Cooperative Educational Service Agency 10 LICENSE RENEWAL SUPPORT CENTER

Two handbooks are included as documentation for PI 34. One is the New Teacher Handbook and the other is the Mentor Handbook. Each contained information similar to material outlined in this sample plan and have thus been combined in this sample.

• Become quality teachers more quickly
• Remain in the profession
• Enjoy their work
• Feel part of the educational community

Mentors who work with the initial educators will be likely to:

• Attain satisfaction by helping a peer professional
• Be learners themselves
• Grow in professional attitudes and skills
• Feel part of the educational community

• Build a life-long learning community
• Ensure that educators and staff new to the district have a successful teaching and learning experience
• Improve instructional strategies so educators meet the needs of all learners
• Develop collegial relationships
• Enhance student learning
• Transmit the culture of the school/community to beginning educators
• Increase the retention of promising initial educators during the first years in education

Advisor

• Help prepare lesson plans and grade book<
• Assist in setting up routines
• Assist with classroom organization
• Provide advice as to interaction with students, parents, the community and other educators
• Link teacher to other resources
• Demonstrate lesson for teaching specific learning performances

• Encourage
• Praise while being realistic when events don't go as planned
• Watch over as individual "learns the ropes"
• Set up opportunities to meet other educators, parents and community

• Be an empathetic listener
• Assist individual in coming up with his/her own solutions

• Be a resource for instructional methods
• Provide instructional materials & direct initial educator to resources
• Impart helpful "tricks of the trade"
• Process the things that work and those that don't
• Explain the curriculum
• Provide information on procedures
• Advise on discipline issues
• Explain and help with paperwork
• Observe in the classroom and make constructive suggestions

• Tour building and community
• Familiarize initial educator with school culture and traditions
• Give a feel for the school atmosphere and philosophy
• Chunck the knowledge for the initial educator. Make orientation a year-long process

• Listen
• Be available
• Maintain confidentiality

• Facilitate communication between the initial educator and administration
• Interpret educational jargon

• The effective educator
• The first days of school
• The School District B community
• Discipline and procedures
• Procedures and routines
• Cooperative learning and culture
• Lesson mastery
• The professional educator
• Positive expectations

1. Participate in the mentor program with enthusiasm and commitment and to identify areas of needed support and concern and be willing to ask for assistance.
2. Attend ongoing training and support sessions, discuss information and Wisconsin Standards for Educator Development with your mentor.
3. Work on developing a professional collegial relationship with your mentor
4. Share goals and concerns. Keep your mentor informed.
5. Identify problems you have; seek solutions. Be proactive rather than reactive.
6. Be willing to take thoughtful educational risks, ask questions, and try new ideas.
7. (0-3 only), Observe your mentor and other educators during your assigned prep time, as well as be observed by your mentor.
8. (0-3 only) Keep a journal of activities (training and support sessions, observations, discussions) for personal reflection and submit twice annually to your mentor.
9. Participate in recognition celebrations with your mentor.
10. Reflect on year and offer suggestions to improve the mentor program.

Qualifications

1. A mentor must possess a valid Wisconsin license as a professional educator.
2. A mentor must have successfully completed the School District B mentor training, or another approved Wisconsin mentor training.
3. A mentor must be recommended, selected and approved by the representative building principal, based on the educational and leadership skills displayed and observed.
4. A mentor must agree to abide by the expectations stated as "Mentor Responsibilities."

