverage __________________

2. Coach to go with Mentor __________________

Debriefing with mentee date __________________



*Weekly meetings represented in the final reflection log of the month. *Reflection log completed in the Google Classroom by the end of December.

November/December ChecklistFinishing first semesterMany of these are things that I will only need to learn how to do when they come up

• Create and submit a requisition - building secretaries are a great resource• Submit a transportation request - get the form from Troy Griffith or building office• Access and use HEART database• Teacher evaluation documents through the district web page; account questions contact Kevin Vidergar,

Director of Teaching & Learning• Parent communication expectations and how to form partnerships with parents & families• Meet the School Community Liaison - Megan Maylum, located at the elementary• Planning lessons around winter break• End of semester expectations• Plan for 2nd semester, review course pacing guide (high school teachers only)• Review content and language objectives• Reflect on 1st semester

Classroom Management• What strategies have worked?• What strategies have not worked?• What behaviors need to be taught explicitly? What behaviors do students already know?• What behaviors are the most distracting to me?

Stress• What are some things at school that bring you stress?• How do you handle that stress?• Are you having trouble sleeping?• How much time after contact hours do you spend at school or working on school work?

o Can anything be done to shorten that time?• New teacher cycle graphic (roller coaster) we refer to in first year teacher class

Ensuring Learning - The graphic is visible in my classroom. Contact Kevin Vidergar if I need one.What do we teach?

1. Share unpacked Iowa Core standards for each course that will be taught; if appropriate, share the curriculum framework document.

2. Discuss importance of and expectations for writing, displaying, and discussing content and language objectives with students.

3. The district expectation is that all teachers will write, display, and discuss content and language objectives with students during each lesson.

How do we know they learned?• Discuss expectations for using formative assessments as done throughout 2014-15; share the table used to

organize data from formative assessments• Review the District Assessment Calendar and testing opportunities• Elementary only – review FAST & Iowa TIER; diagnostic assessments – Spelling Inventory and QPS

(Quick Phonics Screener); Perry Math TestUpcoming events and dates:

• Grades are due


JANUARYMonthly Mentor Mentee Agenda

1. Reflection Activity - Semester One Reflection posted in Google Classroom.2. January Checklist


Week 1 _________________________

Week 2 _________________________

Week 3 _________________________

Week 4 _________________________

Week 5 _________________________

Formal Observation Cycle #1 (This might be Nov./Dec. - principal will schedule a time)

Planning conference Scheduled date: __________________

Observation of teaching Scheduled date: __________________

Reflection of lesson Scheduled date: __________________

Classroom observation by mentor: (Do this the opposite month of my formal)

Observation #4 Scheduled date: __________________


1. Mentor classroom coverage __________________

2. Coach to go with Mentor __________________

Debriefing with mentee date __________________



*For this monthly reflection, be thoughtful in my response to the semester one reflection form.

January ChecklistClassroom Management

• Who is working the hardest in my classroom? Me or the students?• Have I had to remove a student from class? Reflect on this• How do I feel about the level of support from administration with classroom management? • How do I keep students motivated when they have lost interest?• What differentiation strategies have I used? Reflect on differentiation

Building Collaboration/Team Time• Reflect on how this time went first semester• How can this time be used more effectively?

Ensuring LearningHow do we teach?

• Discuss the existing curricular materials used in each class.• Discuss importance of helping students learn routines and expectations to facilitate students’

learning during the school year• Discuss strategies to help students who may have limited language, academic vocabulary, and/or

background knowledge (students learning English, students from low income families)• Ensure sufficient texts for all classes and how to ask for additional materials from colleagues

first, then building principal• Discuss grade level/collaborative team meetings and how they work, areas of focus for each

meeting, etc.• Discuss expectations for lesson planning.

How will we respond when students struggle or when they already learned?• Review policies and procedures that are used in my building in order to provide interventions for

students who are struggling.• Discuss how ELL support works and how to collaborate with these teachers in my building.• Elementary Only – Discuss how Title support work; how to collaborate with these teachers, etc.

Upcoming events and dates:• Spring conferences -questions to be mindful of can be found on page 11 of this booklet


FEBRUARYMonthly Mentor Mentee Agenda

1. February Checklist

Mentee MeetingWednesday, February 21, 2018 - Review content/language objectives, conferences reflection or planning


Week 1 _________________________

Week 2 _________________________

Week 3 _________________________

Week 4 _________________________

Classroom observations: Administrator_______________________________

Formal Observation Cycle #2 (This might flip with March - principal will schedule a time)

Planning conference Scheduled date: ______________

Observation of teaching Scheduled date: ______________

Reflection of lesson Scheduled date: ______________









*Weekly meetings represented in the final reflection log of the month. *Reflection log completed in the Google Classroom by the end of February.

“Tell me and I forget, teach me and I may remember, involve me and I learn.” ― Benjamin Franklin

February ChecklistTechnology

• What technology concerns have I had?• In what ways have I used technology this school year?• In what ways can I increase my use of technology?

Lesson Planning• Review pacing guide (High School)• What am I doing to ensure my plans are promoting high levels of student learning and

engagement?

Standards-Based Grading• Reflect on current practices• What surprises me about standards-based grading? • What do I need to improve upon when it comes to assessing students?• Discuss returning papers, updating grade book, and giving feedback

IPI - Review with mentor if needed• Instructional Practices Inventory (IPI)

o Student active engaged learning 6o Student learning conversations 5o Teacher led instruction 4o Student work with teacher engaged 3o Student work with teacher not engaged 2o Total disengagement 1

Upcoming dates and events• Spring break• Spring conferences - questions to be mindful of can be found on page 11 of this booklet


MARCHMonthly Mentor Mentee Agenda

1. March Checklist2. Go through Iowa Assessments protocol with my mentor; what it looks like to administer tests,

filling in bubbles, etc.


