Mentor Program

New York State Law mandates that every new teacher and TA be offered to work with a mentor in their first year working in a school district. As coordinators of the South Colonie Mentor Program, we highly recommend you take advantage of this program. There are many advantages to being part of a mentoring program whether you are completely new to the teaching profession or simply new to South Colonie.

• It provides you with a one-on-one forum to ask questions, analyze social and academic issues, and learn about both an individual school's culture and the culture of the district.

• Being part of the program also allows you to interact with colleagues other than those who work in the room next to yours, helping you to develop relationships and establish a collaborative work environment throughout the district.

The program works as follows:

1. You are assigned a mentor to work with throughout your first year in the district. This mentor may or may not teach the same subject area as you. Since the mentorship is about teaching and not curriculum, you can benefit from having a peer who may approach things differently than you. Sometimes when you have a mentor that teaches exactly what you teach, the mentoring time can end up being more about curriculum development and less about what makes a successful teacher. Mentors and mentees (new teachers and TAs) are expected to try to work together for about three hours a month. Whether it is done through weekly meetings or in some other manner is up to the two of you. These hours count toward the mandatory hours you are supposed to accumulate and track.

2. We (the coordinators) run monthly workshops for both mentees and mentors to attend. Each workshop focuses on several topics with additional time to address unexpected issues. These monthly workshops also count toward required meeting hours, as well as for hours toward in-service credit.

Our goal is to help you make it successfully through your first year in South Colonie and as such, we strongly encourage you to take advantage of the opportunities provided to you via the mentor program. The program is here to help and support you. It will provide you with an opportunity to see things from both the larger, district-wide perspective and that of the individual school you work in. It is a way to get advice, guidance, support, and also find multiple solutions to problems and situations you will encounter as an educator. If you are not currently enrolled in the mentor program and would like to participate, please contact us as soon as possible to enroll.

Welcome to South Colonie Central School District and best of luck in your first year!

Thomasa Nielsen (nielsent@scolonie.org)

Michael Lubbers (lubbersm@scolonie.org)

Mentor Program Coordinators

Are you interested in mentoring a new teacher or TA? Would you like to help guide a new teacher or TA through a successful first year in South Colonie?

If so, continue reading...

South Colonie's mentoring program requires attending a 1 hour training program every 2 - 3 years.

Requirements to be a mentor in South Colonie:

• Be a tenured teacher or TA in the district who has worked for the district for at least five years.

• Conduct yourself in a polite, professional, respectful manner both in and out of the classroom.

• Have effective communication skills and that includes reading emails sent to you.

• Have a commitment to the profession.

• Have enthusiasm for the job.

• Have willingness and desire to share your expertise.

• Have demonstrated success in the classroom.

• Be willing to listen to personal and professional concerns and issues of others.

• Be able to maintain confidentiality.

• Have knowledge and understanding of district and state goals.

• Be willing to mentor someone outside of your content area.

• Be willing and able to work with your mentee for at least four hours a month.

• Be willing to attend monthly workshops (which you receive in-service credit for).

• Have functioned in some capacity other than teacher (union representative, club, advisor, coach, district committee member, helped with a district event, etc.).

So think about it. Ask yourself, "Do I want to make a difference in another teacher's life?"

If the answer is yes, please contact either Mike or Thomasa. And if you are already a mentor and are interested in mentoring next year, contact us too. It is our hope that you will be one of the incredible, dedicated teachers or TAs of South Colonie that we contact as we assign the mentor pairings.

***PLEASE NOTE: ATTENDING TRAINING DOES NOT ASSURE A MENTORING ASSIGNMENT*** Mentors are assigned by the mentor coordinator(s). However newly trained mentors can request to mentor a new teacher and that request will be considered along with other relevant information.

