Professional Documents
Culture Documents
Jccparainduction2015 16
Jccparainduction2015 16
1|
Page
TableofContents
ProgramProceduresandPolicies
Page Content
3
ProgramMissionandGoals
4
MentorCriteriaandSelectionProcess
5
ProcessfortheTerminationoftheMentoringRelationship
RolesandResponsibilities
Page Content
7
ParaInductionCoordinator
7
Administrative/Principal
8
MentorwithCommitmentForm
9
NewParaprofessional
CollaborativeGuidesandRunningRecords
Page Content
11 CollaborativeRunningRecord
12 OrientationCollaborativeGuide
13 OrientationChecklist
14 CollaborativeGuideMonth1
15 CollaborativeGuideMonth2
16 CollaborativeGuideMonth3
OtherSupportDocuments
Page Content
18 ActiveParaMentorRubric
19 PossibleParaprofessionalTrainingTopics
20 ProgramEvaluationSurveyQuestions
Page|2
Mission
ThemissionoftheJCCParaprofessionalInductionProgram(PIP)isto
facilitatethegrowthofnewparaprofessionalsthroughpartnershipswhich
encouragereflectivepractice,buildinstructionalsupport,andmaximize
studentperformance.
Goals
Toorientatenewparaprofessionalsondistrict/schoolsystem(policy,
procedure,andeducationalphilosophy).
Paraprofessionalorientationdayatbeginningofschoolyear
Tofosterpositiverelationshipsandpromotethewellbeingofnew
paraprofessionals.
Toencouragecollaborationamongparaprofessionalsandotherstaff
inordertomeetthediverseneedsoflearners.
Tomaximizestudentachievementthroughqualityinstructional
supportpractices.
Toincreasetheretentionofqualityparaprofessionals.
Todevelopleadershipskillsinourexperiencedparaprofessionals.
Page|3
MentorCriteriaandSelectionProcess
MentorSelectionCriteria
Mentorrequirements:
Mentorcandidatesshouldhaveatleastthreeyearsexperienceinthedistrictorprincipal
recommendation.
DesiredMentorCharacteristics:
Hascredibilitywithpeersandadministrators
Demonstratescuriosityandaneagernesstolearnregularlypursuesprofessionaldevelopment
Hasstrongknowledgeofappropriatesubjectmatterandclassroompractices
Respondstothediverseneedsofstudents
Respectsmultipleperspectives
Possessstronginterpersonalskills
Iswillingtodevotenecessarytimeandenergy
OtherConsiderations
Worksinasimilarpositionasthenewparaprofessional
Willworkincloseproximitytothenewparaprofessional
MentorSelectionProcess
AnyJCCparaprofessionalthatmeetstherequirementsabovemayrequesttobeamentor:
Step1:
ProspectivementorsmustfilloutaParaprofessionalMentorCommitmentForm.
Step2:
ProspectivementorsmustturnintheMentorCommitmentFormtotheParaInductionCoordinator.
Step3:
TheParaInductionCoordinatorwillsendacopyoftheMentorCommitmentFormtotheBuilding
Principalforhis/hersignature.
Step4:
TheParaInductionCoordinatorwillcontacttheprospectivementortosetupaninformationalmeeting
wheretheywilldiscusshowtheinductionprogramworks,howtheroleofmentorisdefined,andwhatthe
expectationsare.
Step5:
ThePrincipalwillworkincollaborationwiththeParaInductionCoordinatortochooseamentorforthe
newparaprofessional.
Step6:
TheParaInductionCoordinatorwillarrangeforthementorandnewparaprofessionaltomakecontact.
Page|4
ProcessfortheTerminationoftheMentoringRelationship
AlthoughJCCmentorsandnewparaprofessionalsarematchedcarefully,therearecircumstancesinwhichitis
notinthebestinterestofthepartiesinvolvedfortherelationshiptocontinue.Insuchacase,thefollowing
shouldoccur:
ThementororparaprofessionalshouldcontacttheParaInductionCoordinatorearlyintherelationship
whentheproblemfirstbecomescleartothem.
TheParaInductionCoordinatorwillworkwithbothpartiestotrytoreconciletheproblem.
o Ensurethatbothpartiesareawarethatthereisaproblemwithoutcastingblameorpassing
judgment.
o Coachoneorbothpartiesinhowtheycanproceed.
o Shoulditbenecessary,theParaInductionCoordinator
willinformtheBuildingPrincipalofthe
issueandtogethertheywilldevelopaplanonhowtoproceed.
IftheBuildingPrincipalfeelsitisnecessarytodissolvetherelationship,thefollowingwilloccur.
o Ameetingofclosurewilloccurwiththenewparaprofessional,mentor,andBuildingPrincipal.
