Mentor+Program+Handbook+Text

=New Hope School District= =Mentoring Program= =2010-2011=

Mentor :

Mentee :

Date :

Research has consistently found that brand-new teachers make “important gains in teaching quality in the first year and smaller gains over the next few career years” (NCES 2005). It is also known that a significant number of new teachers leave the profession within the first three years of employment. Here at The New Hope School District we are interested in the success of our students. However, in order for our students to be successful and derive worthwhile growth, their teachers must also achieve a high degree of achievement in their chosen field. In support of the educators new to our district, a mentor program has been implemented. This mentor program surely offers a welcome alternative to the "sink or swim" mentality. The following is a suggestive structure and content to facilitate a more comprehensive experience for both mentor and mentee.

What is a Mentor??
A resource, a guide, a confidant, a coach, a source of safe feedback, an experienced professional, a support system, a non-threatening opinion to consult, an advisor, a place to vent, an expert in life at NH, an encyclopedia, a tool to ensure success, a shoulder to cry on, someone to share triumphs with...... In essence a mentor is a person willing to give away what he/she knows thus empowering newcomers to be successful and develop into master educators in the New Hope School District.

How to use this handbook :
During the month of September mentor and mentee should meet at least four times to assist in the orientation to the NH environment. Thereafter, meet with your mentor/mentee at least twice a month. Meetings should take place once during the first week of every month and again at a mutually convenient time. Naturally, more time and more frequency may be necessary. Begin with the enclosed needs assessment (filled out by mentee) and then move to the topical categories to guide the direction and specificity of your conversations. Place the date and initials of the mentor & mentee next to each item as it is covered/completed. As the various observations, evaluations and interactions occur during the school year engage in discussion regarding the quality and possible improvements of lessons, logistics, communication, etc... At the time of the mentee's final yearly evaluation, please provide a copy of the completed checklist to your assigned administrator. Additionally, the mentor & mentee should retain a copy for their own records. Initial Needs Assessment

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=Mentee : Fill out this form and return it to your mentor without delay. BE HONEST when answering the questions!!! Do not feel embarrassed by your questions as the purpose of this program is to help you to become acclimated to teaching and the New Hope School District. Feel free to expand or add to the scope and content of the questions.=

1. Name at least five pressing concerns that you feel the need to address before the start of school.

2. How can your mentor best help you address these concerns?

3. Name at least five concerns which you feel need to be addressed during the term of this mentor program.

4. What do you want to accomplish by the end of the first week of school?

5. How do you foresee your circumstances at the end of the first month?

6. What is your vision of "where you will be" at the end of the year? (comfort level, self image, skills gained, etc...) Use the back if needed...........

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__Instructional__
Curriculum Materials Sources of supplemental materials and ideas Planning/Plan Book Lesson Structure (clear, logical, sequential and engaging format)

__Testing :__
PSSA (significance ..... what's at stake?) Iowa C. D. D. R. E./4Sight

__Special Ed. & I.E.P.s :__
Modified Instruction I.E.P. Accommodations/Compliance

__Instructional Techniques__ :
Modeling Rote Socratic Method (leading questions) Checking for Understanding Known to Unknown / Simple to Complex Student Application/Demonstration Wait Time Multidimensional Presentation of Material/Concept Alternative Strategies etc.....

__Student Scheduling & Counselors :__
- how to read the student roster? - when should I send a student to the counselor?

__Entry of Grades using PORTAL__
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__Behavioral Management__
District/Building Policies Team discipline protocols Building discipline protocols (referrals, suspension, etc...) Classroom Procedures for Efficiency Lockers Discipline Techniques

__**The DON’Ts of student discipline**__ confrontations reciprocal argument physical contact etc.....

- defiance (passive & overt) -off task - stalling - trying to "get out of it" or "get over"
 * __Redirecting undesirable student behavior :__**

__**Reinforcing positive behavior/compliance**__

__**The hallways between classes**__

__**At what point should I solicit the help of the parent?**__

__**When should I send a student to the counselor?**__

__**When am I compelled by law to inform administration/counseling team regarding the personal affairs of a student?**__

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Planning..... Quarterly Grading - organizing for computer entry - computer entry procedure

