Mentorship Program

Provide support to assimilate new teachers into the school environment effectively.
Provide new teachers with professional & emotional support as well as guidance that will enhance teaching performance, student achievement, and job satisfaction.

Mentors are:

The Good Mentor: What It Takes To Be Effective | Edutopia
Experienced classroom teachers
Committed to education as a profession
Willing to expand their teaching responsibilities to include working with colleagues who are entering the profession
Active and open learners who are willing to read and participate in training sessions to enhance or build upon their mentoring and teaching skills
Reflective and analytical about their teaching
Good problem solvers (for example, can structure a problem, generate alternative solutions, choose the most appropriate solution, implement the solution, and evaluate its effectiveness)
Wise, caring, positive, and energetic
Open to differences in style and background of students and colleagues
Sensitive and responsive to the ideas of others
Skilled in planning, organizing, and managing tasks
Familiar with the organizational structure, norms, policies, procedures, and protocols of the district and their school
A support system bridging new teachers to staff, administration, and school and District Community
Knowledgeable of the core curriculum and instructional best practices
Aware of the available resources and resource personnel both within the district and building
Knowledgeable about his/her school's and district's community and its student composition
Knowledgeable about diverse student needs and various strategies to meet the needs of all learners or willingness to learn.
Every student can also help you become a better teacher. Ask for student feedback formally and informally.
Mentoring is a nurturing process in which a more experienced person, serving as a role model, teaches, sponsors, encourages, counsels, and befriends a less experienced person to promote the latter’s professional development.

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Mentors have:

A desire to become mentors and to make the mentoring relationship work
High expectations for themselves and the profession
Successful working and teaching experiences with adults
Excellent communication skills
A wide variety of instructional skills and knowledge
An understanding of learning theories, human growth and development, principles of evaluation, student evaluation, and diversity
An ability to assess new situations where conflicts in values and expectations might be defined or identified as personal conflict
High integrity
A sense of humor
An ability to offer unconditional support to new teachers
An ability to maintain a confidential relationship with a new teacher
A commitment to modeling analytical and reflective practice

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Mentors can:

Provide a variety of perspectives rather than only his/her own
Serve as an advocate
Lead by example
Serve as a resource
Provide mentee with resources
Act as a catalyst for change
Resolve conflicts
Engage colleagues in supporting and collaborating with new staff members

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YEAR-AT-A-GLANCE

(Check with your building principal to see if a building checklist is available & needs to be completed)

*Highlighted items reflect an area of focus for tenured teachers who are new the District*

AUGUST

Professional Learning Days
- Meet with your teacher(s) at Wilson Teacher Orientation
- Building Tour
- Introduce to staff members
- Check in with them during the district social gathering before the district “Welcome Back” - Help them feel welcome each of the opening days
- Be accessible the first week of school both before and after school
- Provide a copy of the staff handbook

Professional Learning Resources

Professional Learning Website:Wilsonsd.org/PL
New Teacher Induction (non-tenured only) Page:Wilsonsd.org/NTI
Instructional Coaches: Wilsonsd.org/Coaches |
REPLACEMENT HOURS/SELF-DIRECTED PROFESSIONAL LEARNING HOURS PROCEDURES

Procedures
- How to use Skyward, Frontline, Smartfind, printer, print shop, etc.
- Review the building procedures together
- Review emergency procedures for your building
- Teacher Resources
- Establish a routine for meeting with your new teacher(s)
  - Share building schedules
  - Schedule meetings monthly with both Year 1 and Year 2 non-tenured teachers

Instruction & Curriculum
- Help set-up rooms as needed, creating a collaborative and student-centered learning space.
- Classroom management system/expectations/strategies
- Elementary: Overview Progress Reports Process
- Assessment Timeline
- Elementary Curriculum Resources
- WSD Revised Curriculum Google Drive Folder
- Show your new teacher(s) how to get the necessary materials and resources s/he needs.

Parent Communication
- Set up a parent communication system
- Teacher website expectations
- Help mentees prepare for “Meet the Teacher Night” - help them make it engaging.

