CSSU Mentoring Program Mentor Packet 2013-14

REGISTRATION DEADLINE FOR MENTOR TRAINING APRIL 19, 2013

Available online at www.cssu.org, on the Mentoring page under the Curriculum tab

CSSU New Teacher Mentoring Program 2013-2014 CSSU has provided mentoring for new teachers across our six schools for over ten years. In spring of 2011 we embarked on an updated mentor training process. Mentor teachers in Chittenden South are currently required to participate in the Mentor Training Program in preparation for their mentoring commitment and responsibilities. Through the CSSU Mentor Program, new teachers are supported as they develop connections with colleagues, acclimate to teaching and school culture, and learn expectations within the school and supervisory union. The CSSU Mentor Program provides new teachers with ongoing and consistent conferring paired with classroom observations and constructive debrief with a trained mentor. CSSU Mentoring Program Process: 

All mentors, starting 2013-14, will have completed the CSSU Mentor Training Program.

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Mentees attend a required Introduction to Mentoring on August 20, 2013 to learn about the expectations of mentoring, and attend two follow-up sessions during the school year. One of these sessions includes the spring colloquium. (See Mentee Packet for other details.)

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Mentor is required to meet with Mentee a minimum of once/two weeks and establish goals and areas of concern for the mentee that will be addressed in an ongoing dialogue throughout the mentorship.

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Mentor is required to maintain a mentoring log that captures frequency of sessions and topics discussed.

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Mentor is required to observe in Mentee’s classroom or work setting twice during a year, and offer constructive support/feedback based on the Charlotte Danielson model, in a debrief shortly following observations.

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Mentor can receive, with pre-approval process, 18 hours toward salary credit for summer training.

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Registration deadline for Mentor Training – April 19, 2013.

MENTOR CRITERIA Several attributes are described in the mentor literature that point out the qualities, skills, and knowledge that should be considered when selecting mentor teachers. Principals will assign trained mentors annually and as the need arises from the pool of mentors who have been trained since spring 2011. Administrators will consider the following attributes when recommending mentor training to a teacher. Teachers and principals may want to review these attributes when considering mentor training. Above all, CSSU wants mentors to be successful and effective in their role. 1. Successful teacher for minimum of 5-7 years 2. Sincere interest, commitment, and ability to offer unconditional support to helping novice teachers succeed 3. High expectations for both themselves and the teaching profession, (i.e., involvement in professional development, Best Practice instruction, curriculum alignment with Common Core, action planning, school program development, school leadership and team collaboration) 4. Willingness to expand teaching responsibilities to include mentoring during and at either end of the school day 5. Wide repertoire of effective, current, and appropriate instructional and management strategies for dealing with diverse students in a variety of contexts 6. Active, open, and willing learner who embraces new ideas and opportunities to build upon and enhance their own professional skills, including mentoring. Mentor teachers are not “set in their ways.” 7. Reflective and analytical thinker with good problem solving/troubleshooting abilities 8. Skill in planning, excellent organization skills, and effective time management 9. Willingness to focus the time, energy, and resources good mentoring requires, complete mentor training expectations, and meet the responsibilities required of CSSU mentors 10. Excellent communication skills, including listening and questioning, conducts difficult and constructive conversations 11. Success in working with professional colleagues and parents 12. High integrity, a sense of humor, and responsive to needs of others 13. Familiar with organizational structure of their school and district, the social and professional norms, policies and procedures, and the districts’ community and student population 14. Awareness of a variety of resources for improving teaching and learning and able to foster connections with other personnel 15. Highly respected and well-liked by colleagues, administrators, parents, and community and able to enlist their support to help novice teachers 16. Positive outlook and disposition that fosters this attitude in others 17. Positive attitude toward Chittenden South Supervisory Union Adapted from Mentoring: A Resource & Training Guide for Educators, Regional Laboratory, 1994, Gordon, S. and Maxey, S. How To Help Beginning Teachers Succeed, ASCD, 2000.

RESPONSIBILITIES OF A MENTOR A mentor is an experienced educator who demonstrates successful instructional Best Practice, supports all students to learn, creates a learning environment of engaged students, and builds strong relationships with colleagues and beginning educators. Mentors demonstrate positive attitude and strong commitment to their supervisory union school and all students and are a model to other professionals in the building. The mentor is able to serve as a catalyst for the mentee’s professional learning by engaging the mentee in reflection about his/her professional practice and by encouraging the mentee.  Complete an initial two or three day mentor training course  Attend four two-hour follow-up sessions held after school hours, for two years if you are assigned to mentor for two years.  Engage in meaningful, regularly scheduled mentor/mentee conferencing sessions  Meet with assigned mentee no less than 30-45 minutes every two weeks  Complete two observations of your mentee’s teaching, collect non-judgmental data and provide follow up meetings with mentee  Provide constructive and supportive feedback when needed  Facilitate conversations regarding student performance data  Maintain a signed mentor log documenting discussions/work with the mentee, demonstrating 45 hours of consultation time  Maintain complete trust and confidentiality and have no involvement with the formal evaluation process of the mentee  Attend all follow-up mentor sessions  Model professionalism and ethical behavior at all times  Provide ongoing scheduled and unscheduled support to your mentee  Complete end-of-year survey  Sign the confidentiality agreement and return to Sherry Gile  Assist mentee to reflect on learning for the year and prepare a presentation for

colloquium  Attend end of year mentor colloquium  Meet all of the responsibilities of a successful mentor Learrning Forward & & Vermont-NEA Professional Programs Purpose: Every Educator Engages In Effective Professional Learning Every Day So That Every Student Achieves.

Save the Dates!

August 12-14, 2013 8:00 a.m. – 4:00 p.m.

More information coming soon!