Thiswillbeareflectiveconversationaboutboththeprocessandthecontentofthelearningthat
hadoccurredthusfar.
Acknowledgethestumblingblockencounteredwithoutcastingblameorpassing
judgment,e.g.Itlooksasifwehavecometoapointwhereitwouldbebestfora
differentmentortobechosen.
Endonanupbeatnote.Focustheconversationonwhateachhaslearnedandhowthey
mightapplythatknowledgeinthefuture,e.g.Letslookattheplusesandminusesof
ourrelationshipsothatwecaneachlearnsomethingfromit.
Expressmutualappreciation.Acknowledgetheprogressandaccomplishmentsthat
resultedfromtherelationship,e.g.Althoughwehaventbeenabletoaccomplishallof
ourobjectives,weweresuccessfulinsomeareas.Iattributeoursuccesstoyour
persistenceanddetermination.
o Sincehavingamentorisarequirementforparaprofessionalsintheirfirst3monthswiththe
district,anewmentorwillbematchedtothenewparaprofessional.
Page|5
Roles
&
Responsibilities
Page|6
ParaInductionCoordinatorSupportRolesandResponsibilities
Facilitatementorandmenteeorientationandtrainings
Communicateregularlywithprogramparticipants
Promotesuccessfulclassroomprocedures
ManageandreviewCollaborativeRunningRecords
EvaluateandmaintaintheParaprofessionalInductionProgram
Fortheircommitmenttotheinductionofnewparaprofessionals,
theParaInductionCoordinatorwillreceivea$300stipendeachyear.
Administrative/PrincipalSupportRolesandResponsibilities
Sanctiontimeforprogramsupportactivities
Observenewparaprofessionalsregularly
Communicateevaluationprocedurestonewparaprofessionals
CommunicatenewparaprofessionalneedstoMentorandParaInductionCoordinator
WorkincollaborationwiththeParaInductionCoordinatortoconnectqualitymentorswithnew
paraprofessionals:
Hascredibilitywithpeersandadministrators
Demonstratescuriosityandaneagernesstolearnregularlypursuesprofessionaldevelopment
Hasstrongknowledgeofappropriatesubjectmatterandclassroompractices
Respondstothediverseneedsofstudents
Respectsmultipleperspectives
Possessstronginterpersonalskills
Iswillingtodevotenecessarytimeandenergy
Page|7
MentorCommitmentForm
RolesandResponsibilities
MentorName:_______________________SummerContactInformation:(home/cell#)__________________
NewParaprofessionalsnameand/orposition:___________________________________________________
Iunderstandthatbyapplyingtobeaparamentor,Iamcommittingto...
MentorTrainingandNewParaprofessionalOrientation
Ifnewparastartsatthebeginningoftheyear,Mentorwillattendthescheduledmentortrainingandprovided
teacherorientationinAugust.
OR
Ifnewparastartsinthemiddleoftheyear:MentorwillmeetwiththeParaInductionCoordinatortoreviewthe
mentortrainingmaterialsandwillspendatleastonehourwiththenewparaprofessionalusingorientation
materialsprovidedbythecoordinator.
MaintainConsistentContact
Mentorwillensurethataminimumofoneformalhalfhourmeetingwiththementeeoccureachweek.Otherlessformal
meetingsandconversationsarealsoencouraged.
Document
MentorwillusetheMentor/MenteeCollaborativeGuidestoadvisementor/menteemeetings.AcopyoftheCollaborative
RunningRecordwillbeturnedintotheParaInductionCoordinatorattheendofthethreemonthsofmentoring.
BuildRelationships
Mentorwillworktobuildatrusting,confidentialrelationshipwiththeirmentee.Mentorswillencourageandfoster
meaningfulinterpersonalconnectionswithothers.Mentorswillserveasanadvocatewhennecessary.
CoachandModel
Mentorwillguidethementeeinreflectionandselfassessment,serveasacoachandresourceperson,modelbest
practices,sharestrategies,andallowthementeetodevelophis/herownprofessionalstyle.
Learn
Mentorsshouldlearnfrom/withtheirmentee.Thisisasharedjourneyoflearning,ofbecomingthebestyou
both
canbe.
Stipend
Fortheircommitmenttotheinductionofnewparaprofessionals,JCCparaprofessionalmentorsreceiveastipendof$200.
*Note:
MentorsandnewparaprofessionalsmaysubmitarequesttoDistrictStaffDevelopmentforuptoone
halfdaytomeetand/orobserveeachother.Asubstitutewillbepaidtocovertheirclassroom(s)ifnecessary.
