Professional Documents
Culture Documents
REVISEDSFSD Mentor - Mentee Guide Book and Communication Log Updated
REVISEDSFSD Mentor - Mentee Guide Book and Communication Log Updated
REVISEDSFSD Mentor - Mentee Guide Book and Communication Log Updated
Mission Statement: The St. Francis School District is committed to supporting the successful professional development of all
initial/incoming new educators to the district.
Effectiveness of initial/incoming
Best practice of initial/incoming
Growing, supporting, and developing the practice of
Vision: With dedicated resources, SFSD will ensure all initial/incoming teachers are paired with an highly effective educator who will
facilitate and foster
Program Description
The Initial Educator/Mentor Program is a formal planned 2 year program of assistance and support for beginning teachers.
1. New teachers are more likely to have difficulties in such areas as discipline, peer relationships, evaluation of student work, and
use of appropriate materials.
2. The first year of teaching is the most crucial period in a teacher's career.
3. The lack of an appropriate mentoring program/relationship is a major cause of teachers leaving the profession during the first
three years of teaching.
4. The more problems a first-year teacher encounters, the more likely he/she is to leave teaching.
5. The events during the initial year contribute to the gap between what new teachers were capable of becoming and what they
have become.
6. An initial educator/mentor program is essential not only for decreasing the attrition rate for new teachers, but for enhancing
their professional development and promoting excellence in teaching.
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INITIAL EDUCATOR / MENTOR PROGRAM HANDBOOK
Goals
1. To assist the initial educator toward developing a level of comfort in his/her role as a
professional in the St. Francis School District.
2. To assist the initial educator to evaluate, demonstrate and develop practical application of the State Teacher Standards.
3. To assist the initial educator to acquire, implement and use a variety of instructional strategies that are designed to meet student
needs.
4. To assist the initial educator to incorporate problem solving skills and classroom management strategies in their practice.
5. To assist the initial educator to make satisfactory progress toward fulfilling the State mandated requirements toward renewing
certification.
6. To assist the initial educator to develop a system of support and to develop an understanding of the school, District and
community.
Selection of Mentor Teachers
1. Five years of successful teaching experience in the District; no less than three years of successful experience if no one with
five years is available.
4. Currently teaching in a related area or grade level. In some instances, dual mentors may be necessary (e.g., specialists may
need a building and a specialty area mentor when possible).
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INITIAL EDUCATOR / MENTOR PROGRAM HANDBOOK
Other considerations:
1. Respects confidentiality.
The mentor is encouraged to continue the mentoring relationship with the initial educator for a third year.
Mentors will be paid $1,000 for the first year of mentoring and $500.00 for year 2. This payment schedule will begin for second year
mentors in the 2017-2018 school year. Payments will be made quarterly.
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INITIAL EDUCATOR / MENTOR PROGRAM HANDBOOK
Mentors will be a resource for the initial educator and will observe, confer and provide advice and assistance in the design and
implementation of the professional development plan, as well as, other support.
1. Initiate a weekly conference with the initial educator during the educators first 2 years to discuss concerns, successes and
ongoing professional development. Maintain and submit a PI-34 Mentor/Teacher Activity Log each semester. The length of
the meetings will vary according to need.
2. Schedule a minimum of one in-class observation, with post-observation conferences, per semester. All of the in-class
observations will be planned with the initial educator. Substitutes will be provided, if necessary. These observations will not
be used for any formal evaluation process. Formal evaluation is the responsibility of the administration outside of this
program.
3. Provide the opportunity for observation by the initial educator once during the first semester. A post conference should be
held to reflect on the observation. Substitutes will be provided.
4. A 1st year mentor will attend a minimum of two (2) Standards-based seminars provided by the District with their 1st year
initial educator.
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INITIAL EDUCATOR / MENTOR PROGRAM HANDBOOK
The role of the initial educator is to utilize the Initial Educator /Mentor Program as fully as possible as one component of the life-long
professional development process. It is the responsibility of the initial educator to identify areas of needed support and concern and to
ask for assistance. A commitment to this process is necessary.