__Time Management__
How do I...... get more pencils/paper, etc.. apply to go on a trip get into the building after school hours use the phone system/voice mail use the “first class” email system

__Computer uses and capabilities :__
Programs/software tech. support printing internet/intranet

__Employee Handbook__
contact the benefits department at admin. etc.. apply for tuition reimbursement etc...

__Teacher's Contract__
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__Professional : Best Practice of :__
Appearance Punctuality Sick/Personal Days (STS service)

__Communication :__
- with other staff/team members - with counselors - with parents - with administrators - with secretarial staff - with maintenance staff

__Documentation :__
- anecdotal notes - communication documentation - disciplinary documentation - etc....

__Establishing ongoing communication & dialog with staff and parents__
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__Appraisal Process :__
Observations Contract In-Service Tracks I, II, III Professional Development Other Expectations : - event duties (concerts, games, dances, etc..) - building duties (hall, lunch, homeroom partnering, etc.)

__Personal/Interpersonal Interactions__
Lunch Prep Time Team Time (if applicable) Collegual interaction/collaboration BH Traditions Public Perceptions Staff Students Parents Administration The Morality Clause (in the teacher contract) The socioeconomic make up of the NH student body and the community at large: - description/understanding of - its affect on the purpose and function of the school - strategies to counteract undesired influences

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Mentor & Mentee initial and date each item as completed :
New Teacher Meeting 3-4 pm in library conference room (9/7) Faculty Meeting 3pm (9/12) Back to School Night 7pm (9/13) Prepare Interim Reports Interim Reports Sent Home (9/28) New Teacher Meeting 3-4 pm in library conference room (9/29) Iowa Testing Procedure (specific to position)
 * September :**

Faculty Meeting 3pm (10/3) New Teacher Meeting 3-4 pm in library conference room (10/11 AND 10/24) Define contract In-service project Organize & Calculate Grades for the First Marking Period First Marking Period and Cycle 1 Grades entered
 * October :**

Faculty Meeting 3pm (11/7) Submit contract In-service paperwork Procedures and Schedule for Conferences Prepare Interim Reports (BEFORE conferences) Interim Reports Sent Home (at conferences or on 12/7)
 * November :**

CONFERENCES 11/28to 12/1 Faculty Meeting 3pm (12/5) Cycle 2 Ends CALCULATE GRADES AND ORGANIZE FOR INPUT RELAX during winter break!!! You've earned it!
 * December :**

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Faculty Meeting 3pm (1/9) Organize & Calculate Grades for the Second Marking Period Second Marking Period and Cycles 2 AND 3 Grades entered
 * January :**

Faculty Meeting 3pm (2/6) PSSA testing procedure (specific to position) Submit contract In-service paperwork Procedures and Schedule for Conferences Prepare Interim Reports (BEFORE conferences) Interim Reports Sent Home (2/22)
 * February :**

CONFERENCES 3/6 to 3/9 Cycle 4 Ends CALCULATE GRADES AND ORGANIZE FOR INPUT Faculty Meeting 3pm (3/13) Organize & Calculate Grades for the Third Marking Period Third Marking Period and Cycle 4 Grades entered
 * March :**

Faculty Meeting 3pm (4/3) Spring Break 4/10 thru 4/17 Relax & Recharge! Prepare Interim Reports
 * April :**

Faculty Meeting 3pm (5/1) Interim Reports Sent Home (5/3) Cycle 5 Ends CALCULATE GRADES AND ORGANIZE FOR INPUT Organize & Calculate Grades for the Fourth Marking Period
 * May :**

Faculty Meeting 3pm (6/5) Cycle 6 Ends CALCULATE GRADES AND ORGANIZE FOR INPUT 8th Grade Awards Night (6/8 @ 7pm) Fourth Marking Period and Cycles 5 AND 6 Grades entered Fourth Marking Period Report Cards Handed Out Organize for last day procedures : plan book, grade book, summer address, keys, teacher manual, locks, etc...
 * June :**

You made it! Have a great summer!

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=__Observations :__=

1. Date : Observing Administrator :

How'd it go?

2. Date : Observing Administrator :

How'd it go?

3. Date : Observing Administrator :

How'd it go?

