1. 2016 Induction & Mentoring: Report and District Practices
Title I & Title IIA Conference
Nov. 3, 2016
Massachusetts Department of Elementary and Secondary Education

2. Agenda Overview of 2016 Induction & Mentoring Report
Selected data from 2016 Induction & Mentoring Report
Questions
Waltham Public Schools
Clinton Public Schools
Massachusetts Department of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education

3. What is Induction & Mentoring?
Mentoring is a component of induction (beginning educator support programs)
For Professional Licensure, new teachers and administrators must:
Participate in induction & mentoring in first year in the profession
Participate in at least 50 hours of mentoring in second and third years (combined)
Induction also applies to educators who are new to a district or role
Massachusetts Department of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education

4. What is the Induction & Mentoring Report?
New this year
Result of survey of 232 districts, charters & collaboratives
Quantitative and qualitative data
Focused on problem-solving and resource/idea-sharing
Includes resources that districts submitted
Massachusetts Department of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education

5. What is the Induction & Mentoring Report?
Helps answer questions like:
How do other districts select their mentors?
Where do I find more mentors for my new administrators?
What do mentors and mentees do with their time together in other districts?
When and how do districts find time for mentors and mentees to meet?
Massachusetts Department of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education

6. What is the estimated annual amount spent on induction and mentoring programs in 2015-16?
Massachusetts Department of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education

7. How are mentors trained?
Massachusetts Department of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education

8. In what areas do new teachers need support?
New teacher areas for improvement
Frequent focal points for teacher-mentor interactions
Standard I, A. Curriculum and Planning
72%
Curriculum/content
84%
Standard II, A. Instruction
52%
Pedagogy/instructional strategies
81%
Standard I, B. Assessment
45%
Assessment strategies
64%
Standard II, B. Learning Environment
40%
School/district culture
55%
Massachusetts Department of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education

9. Questions?
Massachusetts Department of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education

10. Waltham Public Schools’
Mentoring Training

11. WPS Mentor Program Team
Assistant Superintendent for Curriculum & Instruction - Paul Maiorano
Mentor Coordinator Tom Grinnell
Mentor Coordinator PreK Kelly McAvoy

12. The Waltham Public Schools is committed to a mentor program to enhance student learning by promoting the personal and professional growth of our educators. The mentor program will foster collegiality, encourage best practices, and create a culture of support within a community of learners.
Mission Statement

13. Goals
1. To provide non-evaluative and confidential support to teachers new to the Waltham Public Schools. 2. To improve teaching and learning. 3. To reduce concerns and attempt to overcome challenges common to new staff. 4. To foster collegiality and congeniality. 5. To offer opportunities for professional staff to analyze and reflect upon the best practices in teaching and to enhance the development of good teaching skills. 6. To ensure the retention of quality teachers.

14. Key Components of the WPS Mentor Program:
Mentor Agreement
Mentor Log
Mentor Meetings (Year 1 Mentees only with the Mentor Coordinator)
New Teacher Meetings – With building principal – Check with building principal
Year 1 – 70 (55) hours of mentor/mentee working together
Year 2 – 50 hours of mentor/mentee working together
3 full observations of mentor observing mentee and vice-versa (both years) with feedback
3 brief observations of mentor observing mentee and vice-versa (both years) with feedback
2 brief “Peer” observations of mentee (both years) by another teacher with feedback
Year 2 mentee reflections – (1) Two years of being mentored, (2) Two years of being given feedback
A liaison will mentor an incoming teacher who has been mentored in another district or holds a professional license for 25 hours to help acclimate them to the district
Training new mentors

15. Timeline
New pairings June/July/August - Mentor Coordinators with Principals
New Teacher Orientation (2 Days) - August - Mentors have lunch with mentees on Day 1
Mentor Agreements - September
Mentor and Mentees s from Mentor Coordinators - Monthly/Periodically
Mentor Meetings w/Mentor Coordinators - September/October - TES - Creating a Positive Classroom Environment - First Year Teacher Issues - Technology Support
New Teacher Meetings with Principals - September -May
Mentors working with mentees -September - May - Year 1 (70/55) hours -Year hours - Liaison - 25 hours
Training new mentors - March-May
Mentor and Mentee Surveys - Early May
Mentor Logs - Early-mid May
Year 2 Mentee Reflections - Late May
Assistant Superintendent & Mentor Coordinators meet to discuss surveys and make any changes deemed necessary - May/June

