District Mentoring Plan

    STATEMENT OF PURPOSE  Research demonstrates that many novice teachers are denied necessary support in their beginning years. Too often, young teachers leave the profession before having the opportunity to become effective and confident. One in ten teachers who left the profession say the primary reason they left was inadequate support. And one-third of the teachers who have left the profession say that if a high quality-mentoring program had been in place, they would have likely continued teaching. (Source: NJEA Study of New Jersey Teachers Who Have Left the Profession, Sept. 2000).

       GOALS 1.  To enhance teacher knowledge of and strategies related to the Core Curriculum Content Standards in order to facilitate student achievement;   2.  To identify exemplary teaching skills and educational practices necessary to acquire and maintain excellence in teaching; and 3. To assist novice teachers in the performance of their duties and adjustment to the challenges of teaching.

COMPREHENSIVE MENTOR TRAINING   ·        Each mentor teacher will take part in a formal training program held within the district or through an equivalent program that is meant to enhance the mentoring process. ·        A mentor-training handbook has been designed for use beginning with the 2002-2003 school year. The booklet will contain an introduction to the mentoring process, teaching skills and socialization skill strategies, tips on dealing with parents and coping skills.

 Mentors will receive all information distributed during monthly new teacher roundtables and will be invited to attend roundtables along with their novice teacher.   Mentors will be encouraged to attend quarterly mentoring roundtables to discuss common issues and prepare for the challenges facing novice teachers during the months ahead.   Mentors will be encouraged to attend additional training provided during district in-service programs and through out of district offerings.

RESPONSIBILITIES OF THE MENTOR ·        The mentor teacher must devote at least 30 hours to mentoring each novice teacher exclusive of the mentor training.   ·        The mentor teacher must be willing to be observed within his/her classroom. ·        The mentor teacher may also demonstrate lessons in each novice teacher’s classroom.

·        The mentor teacher will be required to attend formal training session in mentoring held during new teacher orientation. If unable to attend during orientation, must be willing to receive training after contractual school day.   ·        The mentor teacher must be available to meet with each novice teacher on a regular basis for support, problem-solving and informal feedback on successes and concerns. ·        The mentor teacher will act as a resource for the educational needs of each novice teacher.

·        The mentor teacher must protect the confidentiality of any collaboration and discussion with each novice teacher. The mentor teacher shall not be involved in any evaluation.   ·        The mentor teacher must have a desire to help new teachers grow in their profession and a willingness to devote time to support each novice teacher. Some of this time will be voluntary, as mentors and novice teachers will meet before or after school.

·      The mentor teacher and novice teacher will keep a documentation record (See Page 31, Attachment #3) of observations, peer coaching and informal meetings. This documentation record will serve to certify that the above activities occurred.   ·       The mentor teacher will complete Mentor Teacher Survey (See Attachment #4) to helps us effectively evaluate mentoring program.

RESPONSIBILITIES OF THE NOVICE TEACHER ·        The novice teacher will keep a personal reflection journal to share with the mentor. This journal will provide the basis for discussion and problem solving.   ·        The novice teacher will meet on a regular basis with the mentor for review of classroom practices and management concerns.

·        The novice teachers will be involved in district in-services (including new teacher roundtables) related to their job, whenever possible.   ·        The novice teacher will take advantage of the opportunity, whenever possible, to observe other tenured teachers with the permission of the teacher. ·    The novice teacher will complete Novice Teacher Survey (See Attachment #5) to help us effectively evaluate mentoring program.

ROLE OF THE ADMINISTRATION ·    To be trained in the mentoring process.   · To participate in the selection and assignment of mentors. ·     To pair mentors and new teachers. ·    To provide a schedule which includes mutual release time for the mentor and new teachers, whenever possible.