4. Date : Observing Administrator :

How'd it go?

=__Appraisal Conferences :__=

1. Date : Administrator :

Satisfactory/Unsatisfactory?

2. Date : Administrator :

Satisfactory/Unsatisfactory?

3. Date : Administrator :

Satisfactory/Unsatisfactory?

4. Date : Administrator :

Satisfactory/Unsatisfactory?

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=__Mentor Observations/Modeling__=

1. Date : Class : How'd it go?

Discussion Topics re: lesson :

2. Date : Class : How'd it go?

Discussion Topics re: lesson :

3. Date : Class : How'd it go?

Discussion Topics re: lesson :

4. Date : Class : How'd it go?

Discussion Topics re: lesson :

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Development (Specify)
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=__Evaluation of Mentor Program & Format__= (To be filled out separately by mentor and mentee and turned in at the time of the final yearly evaluation. 2 copies provided.)

1. What is your general impression of the mentor program?

2. Was this program helpful to you (mentor/mentee)? Why/why not?

3. Was this program beneficial to your assigned mentor/mentee? In what ways?

4. Are there any changes or additions needed? Specify :

5. Any other thoughts you wish to share : (use the back if needed)

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=__Evaluation of Mentor Program & Format__= (To be filled out separately by mentor and mentee and turned in at the time of the final yearly evaluation. 2 copies provided.)

1. What is your general impression of the mentor program?

2. Was this program helpful to you (mentor/mentee)? Why/why not?

3. Was this program beneficial to your assigned mentor/mentee? In what ways?

4. Are there any changes or additions needed? Specify :

5. Any other thoughts you wish to share : (use the back if needed)

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=__References__ (handbook prepared by Tim Blessington October, 2010)=

Dreibelbis, E. (2002). Plan for Induction of New Teachers 2002-2008. Kinzers, PA: Pequea Valley School District.

Framingham Public Schools, Framingham, MA. Framingham public schools mentor program handbook. Retrieved October 5, 2010 from http://www.framingham.k12.ma.us/hr/documents/mentorhandbook07.pdf.

Peterson, R. W. (1989). Mentor program handbook. Retrieved June 27, 2005, from http://www.gse.uci.edu.MentorTeacher/Preface.html.

Liberty School District, Liberty MO (2002). Liberty professional development planning. Retrieved October 5, 2010, from http://www.liberty.k12.mo.us/jobs/pd/teacher-mentor-program.

Oregon Department Of Education (2001). Oregon mentor program handbook. Retrieved October 5, 2010, from http://www.ode.state.or.us/search/page/?id=2218.

Rutherford, P. (2005) 21st Century Mentor's Handbook. Alexandria, Va: Just Ask Publications.

U.S. Dept. of Education, National Center for Education Statistics. (2005). The Condition of Education 2005, NCES 2005-094, Washington, DC: U.S. Government Printing Office.

Email correspondence from colleagues :

Abington School District Johnsburg Central School District, North Creek, NY Haverford School District Region 16 School District : Seymour, Texas Rose Tree Media School District Temple University Unionville Chaddsford School District Wallingford Swarthmore School District Washington Township School District : New Jersey

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=__Suggested Reading (In order of significance.)__=

Covey, S. (1989). The 7 habits of highly effective people. New York: Simon and Schuster. (Time & self management 101!)

Faber, A. & Mazlish, E. (1995). How to talk so kids can learn at home and in school. New York: Simon and Schuster. (Great anecdotal scenarios concerning common pitfalls, common questions answered, one page "quick reminder" summations of each chapter, "right and wrong" cartoons illustrating classroom management and interactions with students and parents. A definite MUST READ!!)

Carlson, R. (1997). Don't sweat the small stuff... and it's all small stuff. New York: Hyperion. ( A vista of personal temperament and a good companion to the Covey book.)

Brown, H. J. (1992). Live learn and pass it on. Nashville, TN: Rutledge Hill Press. (Thought provoking perspective.)

Wong, H. & Wong, R (2001). How To Be An Effective Teacher: The First Days Of School. Mountain View, CA: Wong Publications (A step by step “how to” guide packed with great ideas to keep a person from becoming overwhelmed!)