Roles and Responsibilities

The roles and responsibilities of an Newly Hired Teacher include, but are not limited to:

1. Attending the New Teacher Orientation at the beginning of the school year, if applicable.
2. Developing a thoughtful relationship with my Mentor and Teacher Support Coordinator, characterized by openness, sharing and reflection
3. Meeting with my Mentor a minimum of 60 minutes per week
4. Complete Peer Collaboration logs weekly to plan professional development activities and reflect on professional growth
5. Implementing/participating in modification to the Teacher Support Program as they occur (i.e. assist teachers in the use of technology to support student learning)
6. Participating in informal and formal classroom observations provided by my Mentor including pre- and post-conferences (Information gathered regarding practice/performance is confidential).
7. Collaborating with Mentor to schedule days to visit other experienced teachers for classroom observation.
8. Communicating questions or concerns about the Teacher Support program with my Mentor, Coordinator, and/or Director
9. Participating in the program evaluation process by completing state and local surveys or feedback forms
10. Initiating contact with the program Coordinator or Director in the event of dissatisfaction with pairing of Mentor

The roles and responsibilities of the Mentor include, but are not limited to:

1. Mentor teachers will participate in an initial training prior to beginning work with assigned teachers with follow-up trainings throughout the year to develop and refine the techniques for:
   1. Coaching, mentoring and goal setting
   2. Use of appropriate mentoring instruments
   3. Best practices in adult learning and meeting unique needs of new teachers
   4. Guidance on individual mentoring challenges, reflection on mentoring practice
   5. Opportunities to engage with mentoring peers in professional learning networks
2. Program processes including use of a variety of online formative assessment system tools designed to support teacher’s growth and effectiveness
3. Collaborate in the orientation of teachers and assist teachers to connect with and become part of the larger professional learning community within the profession
4. Communicate questions or concerns about the Teacher Support program with Coordinator, and/or Director
5. Initiate contact with the Coordinator or Director in the event of dissatisfaction with pairing of newly hired teacher(s)
6. Attend and participate in regularly scheduled meetings with other Mentor Teachers
7. Participate in ongoing evaluation of the Teacher Support Program by completing state and local surveys or feedback forms
8. Provide on-going, comprehensive support and assessment for teachers through the following activities:
   1. Meet regularly with teachers (60 minutes per week is a minimum expectation) to provide “just in time” support for teachers, along with longer-term guidance to promote enduring professional skills
   2. Collaborate with teachers such as face-to-face meetings, emails, texts, and phone calls
   3. Facilitate teacher growth and development through mentor modeling and feedback on classroom instruction of the teacher
   4. Observe other colleagues and peers with the teacher
   5. Reflect consistently with teacher on the effectiveness of instruction
   6. Analyze student outcomes data to further inform the cycle of planning and instruction
   7. Connect teachers with available resources to support their professional growth
   8. Perform or carry out of all the above responsibilities, which is contingent on Mentors receiving any extra-duty extra-pay stipend provided by the district

The El Rancho Unified Teacher Support Program is seeking applicants for the positions of Mentor teacher for the coming school year. Newly hired teacher and Mentor teacher matches will be made on an as-needed basis. Each mentor is matched to a teacher based on credentials held, grade level and/or subject area experience, and school site whenever possible. Any certificated teacher may apply for this innovative program.

What is the Teacher Support program and why would I want to become a mentor?

It is part of the district-wide program for teachers who have just been hired by the district and are year-one probationary status. The experienced teacher, called the Mentor teacher, works on a one-to-one basis with the newly hired teacher, offering guidance and consultation for two years. Typical activities include classroom visits, assistance, coaching, modeling lessons, offering individualized guidance or “just in time” support, analyzing student work, and planning for professional development. The term “just in time” means immediate support for teachers that may or may not be detailed out in a professional development and growth plan for the teachers. Mentor teachers also model best practices and attend on-going professional development activities with other mentors all provided by the Teacher Support program.

