1. MEYER ELEMENTARY SPRING ISD LORETTA DAVENPORT Campus Improvement Project III Teacher Mentoring Program

2. Competencies  Competency 001: The principal knows how to shape campus culture by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.  Competency 006: The principal knows how to implement a staff evaluation and development system to improve the performance of all staff members, select and implement appropriate models for supervision and staff development, and apply the legal requirements for personnel management.

3. ABSTRACT Purpose of Teacher Mentoring Program  Teacher retention is the most significant benefit of a teacher mentoring program, not only for beginning teachers but also for veteran teachers in new assignments, or teachers in need of remedial aid.  Mentoring teachers improves the quality of instruction, teacher satisfaction and increases classroom behavior management abilities.

4. Evidence of Need For Meyer Elementary Personal experience is the best measure of need. I personally was hired for one assignment, and when I showed up I was given another assignment with a very specialized population. I was not given any warning, or training, and did not have experience working with this highly involved group of students with Autism. Not only did I need to learn the individual campus’ programs, and routines, but I also had to learn how to teach student’s with Autism, find curriculum, and learn specialized communication systems and behavioral supports. Additionally, teacher turnover can be improved, providing students access to more master level teachers.

5. Strategies for Implementation Goal: To improve teacher retention and instruction Objective: To implement teacher mentoring program Strategies/ActivitiesImplementation WhoWhenHowWhat do we need 1. Research Mentoring Program to fit campus needs Instructional Specialists 3/2014Internet and District Resources Get in touch with District resources, and plan a meeting with administration when research is completed. 2. After choosing the proper program, paperwork needs to be filed to receive grant funds for mentors Instructional Specialists 5/2014Download information from TEA website and complete Conference with administration about grant paperwork and timeline 3. Recruit and train mentors Administratio n Instructional Specialists 8/2014Schedule several meetings with teacher mentors Set of expectations, rules, mentoring strategies and program regulations

6. Evaluations  Questionnaires and surveys can be completed throughout the school year, by mentors as well as mentees.  Information on the improvement of skills, strategies, and further needs can be assessed by open ended, privately collected questions and observations to be used to improve the program for the following year.  Conferencing with administration on teacher needs, improvements, and observed deficiencies throughout the year will improve the impact on the mentoring program.