Week 1 _________________________

Week 2 _________________________

Week 3 _________________________

Week 4 _________________________

Week 5 _________________________

Classroom observations: Administrator_______________________________

Formal Observation Cycle #2 (This might flip with March - principal will schedule a time)

Planning conference Scheduled date: ______________

Observation of teaching Scheduled date: ______________

Reflection of lesson Scheduled date: ______________









*For monthly reflection, submit response to the scenario:Jamie, your student, is driving you crazy. Every day you dread coming to school because Jamie will do something to upset you. What are some ways you might be able to work through this situation?

March ChecklistBell Ringers/Ending Strong:

• Do I use bell ringers daily/begin class?• What is the purpose of bell ringers?• How do I begin and end each class period?

Stress Management• What do I look like when I am stressed out? How do students respond to me when I am stressed?• What causes me the most stress in my day? How can that stress be reduced?• What is one thing I enjoy doing? Take time to fit that into my schedule.• Re-Read the ABCs For First Year Teachers. Reflect on the list. Located on the next page.

Getting Involved• Interested in working extra duty events to make money? (Volleyball games, track meets, etc.)

Contact Mr. Tom Lipovac.• Extra duty pay sheet located in each building office. Make sure to get paid for working events.

Formative Assessment• What formative assessments have I used this year?• Which strategies worked best?• What are some individual, partner, small group, whole group strategies?• How do I keep track of student data?

Upcoming dates and events• Field day/Field trips


THE ABCs FOR FIRST YEAR TEACHERSAdmit your mistakes -- and learn from them.Be firm but flexible.Communicate with parents.Develop a homework policy -- and stick to it.Empower your students; don't just lecture to them.Find time to attend after-school events.Get to know all the teachers in your school and make friends with the cooks, custodians, aides, and secretaries.Have the courage to try something else if what you're doing isn't working.Institute a clear discipline policy -- and enforce it consistently.Just listen -- both to what the kids are saying and to what they're not saying.Keep a journal.Learn your school's policies and procedures.Model desired attitudes and behavior.Non carborundum ignoramus. (Don't let the imbeciles wear you down.)Over plan.Prepare interesting lessons.Quit worrying and just do your best.Remember that you teach students first, then you teach whatever academic discipline you learned.Stay alert.Take pictures.Understand that the learning process involves everyone -- teachers, students, colleagues, and parents -- and get everyone involved.Volunteer to share projects and ideas, and don't be afraid to ask others to share their ideas with you.Work within your limits.Xpect the unexpected -- and plan for it!Yell if you need support.Zero in on your strengths, not your weaknesses. (Remember -- nobody's perfect!)

Taken from:"Advice for First Year Teachers." Education World. N.p., n.d. Web. 26 June 2016.


APRIL/MAYMonthly Mentor Mentee Agenda

1. Make sure to reflect on the year. Have ideas for what to change written down/typed out2. Complete Semester Two Reflection Form - It will happen during May 9th class


Week 1 _________________________

Week 2 _________________________

Week 3 _________________________

Week 4 _________________________

Week 5 _________________________

Week 6 _________________________

Week 7 _________________________ - Reflections for the year completed in Google Classroom

Mentee MeetingWednesday, May 9, 2018



Schedule Instructional Coaches to cover classes

1. Mentor coverage ______________


Debriefing date ______________

● Observation Reflection

Classroom observation by mentee : This can be ANY teacher you want to see

Observation #9 Scheduled date: _______________

Schedule Instructional Coach

Mentee coverage______________

Debriefing date with mentor ______________



Resources

Breaux, Annette L. and Harry K. Wong. The New Teacher Induction: How to Train, Support and

Retain New Teachers. Mountain View, CA: Harry Wong Publications, Inc. 2003.

CHAMPS. Sprick, Randalls. Pacific Northwest Publishing. 2009.

Costa, Arthur and Robert Garmston. Cognitive Coaching: A Foundation for Renaissance

Schools. Norwood, MA: Christopher Gordon, 1994.

DePaul, Amy. Survival Guide for New Teachers. U.S. Department of Education. Available at:

www.edgov/teachers/become/about/survivalguide/pdf

Induction for the 21st Century Mentoring Training Handbook: Illinois State Board of Education

and Regional Office of Education Initiative 2005.

Ingersoll, Richard and Smith, Thomas. (March 2004). “Do Teacher Induction and Mentoring

Matter?” NASSP Bulletin Vol. 88. No. 638.

Lipton, Laura and Bruce Wellman. Mentoring Matters: A Practical Guide To Learning Focused

Relationships. Sherman, CT: Mira Via, 2001.

Pitton, D. Mentoring Novice Teachers: Fostering a Dialog Process. Skylight Training and

Publications, Inc., 2000.

Rowley, James. “The Good Mentor.” Educational Leadership, May 1999.

Rutherford, Paula. 21st Century Mentor’s Handbook. Alexandria, VA: ASK Publications, 2005.

Tapping the Potential: Retaining and Developing High Quality Teachers. New Teachers Alliance

for Excellent Education. Available at: www.all4ed.org

Teacher Mentor Program Handbook: A Reference for Mentors and Protégés. Hinsdale

Township High School District 86. 2003.

Wong, Harry K. The First Days of School. Harry K. Wong Publications 2009.


purpose of the mentoring program - perry middle school€¦ · web vieweducation world. n.p., ......

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