1. Participate in a weekly conference with the mentor teacher to discuss concerns, successes and ongoing professional
development during the first 2 years. The length of these meetings will vary according to need. In subsequent years, request
conferences or other assistance from the mentor teacher as needed.
2. Be observed by the mentor teacher one time per semester and participate in a post conference to receive feedback on each
observation. Substitutes will be provided when necessary. These observations will not be used for any formal evaluation
procedures. Formal observation is the responsibility of the administration outside of this Program.
3. Observe the mentor teacher during the first semester and one other teacher during the second semester. If the initial educator
holds a position that is instructionally unique to the District, the initial educator will be allowed to observe a teacher of similar
instructional position in another District. Both the District mentor and PI 34 Coordinator will have to approve the out-of-
District observations. Participate in post conferences.
4. Seek assistance, support and information from the mentor teacher and or other team members as needed.
5. Attend, as a first year initial educator, a minimum of two (2) Standards-based seminars provided by the District with their
mentor. Attend, as a second year initial educator, a minimum of one offering provided by the District through Southeastern
Wisconsin Educator Project (SWEP).
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INITIAL EDUCATOR / MENTOR PROGRAM HANDBOOK
Change of Mentor/Mentee.
A mentor or mentee may request a change in their mentor/mentee assignment once during the licensing process. The mentee is
guaranteed another mentor. The mentor is not guaranteed a new mentor assignment. If a mentor ceases to perform the responsibilities
of mentor payment will be prorated. The request for a change shall be discussed collaboratively between the District PI 34
Coordinator and mentor or mentee. The request for a change in mentor/mentee must be approved by the Building Administrator.
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INITIAL EDUCATOR / MENTOR PROGRAM HANDBOOK
Beginning Educator Orientation Scheduled during New Staff Scheduled Monday of Week 2 of Scheduled during New Staff Scheduled Monday of Week 2 of
Topics Covered: Orientation Day(s) & Beginning the School Year Orientation Day(s) & Beginning the School Year
Purpose of Mentoring of the year Staff Professional of the year Staff Professional
Program Development Days Development Days
Confidentiality
Mentoring Tools
Hours,
Calendar
Role of the Administrator
Requesting a New Mentor
SWEP Offerings
Collaborative Assessment
Log (CAL)
Professional Staff
Handbook Introduction
District Policy Review
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INITIAL EDUCATOR / MENTOR PROGRAM HANDBOOK
Personal contact from Personal contact from Personal contact from Personal contact from
Other Resources SFEA building SFEA building SFEA building SFEA building
SFSD Employee Handbook representative representative representative representative
SFSD Board Policy Review On-going On-going On-going On-going communication
SFEA Resources communication from communication from communication from from SFEA as needed
SFEA as needed SFEA as needed SFEA as needed
Expect and ask for additional Expect and ask for additional Expect and ask for additional Expect and ask for additional
Building Responsibilities information and support from information and support from information and support from information and support from
established collaboratively by grade level PLC and vertical grade level PLC and vertical grade level PLC and vertical grade level PLC and vertical
mentor and building content area teams. content area teams. content area teams. content area teams.
administrator.
Program Initial Educators- Year 1 Initial Educators - Year 2 New to District with Experience SFSD Teacher with New
Components/Professional Assignment
Learning
First Month: One personal First Month: One personal
Classroom Visits by Mentor classroom visit* and follow-up Mutually agreed upon time classroom visit* and follow-up Mutually agreed upon time
Recommended Mentoring Tools meeting within 5 teaching days. determined by mentor and meeting within 5 teaching days. determined by mentor and
(Select One): Amount of time spent in the mentee. Amount of time spent in the mentee.
Student Engagement classroom determined by Consult with building classroom determined by Consult with building
Instructional Delivery preconference focus. administrator before securing preconference focus. administrator before securing
In-Class Quarters 2, 3 & 4: sub. Quarters 2, 3 or 4: sub.