Special Education and Related Services
- Confidentiality
- IEP/Evaluation Responsibility
- Overview of the departments
- Least restrictive environment
- Our kid vs. your kid
- Welcome letter/introduction to family
- Spec. Ed. website
- Role of the case manager (related services, SDI’s, etc.)
- Developing a schedule that meets the needs of all students
- Utilizing para’s

SEPTEMBER

Social & Emotional Support

- Discuss the policies and culture of your school and district
  - Emphasize Wilson’s philosophy of the “Whole Child” and Social-Emotional Learning
  - Share Profile of a Wilson GraduateHelp your new teacher(s) set goals for the first week/quarter
- Write a brief note of support – share your own “starting” stories; share “pick-me-ups” whenever possible

Procedures

- Review the lesson plan procedure(s) Wilson School District Lesson Plan Template
- Discuss basic discipline procedures for your school & Positive Behavior Plans
- Discuss how to request a substitute when sick or for an emergency
- Share any upcoming professional learning opportunities and procedures
- Discuss students with special needs with staff and specialists
- Review faculty meeting/department expectations and procedures
- Review expectations for grade level, data, and/or team meetings

Instruction & Curriculum

- Help the novice teacher(s) understand the phone and technology

help them arrange a session with a coach and/or IST

- Help them identify any issues that need to be addressed in their classroom
- Review grading/assessment procedures
- Set up a system of data record keeping
- Help them with any progress-monitoring strategies
- Help them prepare for any upcoming district assessments, i.e., CDT’s, F&P, or another benchmark testing.

Parent Communication

- Help mentees prepare for “Meet the Teacher Night” - help them make it engaging.
- Encourage parental communication – share ideas and tools like Google Classroom, Dojo, etc.

Special Education & Related Services

- Review IEPS
- Deep dive into the use of Skyward (grades, attendance, family contact, etc.)
- Using EdInsight
- Communication with families (documenting the conversations)
- Communication with all staff working with students with IEP’s

OCTOBER/NOVEMBER

Social / Emotional Support

Accentuate the positive and encourage reflection
Be there on both the good days and the bad days
Encourage involvement in local and national professional organizations
Remind your new teacher(s) to make time ‘for his/herself’!

Procedures

- Visit Faculty & Staff Resources to show your new teacher how to complete and access the various district forms.
- Review observation and evaluation procedures for Direct Observation (District Lesson Plan template, PAETEP, etc)

Instruction & Curriculum

- Review and discuss classroom and time management
- Review the District Student Success Team process and plan to explain how to make student referrals if a student is not making progress after intervention cycle(s).
- Share how you collect student progress data(anecdotal notes, documentation of student work, etc.)
- Review the online grading process
- Review progress reports
- Look at progress report procedures
- Continue to look at effective classroom practices
- Discuss sensitivity to holidays and school culture

Special Education & Related Services

- Progress monitoring and collecting data (used for ESY determinations, progress being made, etc.)
- Developing progress reports
- IEP blackout dates for child count
- Preparing for parent-teacher conferences

Parent Communication

- Remind him/her to save student work for conferences
- Remind him/her about documenting parent communication (ex. EdInsight)
- Discuss conference procedures and schedules

DECEMBER/JANUARY

Social/ Emotional Support

Make sure your new teacher is aware of any staff social get-togethers
Review the year’s highlights – successes and challenges
Be encouraging

Procedures

- Share bad weather and school closing procedures

Instruction & Curriculum

- Share ideas for lesson plans immediately preceding a holiday and build expectations for instruction or classroom activities.
- Feedback system, formative assessment system established with students
- Look at mapping out the semester/trimester and discussing pacing
- Prepare for the next progress report

Special Education and Related Services

- Classroom environment (relationships, altering expectations, time of year difficulties, etc.)
- Colleague relationships (co-teaching, people in the building, specialists, etc.)
- Collaboration about special activities occurring
- Making ESY determinations

Parent Communication

- How is this going?

