Appendix 4-6

Mentoring Program

Hopkinton, MA Public Schools

 

ROLE

AWARENESS

RESPONSIBILITIES

 Mentor

 

·      To passionately believe in mentoring as a philosophy

·      To be committed to the personal and professional growth of new teachers

·      To be familiar with the components of the Mentor Program

·      To be knowledgeable about the program’s requirements, such as the training sessions, observations, conferencing, ongoing peer support meetings

·      To foster new teachers’ growth, recognizing that the professional growth of new teachers is ultimately the new teachers’ responsibility

·      [Understand the importance of trust and confidentiality]

·      To understand the realities and stresses of first year teachers

§        Support new teacher in a confidential, non-evaluative relationship

§        Promote positive school culture and a problem-solving approach to challenges

§        Serve as a liaison with other teachers to allow new teachers to use resources and to observe different instruction practices

§        Reduce isolation of the new teacher by making her/him feel valued as a member of the school community formally and informally

§        Promote mutual learning with partner

§        Promote new teacher’s awareness of school district policies and practices

§        Encourage new teachers to voice their opinions and/or concerns

§        Contact new teacher as soon as match is announced

§        Meet new teacher at summer orientation and participate in sessions

§        Meet once a week for at least an hour, at a regularly scheduled time, for first 3 months; then meet every other week for 3 months, then meet monthly for the rest of the year

§        Maintain a log of meetings and topics discussed (for your use only)

§        Complete end of the year questionnaire

§        Mentors will do non-evaluative classroom observations and coaching 3 times a year in addition to informal classroom visits (one observation before Nov 15th, one before Jan 31st, & one before March 30th)

 Mentor Leaders

·      To passionately believe in mentoring as a philosophy

·      To be committed to the personal and professional growth of new teachers

·      To be familiar with the components of the Mentor Program

·      To be knowledgeable about the program’s requirements, such as the training sessions, observations, conferencing, ongoing peer support meetings

·      To foster new teachers’ growth, recognizing that the professional growth of new teachers is ultimately the new teachers’ responsibility

·      [Understand the importance of trust and confidentiality]

·      To understand the realities and stresses of first year teachers and mentors

§        Work collaboratively with administrators to promote the district vision and goals

§        Serve as a liaison with other teachers to allow new teachers to use resources and to observe different instruction practices

§        Develop or give input on design of new teacher orientations, new teacher support, and continued professional development

§        Consider issue of how to best match specialists with, or as, mentors

§        Touch base individually with each mentor and new teacher once a month to check on the functionality of the program

§        Check with principal periodically regarding administration of the program

§        Meet monthly with mentor leaders for problem solving and sharing

§        Promote the working relationships between mentors and new teachers if needed and assist in the decision of a pair to end the partnership

§        Tell principal if a pairing is ending; the principal will then assign a new mentor (Pro-rate mentor salary for past and present mentors)

§        Help facilitate coverage for non-evaluative classroom observation if needed

       

ROLE

AWARENESS

RESPONSIBILITIES

New Teachers

·        Recognize mentoring as a positive experience and work with the support network the system has provided

·        Be knowledgeable about the goals of the program and all of its requirements

·        Be willing to reflect upon one’s ongoing development in teaching

·        Understand the importance of trust and confidentiality

·        Acknowledge stresses new teachers may experience

§        Be willing to reflect on craft

§        Participate in the 3-day orientation program in August

§        Observe confidentiality

§        Participate in three non-evaluative classroom observations and coaching sessions with mentor: one before Nov 15th, the second before Jan 31st, and the third before March 30th

§        Observe mentor, at least, once by Nov 15th; observe another teacher at least once by March 30th

§        Meet with mentor 1 hour per week for first 3 months; then every other week for the next 3 months; then once a month for the rest of the year

§        Maintain a log of meetings and topics discussed (for own use only)

§        Develop own teaching understandings and methods based on reflective practice

§        Complete end of year questionnaire

§        Share in the responsibility with mentor for weekly meeting agenda

 Principals

·        To become knowledgeable about the program and provide input in designing it

·        To inform the faculty and parents about the program and its benefits

·        To inform prospective teachers, new teachers, and potential mentors about the details and requirements of the program

·        To recognize the role of the mentor as the day to day and first line of support for new teachers

·        [Understand the importance of trust and confidentiality]

§        Match new teacher and mentors, with input from mentor leaders when possible

§        Introduce mentors and new teachers when match is made

§        Find coverage (in advance) for classroom observations, coaching and/or classroom visits when needed

§        Select the mentor leader

§        Maintain confidentiality

§        Respect the new teacher/mentor relationship and address conversations about new teacher with new teacher, not with mentor

§        Convey confidence and the value of mentor program

§        Inform new teachers of the evaluation process

§        Be involved in the ongoing evaluation of the beginning teacher mentoring program

 Supt. and

Asst. Supt.

·        To become knowledgeable about the program and to attend the summer orientation program

·        To act as liaison to the community and the school community

·        To inform the faculty and parents about the program and its benefits

·        To inform prospective teachers, new teachers, and potential mentors about the details and requirements of the program

·        To recognize the role of the mentor as the day to day and first line of support for new teachers

·        [Understand the importance of trust and confidentiality]

§        To approve and promote the program

§        To provide financial support (professional development, grants, etc.)

§        To facilitate contractual discussions that support the program

§        To communicate with the administrative team the need for

§        Promoting and implementing the program

§        Understanding the system wide benefits of mentoring

§        Acknowledging and recognizing the contributions of the mentors

§        Respecting confidentiality between mentors and new teachers

§        Providing time for mentoring to take place

§        Providing substitutes to allow for observations

§        To be involved in the ongoing evaluation of the program

§        Check with administration on progress of the program

§        Arrange for end of year report to school committee

 

ROLE

AWARENESS

RESPONSIBILITIES

 School Committee Members

·        To become knowledgeable about the program and its components

Support:

§        To provide financial support

§        To facilitate contractual negotiations that support mentoring

§        To approve the program

§        To express public support for the program

§        To participate in the recognition of the mentors

Evaluation:

§        To be involved in the ongoing evaluation of the program

§        To allow time for reports to the school committee by mentors and new teachers