Mentors

Why Mentoring? 
The mentor’s overall role is to promote the growth and development of the beginning teacher to improve student learning. When new teachers are hired, they are given a full program and are expected to impact student learning immediately without the benefit of any period of apprenticeship. New teachers essentially have to learn how to teach while on the job. Mentors are critical supports in guiding new teachers to enhance their planning, instruction, and content knowledge. Mentors help orient new teachers to the school community and to teaching in general. Mentors also serve as collegial and emotional supports for this challenging phase of a teacher’s career. 



LOG video


Mentor/Mentee LOG submission Timeline



Compensation


Compensation for mentors serving new-to-profession teachers:  The mentor can serve up to two new-to-profession teachers at a time: compensation is $500 for the first new teacher; an additional $200 should a second be assigned.  


Compensation for mentors serving new-to-Hampton (but not new to teaching) teachers: $150 for the initial mentee and $75 for any additional.


In order to be compensated, mentors must submit a time log to the office of Teacher Development (Kim Richardson) showing they've met their responsibilities.



Multiple Mentees



Please note:
When completing your 
mentor
 ​
logs, only 
complete
 1 log entry per time period/interaction, no matter now many mentees you were supporting during that time
​ 
frame
.

❇For example, if you met with 2 teachers from 8:00am-8:30am, you log 
​that ​
30 minutes
​ one time​
, and in the COMMENT section enter both 
​TEACHERS'
 names. 

Rationale:
If you enter twice, this indicates you worked double the time
​. ​
 According to the VDOE licensure renewal manual, we are only able to issue 1 point per hour
​ of support​


H
​opefully, this will help you out:
When working with multiple New to Profession Teachers only: 
According to the compensation (quoted below) 28 hours is the time to plan to mentor between the two. 
"Compensation for mentors serving new-to-profession teachers:  The mentor can serve up to two new-to-profession teachers at a time: compensation is $500 for the first new teacher; an additional $200 should a second be assigned.  

When working with multiple New to Hampton Teachers only: 
According to the compensation (quoted below) 9 hours is the time to plan to mentor between the two. 

"Compensation for mentors serving new-to-Hampton (but not new to teaching) teachers: $150 for the initial mentee and $75 for any additional. In order to be compensated, mentors must submit a time log to the office of Teacher Development showing they've met their responsibilities."


When working with multiple combinations of new to profession and new to HCS
​:​
According to the compensation
​,​
 working with this combination is 26 hours of support (20 for the brand new and 6 for the new to HCS)




We understand this may be different from 
​the PD points and compensation understanding in ​
the past and 
​that you 
 may 
​have
 questions regarding this information. 


Training Information


On Fri, Jul 29, 2016 at 12:41 PM, Kim Richardson <krichardson@hampton.k12.va.us> wrote:
Congratulations Mentors!

Inline image 2
You have accepted one of the most impactful positions in the life of a newly hired teacher. As teacher leadership takes a strong role under our new strategic plan, we will be looking for contribution as a catalyst for building and sustaining the new staff you will partner with. 


🆗There will be multiple opportunities for you to attend the introduction and logistics training (required.) Click here to view the calendar:


Mentor Training Feedback

What have people said after attending the training session?


Regarding being a mentor I used to think but now I think…

  • I used to think that mentoring was for the new teacher but now I realize I can learn from the process also.

  • I used to think that mentoring was just for mentees and now I know mentoring benefits both of us and it is a long-term learning process.

  • I used to think mentoring was only for the mentee but now I know that mentoring benefits the mentee the mentor and the division.

  • I used to think mentors were just friends but now I think that mentors can be friends and can also be a professional support.

  • I used to think that mentors were just there to answer questions but now I think it is an investment in you get to learn from and grow from the experience as well

  • I used to think that being a mentor was just an informal “hey I'm here if you need me.” But now I see it has more structured and targeted components that help provide professional development for both the mentor and mentee

  • I used to think that mentree was informal but mentoring is more in-depth: it is structured and supportive.