16. Mentor Training: How We Got Where We Are...:
Teachers21
Present:
Mentor Coordinators, along with other trained mentors, lead a two-day - 12 hour training

17. WPS’ Mentor Training Logistics
One-time training
Occurs over the course of two 6-hour Saturdays in spring
Workshop format
Cap of 20 participants each year
Participants intentionally represent a range of our WPS educators and support staff
WPS’ Mentor Training Logistics

18. WPS’ Mentor Training Logistics
Includes various presenters including both mentor coordinators and previously trained mentors
Infused with opportunities for participant engagement, conversation, and relationship building through varied presentation styles, break out sessions, activities, and games
WPS’ Mentor Training Logistics

19. DESE’s 2015 Guidelines for Induction and Mentoring Programs
Commonwealth Recommends...
Waltham Does...
~ All mentors need to be trained
~ Ensures all mentors participate in training
~ Mentors receive training in skills of effective mentoring and strategies for supporting beginning teachers to be successful
~ Includes tools and resources of these skills in a Mentor Program Binder for each participant
~ Training takes place at the district level
~ Handles all aspects of mentor training by a Mentor Program Team
~ Districts look to their own teachers who are experienced mentors to serve in leadership roles
~ Utilizes its two program coordinators as well as experienced mentors to present and lead training
~ An exhaustive list of elements of training to be considered for training
~ Incorporates a significant number of those suggestions into our training including:
Role of a mentor, Adult development and learning, Analysis of teaching strategies, Observation skills, Effective use of observation tools for conferencing and feedback, Diagnosing and analyzing classroom management issues, Preparing for educator evaluation, Reflective practice

20. Before Training
District-wide outreach, publicizing, and recruitment of educators to train
Significant planning, collaboration, and preparation of training materials between members of the mentor program team
During Training
12 hours of training
Active engagement of participants
Provide information, answer questions, and offer support
After Training
Tabulate and review workshop feedback forms
Make notes on adjustments for the following training year
Outreach to newly trained mentors

21. Start with a Strong Message: The Importance of Mentoring
MORE qualified, caring mentors =
IMPROVED support for new teachers;
IMPROVED support for new teachers =
MORE successful new teaching experiences;
MORE successful new teaching experiences =
LESS teacher turnover;
LESS teacher turnover =
MORE capable, well-trained, effective teachers;
MORE capable, well-trained, effective teachers =
IMPROVED STUDENT ACHIEVEMENT!

22. Topics Covered: Day One
Why Mentor? What is a Mentor?: Characteristics of a Mentor
Mentor Categories
Mentoring vs. Coaching
Confidentiality
What Do New Teachers Need/Want?: Strategies for Mentoring
Mentor Program Logistics
Supporting Your Mentee Through the Evaluation Process
What Would You Do? Difficult Mentor Scenarios

23. Topics Covered: Day Two
Peer Coaching and Observation
Tips for Observing Your Mentee
Say What? How to Engage in Active Listening with Your Mentee
How to Support Your New Teacher

35. Example of Workshop Feedback Form

36. Strong Aspects of WPS’ Mentor Training
We appreciate and value the educators who choose to participate in Mentor Training
We excite and inspire our participants in being agents of support and change
We support, support, support our trainees and provide them tools and resources for success
We garner feedback and immediately take that into consideration when planning our next session
We adjust the training from year-to-year based on participant feedback, annual Mentor/Mentee Program Survey results, the needs of our new educators, the needs of our students, and more!
What Works?
Strong Aspects of WPS’ Mentor Training

37. What Mentoring Means by the end of Training

38. What Mentoring Means by the end of Training

39. What Mentoring Means by the end of Training

40. What Mentoring Means by the end of Training

41. Waltham Public Schools
Thomas Grinnell
Waltham Public Schools
617 Lexington Street
Waltham, MA 02452

43. Adam M. Ingano Clinton Public Schools
Mentoring
Adam M. Ingano
Clinton Public Schools

46. Resources
Great resources, curriculum and video library for mentoring and mentor training at
Check out our resources, especially the “time sheet” which features the Teacher Evaluation Rubric at
Adam M. Ingano, Coordinator of New Teacher Mentoring at Clinton Public Schools;

47. Thank you!
Questions/comments: The report can be found at: Please provide feedback:
Massachusetts Department of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education