Thomasa Nielsen (nielsent@scolonie.org)

Michael Lubbers (lubbersm@scolonie.org)

Mentor Program Coordinators

These topics and suggestions are based on issues that commonly arise during specific months of the year. Use this list to help guide meeting discussions, and feel free to add any additional topics that may be specific to your school or grade level as discussion points. Additional topics and suggestions can be found in the downloadable PDF version at the bottom of the page.

Building a Knowledge Base

· Introduce beginning teacher to administration and staff members, including support staff

· Orient the beginning teacher to his/her class roster and schedule

· Orient the beginning teacher to the building, including copy machines, mail boxes, restrooms, workroom, and other essentials

· Orient the beginning teacher to the daily record-keeping procedures of roll, lunch count, etc.

· Assist in filling out new employee paperwork

· Review the calendar and schedule weekly meetings convenient to both of you

· Orient the beginning teacher to his/her room and help locate texts and needed supplies

· Help review “first day of school” plans, including behavior management plans, room arrangement, and orientation materials in order to instill confidence in the beginning teacher

· Explain school procedures, traditions, and the ^“unwritten" rules for the school district. Discuss board policies such as sick days, bereavement days, personal days, etc.

· Discuss procedures for ordering transportation and policies for field trips and guest speakers

· Explain the "unwritten" rules for the both the local and school community

Building a Relationship

· Make plans to sit next to the beginning teacher at department/faculty meetings, lunch, etc. if possible

· Exchange phone numbers, planning times, schedules

· Have the beginning teacher complete a needs assessment and then discuss your mutual goals for the mentor/mentee experience

· Make it a point to be helpful without being controlling

· Share professional and personal experiences in order to develop trust and confidence

· Give the beginning teacher an overview of the parameters of the mentoring relationship

· Hand out the mentor/mentee contact log and discuss its use

September

Building a Knowledge Base

· Tactfully offer suggestions for those issues that may cause later problems

· Share experiences, especially in those areas in which the mentee is having difficulty

· Offer class management tips

· Discuss emergency health, safety, discipline and weather procedures

· Discuss grading procedures

· Discuss parental communication procedures

· Review and discuss short/ long term planning

· Discuss absences and substitute plans

· Set up an opportunity for the mentee to observe your teaching and ask questions

· Review the monthly calendar

· Discuss identification of special needs students, IEP's and other resources for meeting their needs within the classroom

Building a Relationship

· Find opportunities to offer positive reinforcement

· Recognize that your way isn't necessarily the only way

· Offer advice when asked, being careful not to be overly controlling

· Treat the mentee as a fellow professional, not as a student

· Schedule meeting times for the month, reaffirming your accessibility

· Recommend they create a survival basket including cough drops, pain reliever, band-aids, latex gloves etc.

· Re-visit mentee needs assessment and discuss mentoring plans for the month

· Continue to keep in daily or weekly contact, depending on the needs of the mentee

October

Building a Knowledge Base

· Discuss holiday celebrations for the month

· Begin discussing and role playing in preparation for parent-teacher conferences

· Discuss and assess progress toward curricular goals

· Review the monthly calendar

· Discuss state standards and assessments

· Set up an opportunity to observe the mentee teaching

· Discuss coping strategies for stress

· Discuss any specific problems the beginning teacher is experiencing

· Assist the mentee in finding training/workshops in areas of identified need

· Discuss exceptional and special needs students and procedures for working with them

Building a Relationship

· Surprise your mentee with a small gift (candy bar, notepad, pen/pencil) in his/her mailbox at least once a month

· Do a self-evaluation of your mentoring, and list your goals for the second quarter

· Help the mentee begin to become a part of the teaching community by including him/her in faculty social activities

· Have the mentee re-evaluate his/her needs based on the first two months of teaching, and make plans to cover any new concerns

· Schedule meeting times for the month, reaffirming your accessibility

· Remember to be supportive of your mentee at all times, praising him/her openly to others and keeping areas of concern to yourself

November

Building a Knowledge Base

· Discuss holiday celebrations, gift giving, all-school programs, etc.