The VDOE Licensure Manual Section 6: Mentorship/Supervision:


"Mentorship/Supervision is a process by which an experienced professional provides assistance to one or more persons for the purpose of improving performance. Assistance may involve role modeling, direct instruction, demonstration, observation with feedback, development of plans, and informal contact. This option includes the supervision of field experiences of a preservice student teacher or an intern in an approved teacher/principal preparation program. The option also may include mentor programs designed as part of the induction process for the beginning teacher or first-year administrator."
A. Maximum number of points: 90 B. Point value assignment: one point per clock hour C. Criteria: 1) Must assist an undergraduate student aide, undergraduate or graduate intern, pre-service student teacher, beginning teacher, or beginning administrator. Note: An activity should not be a routine employment responsibility. 2) Must have prior approval from the chief executive officer or designee. Prior approval for mentorship/supervision is a commitment that professional development points will be awarded for the activity. If job related leave is being requested, the license holder must follow the guidelines in the personnel handbook of the employing educational agency. 3) Must be in conjunction with an approved educator/principal preparation program, undergraduate/graduate degree program, or a clinical faculty/mentor program sponsored by the employing educational agency.
D. Verification (one or more of the following): 1) Participant list from college/university 2) Employing educational agency assignment list E. Examples: 1) Supervision of a student teacher in an approved teacher education program 2) Supervision of an intern in an approved principal preparation/graduate degree program 3) Mentoring a beginning teacher/beginning administrator during the first year of teaching/administration."
 
The mentor must keep and submit a log of the number of hours spent mentoring; NOT the number of hours spent by the intern/mentee. The log should be submitted to the Department of Teacher Development-Tarrant (Kim Richardson). 

Possible Topics to Cover

Note: This is a starting point and not exhaustive of all possible topics to cover with your mentee:

·       Office Procedures

o    ROLES of Secretary, Office Assistants, Bookkeepers, etc.

o    MAIL (receive and send PONY and external)

o    KEYS

o    LEAVE (HCS leave form, Kronos, substitutes)

o    ATTENDANCE (daily attendance and tardy)

o    HOME SCHOOL CONNECTION (take home folders, agendas, parent communication)

o    FIELD TRIPs (permission slips, lunch details, chaperons)

o    Office Supplies requests

·       WORK DETAIL

o    COPYING, Paper, copy counts, workroom, bulletin board paper, supplies, laminator, etc.

·       General Procedures

o    Student Handbook, School Calendar, Security, Fee Collections, Duty responsibilities, Cafeteria, Resource classes, Arrival, Dismissal, Detention/ISS, restrooms, Guidance referrals, Work Orders (maintenance, technology) PTA, committees, school clubs, charity drives (Relay for Life, etc.)  committee dues, celebrations/holidays, parent/teacher conferences, Community Services Board Worker (CSB) END OF YEAR information, etc.

·       NURSE/CLINIC

o    Student procedures, allergy, what’s available to staff?

·       EMERGENCY RESPONSE

o    Lockdowns, drills (fire, tornado)

·       Location of Resources

o    Ex: Location of Technology (cameras, ActiVotes, etc.)

·       Overview-Student Support Meetings

o    IEP, SIT, Child Study, 504

·       Overview-Teacher Meetings Faculty/Staff, CLT, w/Admin, Data, Retreats


Big Talks


Collaboration between veteran and new teachers is imperative to creating a stable foundation for beginning educators.  Mentorships allow teachers a chance to foster growth, change, and apply new strategies with the end result being student achievement.  As a mentor and mentee you will be provided with a monthly list of possible topics. These topics will be based on the “Big Four” which are planning, delivery, classroom management, and student assessment.  The following are suggested monthly discussion points from the book, The First-Year Teacher’s Checklist:  A Quick Reference for classroom success by Julia G. Thompson.











Mentor Job Descriptions

Building administrators are responsible for selecting teachers within their buildings to serve as mentors to 1) New to Profession Teachers and 2) Teachers New to HCS. Administrators are also responsible for submitting an HR Selection Form via

New to Profession 16-17

New to Hampton 16-17







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