Assessment/Checks for One video or personal classroom Building principal may One video or personal classroom Building principal may
Understanding visit* and follow-up meeting with authorize up to 2 half days. visit* and follow-up meeting with authorize up to 2 half days.
Accountability: 5 teaching days. 5 teaching days.
Log (CAL) Amount of time determined by Amount of time determined by
preconference focus. preconference focus.
*Subs pre-scheduled in AESOP *Subs pre-scheduled in AESOP
by building administrator or by building administrator or
coverage provided. coverage provided.
Other visits: Other visits:
Mutually agreed upon by mentor Mutually agreed upon by mentor
and mentee. Consult with building and mentee. Consult with building
administrator before securing sub. administrator before securing sub.
Building principal may authorize Building principal may authorize
up to 2 half days. up to 2 half days.
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INITIAL EDUCATOR / MENTOR PROGRAM HANDBOOK
Classroom Visits by Mentee Quarter 1: One visit* to mentors Mutually agreed upon Based on Needs: Mutually agreed upon time**
Locations: classroom or classroom time**determined by mentor (As determined by mentor and determined by mentor and
* Mentors Classroom recommended by the mentor. and mentee. mentee) mentee.
* Other Classrooms in *Consult with building ** Consult with building At least one *visit to mentors ** Consult with building
District administrator before securing sub administrator before securing classroom or classroom administrator before securing
or the mentee may choose to visit sub or the mentee may choose to recommended by the mentor. sub or the mentee may choose to
during his or her planning time. visit during his or her planning *Consult with building visit during his or her planning
Quarter 2: At least one visit** to time. administrator before securing time.
mentors classroom or classroom sub or the mentee may choose to
recommended by the mentor. visit during his or her planning
**Consult with building time.
administrator before securing sub
or the mentee may choose to visit
during his or her planning time.
Program Components Initial Educators- Year 1 Initial Educators - Year 2 New to District with Experience BDSD Teacher with New
Assignment
Out of District Visits by Mentor By May 1: By May 1: By May 1: By May 1:
and Mentee Ideally one out of district visit. Ideally one out of district visit. Ideally one out of district visit. Ideally one out of district visit.
Visits to out of district classrooms (Consult with building (Consult with building (Consult with building (Consult with building
matched to mentees assignment. administrator before securing sub. administrator before securing sub. administrator before securing sub. administrator before securing sub.
May be dependent on funding.) May be dependent on funding.) May be dependent on funding.) May be dependent on funding.)
Mentor-Mentee Collaborative Beginning Week 2 and on-going Beginning Week 2 and on-going Beginning Week 2 and on-going Beginning Week 2 and on-going
Meetings. throughout the year. throughout the year. throughout Semester/trimester 1. throughout Semester/trimester 1.
Topics: (Semester/trimester 2, if (Semester/trimester 2, if
Topics Selected by requested.) requested.)
Mentor/Mentee Mutually agreed upon days/times Mutually agreed upon days/times
Optional use of topics on established by Mentee/Mentor. established by Mentee/Mentor. Mutually agreed upon days/times Mutually agreed upon days/times
monthly calendar established by Mentee/Mentor. established by Mentee/Mentor.
Mentoring Tools: Discuss optional SWEP Seminars Discuss optional SWEP Seminars
Recommended Mentoring Tools as they become available. as they become available. Discuss optional SWEP Seminars
(Select One): as they become available.
Collaborative (CAL)
Seating Chart: Movement,
Interaction and Behavior
Patterns
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INITIAL EDUCATOR / MENTOR PROGRAM HANDBOOK
Selective Scripting
Content, Strategies, and
Alignment
Analysis of Student Work
PDP Plan ( Year 2 only)
Coaching/ Feedback on
Framework forms
Accountability:
Mentoring Logs (CAL)
(Submitted quarterly/End of
Trimester
SWEP Optional
Beginning Teacher
Seminars - Free Attendance at PDP Plan Additional Seminars may be Additional Seminars may be
Additional Seminars Workshop is encouraged. of interest to experienced of interest to experienced
(i.e., Assessment, Literacy, Register on-line through teachers. teachers.
