Roles and Duties

Entry-Year Committee – The Entry-Year Committee will be chaired by the Entry Year Program Coordinator and consist of teachers and administrators, the majority of whom are teachers. The members will be recommended by the Entry Year Program Coordinator. Committee members will have completed Ohio’s Instructional Mentoring and Resident Educator-1 training and will have been active in Entry-Year Program capacities such as mentoring, curriculum support, RE-2 cohort leader, RESA facilitation and RE-1 observations or have completed the RE Program as a Resident Educator. The Entry-Year Committee will act in an advisory capacity and make Entry-Year Program recommendations. The committee will participate in the following strategies to assist mentors, REs/protégés, facilitators, cohort leaders and principals in the Entry-Year experience:

  • Meet with Lead Mentor to carry out Entry-Year Program expectations.

  • Assist in the design and facilitation of the Entry-Year Program Orientation.

  • Assist in the design and facilitation of after school professional development sessions for REs, and their mentors.

  • Review and revise the Entry-Year Program based upon surveys, evaluations, and ODE Guidelines for Exemplary Entry-Year Programs.

  • Revise the district Entry-Year Program evaluation tool to reflect program changes.

  • Communicate with building staff and principals on a continuing basis.

  • Research and report current literature on mentoring to the committee.

  • May assist in the mentor pairing process if asked by the Assistant Superintendent or building principal.

Entry Year Program Coordinator – The Entry Year Program Coordinator will have completed Ohio’s Instructional Mentoring training, Resident Educator-1 training and RESA Facilitator training. The Entry Year Program Coordinator will have been active in the Entry-Year Program in mentoring, Entry-Year committee work, curriculum support, cohort leader and/or RESA facilitator. The Entry Year Program Coordinator will participate in the following strategies to assist mentors, REs/protégés, cohort leaders, facilitators and principals in the Entry-Year experience:

  1. Coordinate Entry-Year Committee in completing program expectations.

  2. Coordinate Entry-Year participants in completing program expectations.

  3. Chair Entry-Year Committee meetings.

  4. Revise Entry-Year Program based upon Ohio Revised Code, Ohio Department of Education mandates, yearly program evaluations and Central Office recommendations.

  5. Write district Entry-Year Program communications.

  6. Maintain current roster of ODE-certified mentors and facilitators within the district.

  7. Coordinate mentor trainings to maintain district mentor pool.

  8. Assist Assistant Superintendent and principals in the mentor pairing process.

  9. Complete all OREP reporting requirements with the ODE using OEDS.

Mentor – A mentor is a certified staff member who has completed Ohio’s Instructional Mentoring training and Resident Educator-1 training with a state-trained provider. A mentor has had a minimum of five years teaching experience, with at least three years in the Perry district. The mentor will complete all Entry-Year Program expectations. The mentor may be asked to work with a Resident Educator or a Protege.

RESA Facilitator – A RESA Facilitator is a person who has completed the two-part training required by the Ohio Department of Education to become a certified mentor and ODE’s RESA facilitator training and who is assigned to provide professional support to a small group of Resident Educators in the third or fourth year of the OREP as they work to complete the Resident Educator Summative Assessment (RESA). The RESA Facilitator will:

  1. Meet with the Entry Year Program Coordinator to learn about the requirements of the RESA for RE-3s and RE-4s.

  2. Provide constructive feedback to a small co-hort of RE-3s and/or RE-4s to assist them as they complete the RESA.

Principals’ Duties – The Principals will have an understanding of Ohio’s Instructional Mentoring requirements and the Ohio Standards for the Teaching Profession. The principals will participate in the following strategies to assist mentors, REs/protégés and cohort leaders, and facilitators in the Entry-Year experience:

  • Attend the Entry-year Orientation and lead the building break-out discussion sessions.

  • Hold triad meetings three times a year with each RE and mentor pair.

  • Attend the Entry-Year May Celebration.

  • Support REs and their mentors in the completion of all Entry-year Program requirements.