· Discuss cultural differences of students and their individual needs

· Discuss teacher evaluation procedures and concerns

· Discuss snow-day procedures

· Review the monthly calendar

· Discuss professionalism in the workplace, teacher/principal relations, teacher/school board relations, etc.

· Help the mentee define goals for self-improvement based on last month's observation

Building a Relationship

· Invite the mentee to observe you in both planned and unplanned situations in order to further develop trust

· Plan a time to discuss questions resulting from the mentee^ts observations of your teaching

· Recognize that the mentee, as a recent student, has knowledge from which you could benefit

· Show an interest in the mentee's personal life as well as in his/her professional life by becoming aware of family members, birthdate, personal interests and hobbies, etc.

· Invite the mentee to attend an extracurricular school event such as a game, play, or concert with you

· Schedule meeting times for the month, reaffirming your accessibility

December

Building a Knowledge Base

· Offer to videotape the mentee so he/she can observe his/her teaching

· Discuss end-of-trimester procedures: testing, grading, etc.

· Revisit pedagogical issues such as multiple intelligences, technology in the classroom, etc.

· Discuss any change in classes at semester end

· Assist the mentee in self-reflection and the setting of goals for the second semester

· Discuss mentee self-evaluation through the use of a student survey

Building a Relationship

· Schedule meeting times for the month, reaffirming your accessibility

· Share vacation plans and family traditions with the mentee in order to build the friendship or further

knowledge of your cultural background if it is different from that of the mentee

January

Building a Knowledge Base

· Evaluate progress toward curriculum goals during the first semester and discuss necessary modifications

· Discuss assessment procedures for both formal and informal assessments

· Revisit the teacher evaluation procedure and address concerns

· Help the new teacher get a jumpstart on budget/ordering activities by sharing catalogs, ordering

procedures, etc.

Building a Relationship

· Discuss what mentor/mentee activities have been most/ least helpful, and discuss possible changes

· Consider extending the mentee's circle of support by including other beginnings and experienced teachers for sharing, and for professional and social relationships

· Schedule meeting times for the month, reaffirming your accessibility

February

Building a Knowledge Base

· Help the mentee begin an in-depth analysis of individual student success in order to help him/her assist students who may be struggling

· Talk with the mentee about extra duties and time management

· Discuss Valentine's Day celebrations if appropriate

· Help the mentee to begin to be proactive by asking, ^“What challenges do you anticipate this month?" and “How will you handle them?"

· Help the mentee set a monthly mentoring goal based on his/her needs and help him/her list possible resources for meeting that need

Encouraging Independence

· Point out resources for individual exploration, including professional development workshops and courses

March

Building a Knowledge Base

· Discuss the offering of tenure and related details

· If there are indications that perhaps the mentee may not be offered tenure then or in the future, begin preparing for that eventuality

· Revisit the appropriateness of upcoming holiday decorations and celebrations for students of all cultures

· Discuss plans for spring parent/ teacher conferences

· Discuss field trip policies and plans

· Discuss school-wide achievement testing policies and plans

· Discuss resources for enrichment of district curriculum and district policies for additions to or deviations from the curriculum

Encouraging Independence

· Encourage the mentee to observe other teachers' teaching styles

· Encourage the mentee to keep a log of his/her successes and goals for improvement

April

Building a Knowledge Base

· Discuss end-of-the-year activities: graduation, locker clean-out, book check-in etc.