Mentor Teacher Support and Trainings

Once you have been assigned a newly hired teacher, the Teacher Support Coordinator will make arrangements for your initial training toward the beginning of the school year and during the regular school day. If your assigned teacher is hired after the start of school, a substitute will be paid for by the Teacher Support Program to ensure you receive the proper training. Mentor training days are scheduled throughout the school year to provide the best support for mentors in order to help them meet the immediate or “just in time” needs of their teachers. All mentor training materials are provided by the nationally known research-based non-profit organization called the New Teacher Center (NTC) with which the El Rancho Unified School District has founded its principles and philosophies for supporting teachers.

Mentor teachers will participate in an initial training prior to beginning work with the newly hired teachers with follow-up trainings throughout the year to develop and refine the techniques for:

A. Coaching, mentoring and teacher goal setting

B. Use of appropriate mentoring instruments best suited for teachers

C. Best practices in adult learning to meet the unique needs of teachers

D. Guidance on individual mentoring challenges, reflection on mentoring practice

E. Opportunities to engage with mentoring peers in professional learning networks

F. Program processes including use of a variety of online New Teacher Center (NTC) formative assessment system tools designed to support teacher’s growth and effectiveness. Mentors are provided access to all training materials as well as a comprehensive guidebook.

Mentor Professional Development Plan and Compensation for Mentor Teachers

Monthly Mentor collaboration meetings (mentors supporting mentors) from 3:00 - 4:30 pm

Up to 7 release days paid for by the Teacher Support program to better support newly hired teachers

• 3 full-day mentor academy training, ILP review and feedback to teacher (November, February and May)
• 4 classroom instruction observation days of teacher plus support meetings (September, January and March)

$1,000 per teacher with a maximum of 3 teachers per school year

Mentor Academy training days provide all New Teacher Center research-based mentor tools and materials including online access to the NTC Learning Zone which are accessible to both mentor and teachers. Mentor teachers are asked to self-assess their mentorship skills several times throughout their experience as mentor. After self-assessing on the Mentor Continuum, mentors are asked to select a skill they wish to develop an improve throughout the school year while working with their teacher. Both the self-assessment and selected skill or goal is part of the Mentor Professional Development Plan or sometimes referred to as Mentor Assessment. Each mentor tool used within the NTC Learning Zone whether it be suggested by the Teacher Support program leadership or individually chosen by the mentor to meet the needs of the teacher, is reviewed by the Teacher Support Coordinator and other Leadership Team members at various times of the school year. Many of these NTC tools are also submitted for formal review as par of the teachers body of evidence for meeting both completion and competency requirements of the program.

To become and develop as a mentor teacher is best described in the following quote from the NTC Mentor Academy materials...

"Mentoring is an important role for veteran teachers – much more than being a buddy. There is an art to mentoring and it takes time and practice to develop the skills necessary to do this job well. This is about being an instructional leader who is taking responsibility for developing the next generation of teachers. It is our legacy as veterans! And that it is important for us to recognize and embrace the opportunity for what it is. We are influencing the next 30 years of education in California! It's also about changing the ways in which new and veteran teachers see our professional roles and shape our professional lives. It's about creating a new kind of teacher and a new kind of schools."

The responsibilities of the Teacher Support Coordinator will include, but are not limited to:

