Lead Mentor Kickoff Sept. 17, 2015 Katie Lutton, MAC Coordinator

Objectives To understand the organization and vision of the mentor program To outline mentor duties and resources To incorporate one mentor strategy into your program

A Personal Note Thank you for your patience and understanding! In lieu of not having the Mentor Institute, your new mentors do not need the formal training; this session will suffice.

Mentoring within the Profession: The Vision (Mertz, 2004, p.551) Mentor Patron or Protector Sponsor or Benefactor Counselor, Advisor, or Guide Teacher or Coach Role Model, Peer Pal, or Supporter Full Induction (Mentoring) Career Advancement (Brokering) Professional Development (Advising) Psychosocial Development (Modeling) INTENTLEVEL OF INTENSITY ROLE

Mentoring within the Profession: The Vision (Mertz, 2004, p.551) Mentor Patron or Protector Sponsor or Benefactor Counselor, Advisor, or Guide Teacher or Coach Role Model, Peer Pal, or Supporter Full Induction (Mentoring) Career Advancement (Brokering) Professional Development (Advising) Psychosocial Development (Modeling) INTENTLEVEL OF INTENSITY ROLE

Mentoring within the Profession: The Vision (Mertz, 2004, p.551) Mentor Patron or Protector Sponsor or Benefactor Counselor, Advisor, or Guide Teacher or Coach Role Model, Peer Pal, or Supporter Full Induction (Mentoring) Career Advancement (Brokering) Professional Development (Advising) Psychosocial Development (Modeling) INTENTLEVEL OF INTENSITY ROLE

Mentoring within the Profession: The Vision (Mertz, 2004, p.551) Mentor Patron or Protector Sponsor or Benefactor Counselor, Advisor, or Guide Teacher or Coach Role Model, Peer Pal, or Supporter Full Induction (Mentoring) Career Advancement (Brokering) Professional Development (Advising) Psychosocial Development (Modeling) INTENTLEVEL OF INTENSITY ROLE

Mentoring Matrix of Support Protégé Mentor Principal Increased student achievement Induction Supervision

Reflecting on Our District Program In February, I commissioned a study by our Accountability Department into the in-school retention rates for our district. # Teachers Employed in 13/14 With-in School Retention Rates (among teachers employed in previous year) All KCS teachers % All Level 1 & % All Protégés % All Mentors % Protégés with a Mentor who remained at school % Protégés with a Mentor who did not remain at school %

Reflecting on Our District Program: Findings There was evidence that the need for a Teacher Mentoring and Induction program still exist. There was evidence that chosen mentors were more likely to be retained within their school. There was evidence that protégés were more likely to return to a school when their mentors return to the school.

Lead Mentor Responsibilities Develop and oversee mentor program at your school. Work with the Principal to prioritize mentoring needs. Oversee budget allocation for your school. Complete necessary forms and surveys by the deadlines. Direct all correspondence to the Mentor Advisory Council Coordinator.

Shifts for School Year Only one form needs to be submitted this year. –Mentor/Protégé Form This form will be used for reporting progress and gaining future funding for the schools’ mentor programs. Also, the Mentor/Protégé Survey will still be distributed in December and May for data- gathering purposes.

And Now, the Budget… Another—and unfortunate—key shift this year is the lack of district funds for building-level programs. With several programming budgets being cut for this school year, the mentor budget ($75,000 previously) could not be sustained. Next steps: –Grant opportunities through Jamie Wilson and the grant office. –Continued support of Lead Mentors, mentor teams, and principals through Mentor Coordinator’s correspondence, updates, and resources.

Resources and Development New Mentoring/Induction webpage with the following: –Core Mentor Team Resources –Professional Development Resources –Mentoring Research and Data –Principals’ Resources Two Professional Development sessions a year (October 22 nd and March 30 th )

Evaluating Your Mentoring Approach

Mentor Strategy: Finding an Approach According to KCS Mentoring statistics, 38% of schools have a 1:1 ratio, 27% have a 1:2 ratio, and 29% have a 1:3 ratio. Though a 1:1 ratio is ideal, there are different ways to mentor new teachers when one-on-one mentoring is not available.

Mentoring Approaches Mentor Circles: 2-3 new teachers are placed with one mentor, and they meet weekly to discuss pre-determined topics or “just in time” topics. –This approach can accomplish both a psychosocial and professional development focus. Source: The Center for Association Leadership

Mentoring Approaches (cont.) Flash Mentoring: Veteran teachers meet with new teachers once to impart professional advice in his/her area of expertise. –Great for busy veteran teachers who still want to mentor (but not commit lots of time to it). Source: The Center for Association Leadership

Mentoring Approaches (cont.) Rotational Mentoring: This approach utilizes seasoned mentors who have different strengths and could mentor multiple people at different times. –New teachers would meet with a different mentor on a weekly/semi-weekly basis. Source: The Center for Association Leadership

Mentoring Approaches (cont.) Reverse Mentoring: This approach is best at the end of the year, when new teachers have learned much during the year and can share their own strengths with the group. Source: The Center for Association Leadership

One Person’s Approach “Mentoring is a brain to pick, an ear to listen, and a push in the right direction.” »John C. Crosby