SeetheParaInductionCoordinatorformoredetails.
Page|8
NewParaprofessionalRolesandResponsibilities
BeginningTrainingandOrientation
ParaprofessionalsstartingatthebeginningoftheyearattendthescheduledorientationandtraininginAugust.
OR
ParaprofessionalsstartinginthemiddleoftheyearmeetwiththeParaInductionCoordinatorandMentorfor
trainingandorientation.
OtherTrainings/Meetings
AttendotherparaprofessionaltrainingsduringtheyearasrequestedbyBuildingPrincipalorParaprofessional
InductionCoordinator.Alsoattendthespecialed.PLCmeetingthatoccursonceamonthonthesameschedule
asteacherPLCs.
MaintainConsistentContact
Meetwithmentorregularly.Attendorientationandmeetings.Playanactiverole.
BuildRelationships
Developatrustingrelationshipwithyourmentorandteacher(s).Getinvolvedinthetotalschoolexperience.
Reflect
Selfassessandreflectonyourperformancetoimproveprofessionalpracticeandsupportimprovedstudent
achievement.
Learn
Attendandactivelyparticipateinprovidedparaprofessionaltrainingsandmeetings.
SolicitAssistance
Letyourneedsbeknown.Bespecificaboutwhatyouneed.Discusschallengesaswellassuccesses.Ask
questions.
Grow
Beopentonewideasandsuggestionsandtryavarietyofinstructionalsupportmethods.Considerstaff
developmentopportunities.
MeetCompetencies
CompleteallworkrequiredtomeetallMinnesotaCompetenciesforParaprofessionals.
Document
UsetheMentor/MenteeCollaborativeGuidestoadvisementor/menteemeetings.AcopyoftheCollaborativeRunning
RecordwillbeturnedintotheParaInductionCoordinatorattheendofyourfirstthreemonths.
*Note:
MentorsandnewparaprofessionalsmaysubmitarequesttoDistrictStaffDevelopmentforuptoone
halfdaytomeetand/orobserveeachother.Asubstitutewillbepaidtocovertheirclassroom(s)ifnecessary.
SeetheDirectorofSchoolImprovementformoredetails.
Page|9
Collaborative
Guides
&
Running
Records
Page|10
CollaborativeRunningRecord
SubmitthisformtotheParaInductionCoordinatorattheendofthethreemonths.
MenteeName:______________________________MentorName:__________________________________
FormalMeetingLog(minimumof1halfhourmeetingperweek)
FormalMeetingDiscussionTopic(s)
Total
Time
Monthly
Total
Date
Mentor
Initials
Mentee
Initials
Orientation:
Month1:
a)
b)
c)
d)
Month2:
a)
b)
c)
d)
Month3:
a)
b)
c)
d)
Page|11
OrientationCollaborativeGuide
Mentor______________________
Mentee_______________________
PossibleTopics/Activities
OrientationDay:
1. Mr.Meyer/BuildingPrincipals(9:009:30)
a. Welcome
b. Briefjobdescription:Title,SpecialEd.Classroom,OneonOne
c. Explainsickdays,personalleave,etc.
d. Whotocontactforsubstitute
e. MandatedReporting
f. Evaluations
2.BrianCook(9:3010:00)
a. TimeCards
b. DistrictForms
3.Specialistmeetings(10:0011:20)
a. DapeRobinCarlson
b. DeEscalationtacticsTomSchuller
c. ClassroomBehavior/ExpectationsSueBuresch
d. Bus/VanJimVanderVeen
e. TechnologyDianeUlrich,ShirleyHandzus,TaraBoogerd,TammyTimko
4.BreakoutsbyBuilding(Expectations,SchedulePLCMeeting)(11:2012:00)Lunch
a. HSTomSchuller'sRoom
b. RiversideConferenceRoomBehindLibrary
c. TitleSueBuresh'sRoom
d. MiddleSchoolLibrary
e. PleasantviewRoombetweenSchullerandBuresch
5.GettoknowMentor/Menteeandyourbuilding(Alsousechecklist)(1:003:00)
a. Reviewpasswords/accesscodes
b. Discussevaluationprocedures
c. Discussspecialdayprocedures(pictureday,testing,fieldtrips,earlyout)
d. AssistmenteewithTimeClock
e. ReviewdifferentAcronyms,Abbreviationsthatmightbehelpful
f. ReviewanyDistrictforms
g. Discusspossiblestaffdevelopmentneeds
h. Discussreimbursements(mileage,classroomsupplies,meals)
Page|12
OrientationChecklist
District
SchoolCalendar
Salary/PayPeriods
Insurance
Phone#s
Evaluations
SickandPersonalLeave
RequestingaSubstitute
WeatherrelatedProcedures
BuildingPolicies/Procedures
Staff/StudentDressCode
Visitors
HoursBuildingisOpen
Parking
Map/TourofBuilding
ParaMeetingSchedules
Playground/LunchRoomDuties
SettingupaLunchAccount
InterschoolMail
KeyPeopletoKnow
Phones(local/longdistance)
CellPhoneUse
MakingCopies,Scanning,Printing,etc
ComputerAccessfor
Teachers/Students/Paras
Classroom
EmergencyDrill&LockdownProcedures
LunchSchedule/Procedures/Rules
HallPasses
StudentMovement:restroom,hall,lunch
ComputerRoom&LibraryUse
DisciplinePolicies
ClassListsIEPandHealthInformation
ExpectationsandDutiesintheClassroom
AttendanceProcedures
ClassSchedule
Studenthandbook
Otherstudentpolicies
Wheretofind
Firstaidsupplies
Refrigerator
Restrooms(staff/student)
PopMachines
Coffee/water
Mailboxes
CopyMachines
Faxmachines
Classroomsupplies
Printers
Phones
Whenandwhere
doesmydaybegin?