· Discuss weather changes and impact on student attention and motivation

· Discuss stress relief

· Discuss end-of-the-year procedures for teachers: turning in books/keys, preparing classroom, final exam grades, etc,

· If the mentee is let go, offer support, a letter of recommendation, and help in preparing a resume

· Work with the mentee to compile a list of most worthwhile activities/topics for use in the mentee's next assignment

Encouraging Independence

· Discuss what the mentee would or would not repeat in the following year and help them get a jumpstart on planning

· Review the mentee's budget for the following year

· Discuss professional development opportunities available in the summer

May

Building a Knowledge Base

· Encourage the mentee to self-evaluate through the use of a student survey

· Discuss your perceptions of the mentee's growth throughout the year, discussing areas of greater and lesser strength

· Assist the mentee in any remaining end-of-the-year procedures

· Discuss policies on gaining access to the building during the summer months

· Discuss transition to year two – staying in touch if they need help or support and continuing the relationship

Encouraging Independence

· Recognize the end of the first year of teaching with a celebration

· Discuss if any improvements to room setup/ layout can be made to better instruction and learning

Below is a list of suggested discussion topics and questions that would be relevant TAs given their duties and expectations in the classroom. If you have suggestions for any additional questions that you feel would be pertinent to add, please contact Michael Lubbers in the district Mentor Program at lubbersm@scolonie.org.

***NOTE*** TAs are NOT REQUIRED to submit a portfolio for tenure review.

Finding a balance with your cooperating teacher: Discuss how to work in a collaborative, positive, and professional manner with the teacher in your room. What is the difference between taking initiative vs. taking charge? Working as a TA that is effective with students and complementary to a classroom teacher can be challenging. What are strategies to help you find this balance.

Dress Code: The district doesn’t have one, but that doesn’t mean anything goes. What is acceptable and professional while still being comfortable?

Open House: What are TAs expected to do for open house?

Knowing your building: Who’s who in your building? Where are various resources… copy room, library, nurse, custodians office, office staff, room use protocols? etc.

Safety and Crisis Protocols: Each building has them… and unfortunately each building’s are different. What are they in your building? If you don’t know, who do you ask?

Knowing the district office: Who’s who at the district office? Who are the names and faces to know in the various departments that will be helpful to you now or in a few years? Payroll, Insurance, Information Technology, Human Resources, etc… who do you reach out to in each department?

Knowing the district website: The district website has a ton of great, valuable information on it and most of the employees don’t know this… heck most of them have never even looked at. You can find information from health care plans to who is on the board of education. Bring it up on a smart board and look at it together. The most important part of the website is Staff Resources, which can be found here: https://www.southcolonieschools.org/staff-resources/

Meet your SCTA building representative: Introduce yourself to them or have your mentor go with you if you are nervous if you haven’t met them already.

TA Contract: Pay scale, absence protocols, health insurance options, in-service and graduate credits to apply toward salary advancement… those are just the “biggies”. There are many other facets of the contract you should familiarize yourself with and make sure you know.

PD Express: How to login, submit courses, and sign up for courses. How to locate and read your transcript of completed courses… make sure that all of your courses are accurate and present. Don’t just assume they are… numerous staff members have found errors with their transcripts.

In-Service / Graduate Credit Submission Process: Understanding how and when to submit credits to maximize your pay and take advantage of what your contract offers you for each credit submitted. Remember, there are two separate forms to fill out for each when submitting credits.

Create a folder to organize your certificates of completion and retain copies for your records. Get a copy of each submission / application form and have them to access for future use… they can be found on the district website under Staff Resources.

Pay Statements: Look over it together if you have questions. Make sure you know what your salary is supposed to be and is accurate. Don’t just sign your salary notification agreement without double checking it first. Remember you need to be responsible for your money!!!

Chain of command

In dealing with a variety of topics throughout the year, it is important to act in a professional manner and respectfully follow the “chain of command”. If you need help with a topic specific to your building, it is recommended to first try to get assistance from a fellow staff member (most likely your cooperating teacher) or office secretary located in your building. If it is a department specific question, i.e. payroll, human resources, etc, often times your building secretary will be able to recommend who to contact in that department for assistance. If they cannot recommend who to contact, it is best to contact that department and speak with the secretary in that office so that they can best direct you to whom you should speak with. If you still cannot identify the proper person to speak with, then reach out to your building principal for assistance. They will either help you resolve the issue directly, or bring your concern to the attention of district leadership who will be in a position better suited to resolve your specific concern.