Urban Education) - Free SWEP. Register on-line through Register on-line through
SWEP. SWEP.
Mentor Selection/Assignment/Responsibility
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INITIAL EDUCATOR / MENTOR PROGRAM HANDBOOK
o confidence in personal ability to be proactive in offering positive, as well as constructive feedback to a new teacher
o empathy for the emotional needs of a beginning teacher
o the ability to maintain confidentiality
o the respect of the teaching and administrative staff
Selection Process The Building Principals/PI-34 New Teacher Induction Coordinator will select candidates based on attitude and character, professional
competence and experience, communication skills, and completed mentor training.
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INITIAL EDUCATOR / MENTOR PROGRAM HANDBOOK
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INITIAL EDUCATOR / MENTOR PROGRAM HANDBOOK
Please check all activities accomplished, and list the approximate date it occurred on the form below.
We: DATE
Signatures verify that we have accomplished the activities checked off above.
__________________________ ________________________
Mentor Mentee
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INITIAL EDUCATOR / MENTOR PROGRAM HANDBOOK
We: DATE
Signatures verify that we have accomplished the activities checked off above.
__________________________ ________________________
Mentor Mentee
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INITIAL EDUCATOR / MENTOR PROGRAM HANDBOOK
Please check all activities accomplished, and list the approximate date it occurred on the form below.
We: DATE
Signatures verify that we have accomplished the activities checked off above.
__________________________ ________________________
Mentor Mentee
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INITIAL EDUCATOR / MENTOR PROGRAM HANDBOOK
Please check all activities accomplished, and list the approximate date it occurred on the form below.
We: DATE
Signatures verify that we have accomplished the activities checked off above.
__________________________ ________________________
Mentor Mentee
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INITIAL EDUCATOR / MENTOR PROGRAM HANDBOOK
This form is not intended for the evaluation of teachers. Rather, it is intended as a guide for observation of mentors and protgs. It
should serve to focus the observation and guide the discussion following the observation.
Observer: ________________________________________
Educator being observed: ________________________________________
Date, time, location, & length: ________________________________________
PRE-OBSERVATION QUESTIONS:
1. What is important for me to know about your class before observing it?
2. What is your planned lesson for today? What standards and benchmarks will you be addressing?
3. What specific student behaviors would you like me to watch for, if any?
4. What specific teacher behaviors would you like me to watch for, if any?
5. Upon which of the following would you most like me to concentrate: planning, environment, instruction, professionalism, or
other?
6. Additional comments/requests/suggestions:
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INITIAL EDUCATOR / MENTOR PROGRAM HANDBOOK
Engages and maintains students in active learning (e.g., student collaboration, small group instruction, real-world applications, project-
based learning).
Feedback:
Feedback:
Feedback:
Feedback:
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INITIAL EDUCATOR / MENTOR PROGRAM HANDBOOK
Feedback:
Feedback:
Communicates clearly and checks for understanding (e.g., multiple levels of questioning)
Feedback:
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INITIAL EDUCATOR / MENTOR PROGRAM HANDBOOK
Feedback:
Feedback:
Establishes a climate of trust and teamwork by being fair, caring, respectful, and enthusiastic
Feedback:
Promotes respectful interactions that challenge and engage students within the learning environment
Feedback:
Feedback:
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INITIAL EDUCATOR / MENTOR PROGRAM HANDBOOK
Feedback:
Feedback:
Uses a balance of effective verbal, nonverbal, and digital communication tools to foster a positive, culturally inclusive learning
environment
Feedback:
Mentors:
1. At the completion of observation(s) please utilize this tool to facilitate a meaningful discussion with initial educator that
focuses on professional learning and constructive, informative feedback.
2. Attach this form to a Collaborative Assessment Log (CAL) and submit to building principal
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