doIeatlunch?
canIhaveabreak?
ismyworkdayover?
arepaychecksdistributed?
doIputmycoatandpurse?
WhatshouldIdoif
astudentbecomesill?
somethingisstolen?
astudentmissesthebus?
astrangerisinthehall?
Isuspectchildabuse?
astudentneedsmedication?
astudentneedstocallhome?
astudentbringsanitemthatisbanned?
Technology(HowTo)
logontoacomputer
checkandsendemail
makecopies
scan
aprint
logonandnavigateTIES/SCHOOLOGY
Page|13
Mentor/MenteeCollaborativeGuide
Month1
PossibleSeasonalTopics/Activities
ProfessionalTopic:PositiveLearningEnvironment
_____Reflectonhowclassroommanagementstrategiesareworking.
_____ExaminestudentIEPsandcumulativefolders.
ProfessionalTopic:EffectiveCommunicationwithParentsandColleagues
_____Advisethementeeonhowtorelatetoanotherstaffmemberbeprofessional.
_____Alertthementeetoabehaviorthatyouknowmaybeselfdefeating.
_____Reflectonworkwithteachersandotherparaprofessionals.
_____Findwaystointroducethementeetothecommunity.
Page|14
Mentor/MenteeCollaborativeGuide
Month2
Mentor______________________
Mentee_______________________
SeasonalTopics/Activities
ProfessionalTopic:Assessment
_____Reviewstatestandards/curriculumalignment/studentassessmentdata&plantogether.
_____Shareaneffectivemotivationstrategy.
ProfessionalTopic:Wellness
_____Discussstartingakudosfiletorefertointoughtimes.
_____Findwaystocelebratebeingaparaprofessional.
_____Talkabouthowtofindtimeforfriendsandfamily(findingabalance).
_____Discussholidayplanningin/outofschool.
_____Reviewclassroommanagementanddisciplineissues/strategies.
_____Discussstrategiesforworkingwithvariedpersonalities.
Page|15
Mentor/MenteeCollaborativeGuide
Month3
Mentor______________________
Mentee_______________________
SeasonalTopics/Activities
ProfessionalTopic:Instruction
_____Encouragementeetovaryinstructionalstrategiestomeetmultipleintelligencesandlearningstyles.
_____Discusscooperativelearningstrategies.
_____Discusslessondesign:opening/closingalesson,pacing,checkingforunderstanding&reteaching,
_____Helpthementeeimprovetheirquestioningtechniques.
_____Examinestudentworktoimproveinstruction.
ProfessionalTopic:StudentMotivation
_____Discussstrategiesforenhancingstudentmotivation.
_____Brainstormclassroomenergizers.
ProfessionalTopic:Reflection
_____Reflectonthelast3months.Havementeeidentifyareasofstrength&anareaforprofessionalgrowth.
_____Shareyourownprofessionalsuccessesandfailures.
_____Engagementeeinareflectiveconversationaboutaneducationalissueorconcern.
Page|16
Other
Support
Documents
Page|17
Availability
Problem Solving
Confidentiality
Encouragement
Model Attitude
Actively Involved
Involved
Non-involved
The mentor is
unfamiliar with the
firewall between
mentoring and
evaluation. Topics and
discussion from
mentoring sessions are
shared with other staff
or administration
inappropriately.
Page|18
Mentors:
Mentees:
The 7 PRs (relationship skills - could join new teachers or do for all paras)
Paraprofessional Competencies
All Paraprofessionals:
Page|19
Page|20