If an issue arises that you believe is a union issue, specific to SCTA, you first want to reach out to your building representative. When sending them an email to establish a time to meet, use vague, general language, such as “ I would like to schedule a time when we could meet privately to discuss an issue that I believe is a union matter” or “I have a concern that I would like to bring to the attention of the union”. Please save specifics, such as names, locations, or incident details for face-to-face conversations with your union representative. After sharing your concern, they will either help you resolve the issue directly, or bring your concern to the attention of union leadership who will be in a position better suited to resolve your specific concern. It is always recommended to first speak with your building representative, and they will guide with how best to proceed next.

Board of Education

Information about the South Colonie Central School District Board of Education and its members can be located on the district website here: https://www.southcolonieschools.org/board-of-education/

The nine-member South Colonie Board of Education meetings are held twice each month on Tuesdays, unless otherwise noted. Please see the Board meeting schedule below for specific dates. Exceptions may be made to avoid conflicts with religious holy days, state and national conferences, or extended recess periods.

Board of Education meetings begin at 7:00 pm in the Board Room at the District Office located at 102 Loralee Drive, Albany, New York 12205. Board meetings may be held at alternate times or sites, and may occasionally be rescheduled due to inclement weather. In these cases, advance notice is given on this website. The Board of Education may also hold special meetings as needed.

For questions about the school board or if you have trouble viewing any of the PDF documents such as board agendas, minutes, and policies please contact the District Clerk.

Meetings of the Board of Education are open to the public and representatives of the press. The Board welcomes public participation at Board meetings. However, such meetings are intended for the consideration of matters of education policy and implementation, and not for the discussion of broad political or social issues.

The Board of Education encourages public participation at its meetings and recognizes its responsibility to hear public comment. An acknowledgment of the public comment will be provided as appropriate. As a matter of practice, the Board of Education does not engage in dialogue/debate during the public comment period. Although the Board of Education welcomes comments about programs offered by the District and the efforts of its staff, the discussion of matters relating to specific individuals or students is prohibited.

The Board has established a participation process concerning public interaction. Prior to the scheduled starting time of the meeting, persons wishing to address the Board shall so advise the Board President in writing on a form provided by the District. All requests to speak on agenda or non-agenda items should be made on the Request to Address Board of Education form (2370-E) and should be submitted to the District Clerk prior to the start of the meeting.

The Board will entertain comments from the public on any issue with a time limit of five (5) minutes per person and a maximum of 15 minutes per topic. Comments should be addressed to the President of the Board (not individual Board members, staff, or other persons attending the meeting) who reserves the right to limit the time of all speakers for the purpose of conducting regular Board of Education business.

The form to address the Board of Education can be found on the district website here:

https://www.southcolonieschools.org/wp-content/uploads/2019/02/2370-E-Request-to-Address-Board-of-Education-BOE-12-18-18.pdf

Visitors in the classroom

With any visitors in class, whether they are student’s parents/ guardians or even your own family members, it is important that you notify the office of any visitors that are expected in your classroom. Several buildings in the district (sadly there is a lack of consistency across all buildings regarding this policy) will now permit visitors to go down to classrooms without prior notification. Granted the office will contact the teacher to confirm that a specific visitor is expected, but unless they receive confirmation from that teacher at that time, the visitor will not be permitted to go to the room.

This change in visitation policy has come about for the safety of the students and staff. In the past there have been issues from parents that just show up for a “surprise conference” to domestic issues involving both students and staff members due to allowing visitors that have not been pre-arranged to go down to the classroom.

Student Allergies

Food

Parents are supposed to disclose all student allergy to the information to the school nurse, who in turn is supposed to disclose this information to the classroom and special area teachers. Unfortunately, this does not always happen. As a result, I recommend you speak directly to the school nurse once you you receive your full class roster at the beginning of the year to make sure that you have the most up to date allergy information about the students in your class. This also applies, to any new students that join your class throughout the year.