1. Implement and continually revise teacher support programs.
2. Participate as a member of the leadership team.
3. Maintain affiliations with local teacher preparation programs through regular meetings and sharing of information.
4. Implement a formative assessment system based on the California Standards for the Teaching Profession (CSTP).
5. Complete any training to stay current with the assessment system program.
6. Provide training for Mentors so the assessment system will be appropriately implemented.
7. Seek out and plan for appropriate professional development opportunities for teachers and Mentors and contract with appropriate trainers when necessary.
8. Meet with district leadership upon request, to assist with the use of the CSTP in professional development opportunities.
9. Select veteran teachers to serve as Mentors using, as a minimum, the selection criteria described in the program.
10. Implement and continually revise an Peer Support handbook for teachers and Mentors with program rationale, goals, and design; program information; and suggestions.
11. Pair newly hired teachers with Mentors in a timely manner that allows the pair to work together when teaching begins, taking into consideration: Credentials held; Subject matter knowledge; Orientation to learning; Relevant mentor experience; Current assignments; and Geographic proximity.
12. Schedule trainings and arrange locations for trainings.
13. Attend State Director’s Meetings, regional teacher support meetings, and focus group meetings.
14. Serve as a member or a lead on formal program review teams to participate in the statewide evaluation of teacher support programs.
15. Arrange for and oversee the evaluation of the teacher support programs, both state-mandated components and locally designed efforts, formative and summative, including the annual program review, either formally or informally.
16. Identify (or have a district designee identify) those eligible teachers at the point of hire, and inform them of their responsibility to enter a professional teacher support program.
17. Identify and assign a mentor to each teacher within the first 30 days of the participant’s enrollment in the program, matching the mentor and participating teacher according to credentials held, grade level and/or subject area, as appropriate to the teacher's employment.
18. Oversee the collection and maintenance of participant data and records, including, but not limited to, current teacher database and retention study data. Ensure teachers are informed of their status in regards to completion of the teacher support programs.
19. Serve as a resource for Mentors and teachers who might need additional assistance.

The roles and responsibilities of the Site Administrator include, but are not limited to:

1. Conduct initial orientations for newly hired teachers to inform them about site resources, personnel, procedures, and policies
2. Introduce teachers to the staff, and include them in the school’s learning community
3. Help to focus the learning community on the state-adopted academic content standards and performance levels for students and the California Standards for the Teaching Profession
4. Ensure that site-level professional development activities related to peer support occur on a regular basis, including facilitating newly hired teachers’ and Mentors’ participation
5. Participate in program evaluation
6. Communicate questions or concerns about the Teacher Support program with the Coordinator
7. Attend Teacher Support Leadership Team meetings, as required
8. Attend Teacher Support Administrator training which shall include the following content:
   1. Teacher preparation across the Learning-to-Teach continuum
   2. Beginning teacher development
   3. Identifying working conditions that optimize newly hired teachers’ success
   4. Taking effective steps to ameliorate or overcome challenging aspects of teachers’ work environments
   5. Understanding the role of Mentors in the peer support process
   6. Respecting the confidentiality between the Mentor and participating teacher

The responsibilities of the Credential Analyst will include, but are not limited to:

1. Review applications for completeness, details, and required certification of coursework
2. Remain current on credential requirements
3. Process applications and check credential validity
4. Arrange interviews for newly hired teacher with Teacher Support Coordinator
5. Advise all certificated personnel on steps needed to obtain their designated credential
6. Maintain proper personnel files
7. Review state and federal job requirements to meet standards
8. Attend all Teacher Support Leadership Team meetings
9. Abide by all District policy on non-discrimination hiring process and records keeping

The roles and responsibilities of Teacher Support Leadership Team Member include, but are not limited to:

1. Understanding of the structure, elements, personnel, and responsibilities of the ERUSD Teacher Support program to make informed decisions and recommendations regarding program administration and any proposed changes.
2. Understanding of seminars for participating teachers.
3. Establishing, fostering, and maintaining a belief in the value of ongoing professional development for all certificated personnel.
4. Monitoring the effectiveness of professional development activities.
5. Understanding of the state-adopted academic content standards and performance levels for students.
6. Attending annual Leadership Team meetings.
7. Serving on Leadership Sub-Committees as needed
8. Participating in and analyzing program evaluations and program reviews.
9. Reviewing, analyzing, and discussing data in relation to program improvement, teacher retention, and progress of participating teachers to complete the program.

Teacher Support Leadership Team Members Roster

• Superintendent
• Assistant Superintendent, Educational Services
• Assistant Superintendent, Human Resources
• Credentials Analyst
• Teacher Support Coordinator
• Program Specialist, Special Educational Services
• Principal, El Rancho High School
• Principal, Middle School
• Principal, Elementary School
• President, ERFT
• Mentor Teacher Representative
• Probationary Teacher Representative
• PAR Panel Teacher Representative, Elementary School
• PAR Panel Teacher Representative, Middle School
• PAR Panel Teacher Representative, High School
• IHE members as invited annually