1. Orient the initial educator to the building and familiarize that person with building procedures. Sit with the initial educator during all faculty meetings.
2. Provide ongoing support, advice and counsel to the initial educator as assigned. Provide other professional contacts as needed for the initial educator to meet content specific needs or instructional strategy needs.
3. Observe the initial educator formally at least once each quarter and arrange for appropriate observations by the initial education of self and other professional educators.
4. Conduct pre-and post observation conference.
5. Facilitate the knowledge of the professional educator's responsibilities in the school district based upon the Wisconsin Educator Standards.
6. Establish a system of ongoing communication.
7. Maintain confidentiality in the professional relationship.
8. Share resources for professional development opportunities.
9. Attend mentor/initial educator in-service and professional development sessions, lunches and recognition ceremonies.
10. Provide pre-school support for initial educators by assisting and gathering resources, developing a learning environment, and by attending the School District B new educator orientation program.
11. Develop a collegial/professional relationship.
12. Reflect on the year together and offer suggestions to improve the Mentoring Program.
13. Offer guidance in the Professional Development Plan per PI 34.
14. Commit to a one year relationship with the initial educator whenever possible and practical.
15. Attend mentoring sessions and mentor support seminars.
16. Recognize that not all mentor/initial educator relationships will work for a wide variety of reasons. Consult with the principal when a new mentor needs to be assigned.
17. Keep a log of time spent in the mentor role and record of the observations and activities and other artifacts in support of your role and submit twice annually to mentor coordinator. Note actual initial educator observations are not shared with the coordinator, only the initial educator.
18. Ensure the evaluation process for initial educators is separate from the mentor relationship and professional development plan process.

1. The mentor will be responsible for no more than one initial educator during any school year.
2. The journal and mentor checklist of activities will serve as evidence of meeting mentor responsibilities, and will be handed in to the Mentor Program Coordinator at the end of the school year. Again actual evaluations will be kept private.
3. The mentor will be paid $____ for the mentor duties performed during the assigned school year.

1. Orient the building staff regarding the mentor program's mission and purpose.
2. Recruit individuals to serve as mentors for initial educators. Match initial educators with mentors.
3. Orient the initial educator to building procedures.
4. Provide common release time or joint planning time to facilitate mentor/initial educator interaction.
5. Allow for release time to complete mentor/initial educator classroom visits.
6. Share resources for professional development opportunities.
7. Reflect on the year and offer suggestions to improve the mentor program to the Program Coordinator.
8. Provide leadership to Program and reassign a mentor if necessary.
9. Ensure the evaluation process for initial educators remains separate from the mentor relationship and the professional development plan process.

1. Chair the Pre-K-12 Curriculum Steering Committee that serves as the steering group for the Mentor Program.
2. Coordinate the financial reimbursement to educators participating in mentoring activities.
3. Actively seek additional funding, including potential grant opportunities that could be used to finance the mentor program
4. Coordinate the initial educator fall orientations.
5. Plan and coordinate the initial educator workshops.
6. Arrange and provide leadership to mentor training sessions.
7. Annually evaluate and seek ways to improve the effectiveness of the mentor program.
8. Share resources for professional development opportunities.
9. Ensures the evaluation process for initial educators is separate from the mentor relationship and the professional development plan process.

_____ Give a tour of the building
_____ Confirm they have entry card and keys
_____ Introduce them to available building staff
_____ Get textbooks and curriculum guides
_____ Help them set up classrooms
_____ Help them plan for the first week
_____ Share sample lesson plans
_____ Locate and discuss office turn-in procedures
_____ Show where equipment and cumulative files are kept and how to access them.
_____ Review student handbook
_____ Show them parking arrangements
_____ Show how to obtain classroom supplies
_____ Introduce them to computer systems
_____ Share effective classroom rules
_____ Review daily tasks (attendance, lunch, supervision, etc.)
_____ Review effective instructional methods for a lesson
_____ Share any systems that work (organizing grades, keeping track of homework, parent communication, etc.)

Areas to Cover

_____ Initial Educators helpful hints
_____ Initial Educators Handbook
_____ Phone and e-mail lists
_____ Building procedures for making copies
_____ Seating charts and classroom arrangements
_____ Individual classroom rules
_____ Time schedule, expectations, and activities for the first day with students
_____ Lunch time routine
_____ Confidentiality between you and the initial educator
_____ All comments and opinions will not be part of the evaluation process
_____ The Wisconsin Educator Standards
_____ Location of supplies
   _____classroom textbooks
   _____educators manuals
   _____curriculum guides
   _____art/bulletin board supplies
   _____classroom supplies - Educator
   _____classroom supplies - Student
_____ Emergency fire, tornado, code orange procedures
_____ Procedures for Open House and Parent Conferences
_____ Usual routine for first week of school
_____ Supervisory duties/procedures