If you are celebrating an event (holidays, birthdays, etc.) be sure that an allergen free food is provided for any students that can not eat what “the rest” of the students will be having. You can ask the parents of those students with allergies to send a snack in with their child, or you can provide a snack for them. If you choose to provide the snack for them, be sure to get it approved by the school nurse prior to serving it to any student.

If for any reason a student is exposed to an allergen, immediately call the school nurse and ask for assistance. They provide aid to the student and determine if further medical care is needed.

Classroom Pets

Classroom pets can provide students with a great source of joy and responsibility and can be a wonderful addition to the classroom. A classroom pet can provide students with a sense of responsibility as they share in the role to care for the pet. Spending time with or caring for the pet can also be used as a means of motivation or a simple reward for certain students. However, given the overall increase in students with allergies, fear of animals, and less support from parents in recent years, I strongly recommend that you seek approval from your building principal and nurse for any animal that you want to bring into your classroom as a “pet”. Failure to do so could easily cause this “cute” classroom pet to become a source of frustration or even lead to disciplinary action should this animal have some sort of impact on a student or the building (for example, if the animal was to escape from its cage… yes it has happened, and luckily it was found).

Looking Ahead

If you have your teaching certification and are looking to move into a teaching position (hopefully in this district...fingers crossed) what are the best steps to make that happen?

• When do interviews begin?

• Where do you find job postings?

• What should you include on your resume?

• Who should you notify regarding your interest in a position prior to the interview process?

If you are a TA, and want to obtain your teaching certification, what is involved to accomplish this?

• What kind of programs are available to you pertaining to the field/ subject area/ grade levels you would to teach?

• What are the costs associated with obtaining a teaching certification, beyond that of a degree (costs from State Ed. tests, requirements)?

• What is the timeline and steps you need to follow to obtain your certification?

• The required number of hours for teachers to meet with their mentors is 30-35 hrs over the course of the year.

• The required number of hours for TAs to meet with their mentors is 15-20 hrs over the course of the year.

The following modes of communication have been approved to fulfill meeting requirements:

• Meeting in person both privately and in group settings with assigned you mentor / mentees.

• Attending mentor program workshop in-services after school with your assigned mentor / mentee.

• Email

• Phone Conversations

When do meeting logs need to be submitted to the district office?

Meeting logs for both mentors and mentees should be submitted to the district office twice throughout the year, once in January and again in June. In early to mid January mentors and mentees should submit a copy of their meeting logs (initialed and signed) to the district office. In mid to late June mentors and mentees should submit their actual/ final meeting logs (initialed and signed) to district office.

• Mentees need to submit meeting logs in order to fulfill New York State Education Department (NYSED) requirements.

• Mentors need to submit meeting logs in order to receive their stipend. The meeting log is needed for board approval to pay the stipend.

When do meeting logs need to be submitted to the district office?

Meeting logs for both mentors and mentees should be submitted to the district office twice throughout the year, once in January and again in June. In early to mid January mentors and mentees should submit a copy of their meeting logs (initialed and signed) to the district office. In mid to late June mentors and mentees should submit their actual/ final meeting logs (initialed and signed) to district office.

• Mentees need to submit meeting logs in order to fulfill New York State Education Department (NYSED) requirements.

• Mentors need to submit meeting logs in order to receive their stipend. The meeting log is needed for board approval to pay the stipend.

What happens if my mentee only works for a portion of the school year as a teacher or TA?

They will participate in the mentoring program for as long as they are in their position as a teacher or TA. Submit you meeting logs (initialed and signed) during January and June as described above. The mentor stipend for a situation like this will most likely be prorated based on the duration of the mentee’s position. This is up to the discretion of the district office.