FEBRUARY/MARCH

Social/ Emotional Support

Be intentional about your conversations about life outside of the school setting (ex. Children, hobbies, recent events they attended). The conversations will serve as a reminder that teachers need to take time for themselves outside of school.

Procedures

- Review grade or department expectations for students
- Complete PSSA /Keystone proctor training modules

Instruction & Curriculum

- Revisit additional observation and evaluation procedures (Lesson plan template, PAETEP, etc.)
- Discuss special classroom techniques (i.e., cooperative and flexible grouping)
- Review any standardized testing procedures (PSSA, Keystone, etc.)
- Students complete online tutorials for PA State Assessments (CDTs, PSSAs, Keystones) (Help Doc)
- Examine available standardized test specs specific to grade/content

Special Education & Related Services

- IEP revisions for ESY determinations
- Winter weather and IEP meeting dates
- Conflict resolution/mindset
- Transition scheduling
- Preparing for testing (PSSA, PASA, Keystones, etc.)

Parent Communication

- Continue to touch base with families for positive sharing and potential concerns.

APRIL/MAY/JUNE

Social/ Emotional Support

- Take time to celebrate!
- Share end-of-year celebrations with students

Procedures

- Review end-of-year procedures
- Offer tips for packing up the classroom & reading for the next school year

Instruction & Curriculum

- Consider ideas for the last weeks of school that engage students in meaningful activities.
- Explain curriculum review and writing opportunities as well as summer professional learning opportunities.
- Discuss expectations for End of Year evaluation meetings with building administrator

Special Education & Related Services

- Completing para evaluations
- End-of-year wrap-up/beginning-of-year procedures (IEP timelines, blackout dates, etc.)
- ESY materials
- Requisitions
- Check-in on IEP goal progress

Parent Communication

- Share end-of-year celebrations with parents

POSSIBLE QUESTIONS YOUR NEW TEACHER WILL LIKELY ASK:

How do you complete a request for classes and a tuition reimbursement form?- Tuition Reimbursement/Salary Increase
Who provides instructional materials and books?
Where do I get supplies?
How long is my day – when am I allowed to leave? (Share staff handbook)
When are grades due?
Where is _____________ (various locations within your school)?
Who is __________ (you might consider providing your new teacher with a school yearbook if possible)?
How do you find the time?
What do I do with this student?
What about health insurance?
How much homework do I give? (see District Assessment Framework (new for 24-25) & Staff Handbook)
When do we get paid?
How are fire and additional drills run?
What should I do with these old files/stuff?
When do I turn in my lesson plans?
How do you use the classroom phone and set up my voicemail?
What are the passwords?
What assessments do we use here? (Share District Assessment Timeline)
Do I grade everything? (Share District Assessment Framework- new for 24-25)
I’ve heard three different responses to the same question; whom do I believe?
What is the chain of command?

CHECKLIST - TO FIND OUT

Faculty room
Sunshine Club
Use of office equipment
Arranging for a substitute
Substitute folder
Computer use/access/personal & shared drives/Google Docs/email/Help Desk
Parking
Keys
Storage of money/student valuables
Attendance and grading procedures
Phone use policy
Contacting the office from the classroom
Playground Expectations
Bus Expectations
Cafeteria Expectations
General school Expectations - (Provide copy of Student Handbook)
Class lists/rosters
Expectations for parent communication
Arrangement of room
Seating charts
Procedures on students leaving early/arriving late
Homework policies
Where to keep materials and supplies
How to order/request materials
Curriculum maps/expectations/Lesson plans
Teacher's guides
How to contact a custodian
Tutoring/conferencing procedures (i.e., after-school expectations)
Data- Keeping a data binder
Intervention and Enrichment /MTSS
Daily schedule/School Cycle
Copy procedures
Cumulative files/IEP's/F&P’s
Personnel resources (counselors, school nurses, IST, Instructional Coach, etc.)
Field trip policies and procedures
Staff meetings
Progress Reports and Interim reports/Parent Portal
Grading system
Assembly procedures
Bulletin Boards
Emergency procedures
Faculty duties

BEGINNING-OF-THE-YEAR-CHECKLIST (Classroom)

(Please add to this list based on your building expectations!)

