The mission of the North Dakota Teacher Support System is to foster the capacity of teacher leaders to build a system of support for effective teachers in every school in our state.

This is a one-time training you must complete in order for your school to participate in the NDTSS Mentoring Program.

Once you've read the content, please complete a short survey.

Click HERE for the survey

Why is mentoring important?

Teacher Retention:

We have compared the retention of teachers in our state who received a mentor in our program to teachers who did not receive a mentor in our program. The data shows , on average we retain 11% more teachers who are mentored compared to those who are not mentored. It costs and average of $20,000 for each teacher who leaves the profession.

78% of the 2,295 first year teachers in North Dakota who have participated in our program were still teaching in North Dakota during the 2018-19 school year.

Student Achievement:

Please read this article to learn how supporting teachers boosts student achievement: Mentoring impacts student achievement: https://newteachercenter.org/our-impact/student-learning/

Improve Teacher Quality:

Mentoring often moves the skill level of a teacher finishing the first year to that of a 4th year teacher (Villar, 2004)

Job Description of a Mentor Teacher

Guidelines for selecting a mentor

The selection of a mentor is the most important factor in a successful mentoring partnership. Please consider the criteria and job description below as you decide who will provide the best support for you beginning teacher

Critical Selection Criteria:

* Strong interpersonal skills

* Credibility with peers and administrators

* A demonstrated curiosity and eagerness to learn

* Respect for multiple perspectives

* Outstanding instructional practice

*Positive outlook

A full time classroom teacher can only mentor one beginning teacher.

Close proximity and similar job descriptions can be an asset but are not always necessary.

Needs of Beginning Teachers

Two things get in the way of new teachers getting the support they need.

Acknowledging these natural hesitations and creating an "official" mentoring relationship breaks down the barrier and allows both people to talk about needs to be discussed.

Phases of a First Year Teacher-

The New Teacher Center has created a graph of what first-year teaching often looks like. https://www.thinglink.com/scene/1329096389279350785

Please watch this Firewall Video - it is important to watch this to learn about how the firewall works in our program. https://screencast-o-matic.com/watch/cbi6q1lFzk

Creating a positive culture for beginning teachers

Trust

*Show support for taking instructional risks

*Show support for "failing forward"

Innovation

*Offer formal and informal opportunities for listening to new teachers

*Try out ideas from new teacher

Collaboration

*Make mentoring activities part of normal school culture

*Show support for collaboration among all teachers

Read, Mentoring Program Structure for more information on the requirements of mentors, first year teachers and principals.

Requirements of the NDTSS Mentoring Program

Your responsibilities include:

* completion of this training

* selection of the best mentor for your first-year teachers

* supporting the work of the first year teacher and mentor in your building

* providing time for the first year teacher and mentor to conference and observe

* communicating with the NDTSS Coordinator (Erin Jacobson) if adjustments need to be made to the requirements or mentor

Mentoring Activities

Triad Meetings:

Mentor, Principal and First Year Teacher - twice a year in August/September and January. The mentor will contact you to set this meeting up. There will be a protocol for the mentor teacher to follow during the meeting. First Triad Meeting AND Second Triad Meeting

One on One Conferencing:

30 hours of required conferencing for mentors and first year teachers. The meeting will follow a cycle that includes Reflection, Focus, Possibilities and Planning. This cycle will be documented on the Conference Log.

Observation:

Mentors observe their first year teacher 6 times per year. First year teachers must record themselves teaching and discuss this with their mentors in Oct and Feb. First year teachers must observe other teachers 6 hours in the 1st semester and 3 hours in the 2nd semester.

Mentor Training:

New mentors are required to attend a 2 day training in July, August of September. OR they may choose to take the training online. All Mentors will also engage in online learning throughout the school year.

Collection of Documentation and Stipends

All forms are available online at the Education Standards and Practice website. Mentors and First year teachers will fill out the forms and ask you to verify by signing required forms. Mentors will send in completed forms to receive a stipend in January and May.

**Mentors will receive a stipend of $900 and Advanced Mentors receive a stipend of $1000 per semester for meeting all of the requirements. These are offered to compensate for the time outside of the school day that will be needed for either the mentoring activities or to make up for the class planning and preparation time that was missed because of the mentoring activities.

Please feel free to contact us at any time with questions, concerns or ideas.

Erin Jacobson

Coordinator

ecjacobson@nd.gov

701-328-9644

Marijke Leibel, Ed. D

Assistant Coordinator

mleibel@nd.gov

701-328-9648

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