September

_____ Discuss importance of documentation of student behaviors (dates, explanation, actions taken, and personnel contacted)
_____ Discuss the importance of documenting each student's portfolio record
_____ Acquaint initial educator with cumulative folders, test results, permanent records, confidential files, and medical alerts
_____ Discuss personal growth plans
_____ Discuss student assessment
_____ Show initial educator how to use the school's computerized grading system
_____ Discuss supplementary books, materials, IMC, resources, etc.
_____ Share lesson plans and other related schedules/activities
_____ Continue to help your initial educator with his/her lesson plans
_____ Help initial educator set up a substitute folder
_____ Help initial educator prioritize his/her workload
_____ Explain grade book and discuss importance of accurate record keeping
_____ Establish and record meeting times with initial educator
_____ Discuss field trip procedures
_____ Provide information about the community
_____ Explain curriculum and curriculum guides
_____ Discuss policies for; homework, make-up work, and late work.
_____ Discuss what, when, how and why of grading and review recording data
_____ Discuss importance of parental involvement and making positive parent contacts
_____ Ask initial educator how their classroom management strategies are working
_____ Check on how the initial educator is keeping up with grading, evaluating, recording data, and pacing of the curriculum

October

_____ Address concerns of classroom management and discipline
_____ Assist your initial educator through the first report card
_____ Prepare initial educator for principal observation/evaluation
_____ Discuss initial educators organizational and record keeping skills
_____ Review items from the beginning of the mentoring process
_____ Review the EEN and Pupil Service referral process
_____ Discuss "new" student procedures
_____ Address concerns of classroom management and discipline
_____ Complete initial educator observation and provide feedback
_____ Discuss procedure for parent, teacher, student conferences
_____ Discuss Professional Improvement Requirements
   _____ standards
   _____ forms
   _____ reimbursement procedures
_____ Share information and process for professional development opportunities
_____ Discuss Large Scale Assessment policies and share sample tests in appropriate grades.

November/December

_____ Discuss various instructional strategies
_____ Advise initial educator of special events
_____ Discuss end of semester procedures
_____ Share success stories and celebrate!
_____ check in on classroom management and discipline procedures
_____ Discuss delayed opening and snow day procedures
_____ Make plans for your initial educator to observe one of your effective lessons
_____ Discuss assessment techniques
_____ Discuss different learning styles
_____ Complete initial educator observation and provide feedback
_____ Help initial educator prepare for parent/student/teacher conferences
_____ Discuss initial educators organizational and record-keeping skills
_____ Prepare your initial educator in how to handle student behavior after holiday breaks
_____ Discuss "snapshot" observation if one occurred
_____ Praise the positive and reflect on areas for growth

January/February

_____ Complete initial educator observation and provide feedback
_____ Discuss budget procedures
_____ Encourage initial educator to continue reflecting on their instructional experience
_____ Encourage trying new strategies
_____ Discuss summer school enrollment procedures
_____ Review policies and issues that relate to retention and failure of students
_____ Encourage initial educator to contact student's parents
_____ Discuss "snapshot" observation

March/April

_____ Complete initial educator observation and provide feedback
_____ Review budget selections before turning in
_____ Review proper procedure for signing contract and following deadlines
_____ Review procedure for field trips if necessary
_____ Give suggestions for keeping momentum and interest at the end of the school year for students and teachers

May/June

_____ Discuss end of school year procedures
_____ Discuss specific student clustering needs for next school year
_____ Give suggestions for keeping momentum and interest at the end of the year for students and teacher
_____ Assist your initial educator with final grading
_____ Review plans for end of year activities/awards
_____ Get feedback from your initial educator on his/her perceptions of the mentor program effectiveness. Record data so it can be shared with others
_____ Encourage your initial educator to write notes to parents and community members who helped make their first year successful
_____ Review plans for end of year activities/awards

Suggestions for improvement?