Entering the classroom - Greeting Students at the Door Strategy
Expectations before class begin
Learning Norms- Creating a Culture for Learning
Attendance/lunch count/etc.
Assigning student responsibilities
Seating charts
Emergency procedures
Use of restrooms (between and during class)
Use of playground equipment
Playground expectations
Cafeteria expectations
Use of pencil sharpener
Use of drinking fountain
Teacher’s desk, supplies, student’s desk
Movement of students within the room
Expected supplies for students to bring
Paper heading/paper and handwriting expectations
Where to turn in completed work/homework expectations
How to return corrected work
Collaborative work and expectations
In class and School-wide behavior expectations
Cycle and weekly schedule
End-of-day expectations
Bus Expectations

WORDS OF WISDOM

What do you do when your new teacher…

Does not have the same planning period

Use email, video chat
Use phone calls
Use workdays
Meet before or after school meetings
Talk over lunch
Treat him/her to a cup of coffee or a drink after work

Does not want to meet or routinely cancels your meetings

Get to the reason: ask what the issues are
Provide snacks as an enticement for meetings
Arrange to meet in a more comfortable environment
Remind them of their new teacher obligations
Let your new teacher set the next meeting/time

Does not seem to feel a need for your assistance – “Everything is fine”

Schedule weekly or bi-weekly meetings
Don’t use email – go to them and meet face-to-face
Observe the new teacher informally and provide feedback
Make yourself available during more hectic times
Be direct: “You do need to have a mentor”
Build trust by honoring confidentiality
Suggest joint work sessions
Propose an “idea swap”
Be prepared with conversation-starting questions and follow-up questions
Don’t ask if “everything is ok”, rather, ask more open-ended questions that invite professional conversations and reflection

Does not teach the same grade level

Use peer coaching techniques
Make arrangements to observe a class together and debrief together
Hook up with an appropriate grade level/subject area teacher who is willing to be your support person
Focus professional conversations on general teaching practices (i.e., classroom management, differentiation, etc.)

Is very stressed

Go on an outing away from school
Introduce him/her to others who can help
Offer problem-solving suggestions
Share a joke, hug, words of encouragement
Adjust the pacing of expectations

Is having difficulties establishing relationships with colleagues

Establish norms for communication
Brainstorm situations and solutions
Work on developing/improving people skills
Go directly to the person
Remind your new teacher that establishing relationships takes time and commitment
Encourage your new teacher to participate in after-school events
Encourage your new teacher to participate in assignments that the group must complete or respond to cooperatively
Share your experiences in getting to know new colleagues
Find and emphasize common interests
Make time for team building
Consider whether ‘backing-off’ the problem is the best response

Is having difficulty with organizational and management issues

Offer suggestions/share examples
Label/list basic expectations
Arrange for your new teacher to visit other classrooms
Video your new teacher and critique together
Teach the use of binders, folders, electronic folders, task minders, and other organizational tools

Has one or more challenging students and doesn’t have the skills, resources, or support to handle them effectively

Model
Arrange observations of other classes
Observe your new teacher and provide feedback
Review differentiation strategies
Suggest ways to involve the parents
Brainstorm with the team
Suggest ways to communicate expectations to the students
Explain the use of proximity
Help develop a behavior contract

Has not been able to schedule peer observations

Set a deadline
Help your new teacher review their schedule and make the adjustments
Remind them of their induction obligations and engage a problem-solving conversations

Is not dressing and/or acting professionally

Give your new teacher a heads-up about his/her behavior and provide specific examples.
Lay it on the line – give explicit directives

Is having problems communicating with parents

Model communication strategies/techniques
Establish a format for your new teacher to follow
Alert your new teacher for situations to look out for
Suggest that you or another teacher join the new teacher for conferences with parents
Encourage your new teacher to document parent communication carefully

They need help saying “no” to requests to take on additional responsibilities