Is every school district required to offer their teachers the option to participate in a mentor program?

Each school district has their own policy regarding the mentoring program options. Most school districts offer a mentoring program or contract out for mentoring.

If a teacher participates in the district's mentor program when they are in a part time or half-year year position, would this fulfill the 1-year requirement? Or would they also need to complete 1 year in the mentor program again when they are hired for a full time position?

As long as a teacher completes a full year of mentoring, this will fulfill the requirement. The teacher may choose to continue with the mentor program after their assignment has ended. If they do (and their mentor is willing to continue working with them), they must continue to keep track of their meeting hours on the meeting log and submit it in June (initialed and signed) to fulfill the NYSED requirement for completing a 1-year mentoring program. NYSED does not ask for their part-time/full time status. The district will attest to the fact that the individual was mentored in accordance with the district mentoring program guidelines.

Note: The mentee will not be able to receive in-service credit for any mentoring workshops they choose to attend after their assignment has ended, although they are still welcome to attend.

Do new teachers need to submit copies of their meeting log for program participation verification to NYSED or does the district do that?

New teachers (mentees) should keep a copy of their hours log so that if NYSED does an audit they have a record of their completed mentoring hours. Neither the district office or the mentee submit anything to NYSED unless requested by the state and currently, that is unlikely.

Will new teachers who participate in the program receive a certificate of completion for the mentor program at the end of the year?

The district does not provide a certificate of completion for participating in the mentor program, but the district office does keep a record of participants’ hours. It is only mandated that new teachers be offered the opportunity to be mentored, not that they complete a particular program.

When and why should a mentor contact one of the mentor program coordinators?

• Anytime they need guidance providing an answer.

• Helping a mentee work through a difficult situation.

• As an early FYI when an issue arises, rather than mid-way through the issue.

• When an administrator is involved in a problem with either the mentor or mentee.

• When the mentee does something that can affect their employment with the district.

Remember, establishing a good line of communication can hopefully lead to various issues being avoided entirely or resolved early on.

Once the file appears on screen, click the word "Open" at the top of the screen to bring up both download and print options.

Are you interested in mentoring a new teacher or TA? Would you like to help guide a new teacher or TA through a successful first year in South Colonie?

If so, continue reading...

South Colonie's mentoring program requires attending a 1 hour training program every 2 - 3 years.

Requirements to be a mentor in South Colonie:

• Be a tenured teacher or TA in the district who has worked for the district for at least five years.

• Conduct yourself in a polite, professional, respectful manner both in and out of the classroom.

• Have effective communication skills and that includes reading emails sent to you.

• Have a commitment to the profession.

• Have enthusiasm for the job.

• Have willingness and desire to share your expertise.

• Have demonstrated success in the classroom.

• Be willing to listen to personal and professional concerns and issues of others.

• Be able to maintain confidentiality.

• Have knowledge and understanding of district and state goals.

• Be willing to mentor someone outside of your content area.

• Be willing and able to work with your mentee for at least four hours a month.

• Be willing to attend monthly workshops (which you receive in-service credit for).

• Have functioned in some capacity other than teacher (union representative, club, advisor, coach, district committee member, helped with a district event, etc.).

So think about it. Ask yourself, "Do I want to make a difference in another teacher's life?"

If the answer is yes, please contact either Mike or Thomasa. And if you are already a mentor and are interested in mentoring next year, contact us too. It is our hope that you will be one of the incredible, dedicated teachers or TAs of South Colonie that we contact as we assign the mentor pairings.

***PLEASE NOTE: ATTENDING TRAINING DOES NOT ASSURE A MENTORING ASSIGNMENT*** Mentors are assigned by the mentor coordinator(s). However newly trained mentors can request to mentor a new teacher and that request will be considered along with other relevant information.

Thomasa Nielsen (nielsent@scolonie.org)

Michael Lubbers (lubbersm@scolonie.org)

Mentor Program Coordinators