ME​ NTOR​ C​ALENDAR

As part of Charleston County School District’s compliance with ​ADEPT Regulation and the ​South Carolina
Induction and Mentoring Guidelines​, the TIPS Program provides collaborative support from a trained mentor
for beginning educators. Additionally, the mentoring process is intended to provide collaborative support
from a trained mentor for educators undergoing summative evaluation, as requested.

The collaborative efforts between a mentor and the educator are ​non-evaluative and strictly between the
mentor and educator. However, collaboration is aligned with the SCTS 4.0 Rubric to provide educators with
meaningful insight about their planning, instruction, classroom environment, and professionalism.
Furthermore, collaborative efforts between the mentor and the educator should assist the educator in
identifying and pursuing goals for professional growth as needed.

Ideally, educators are paired with a mentor who is either within their grade level or content area. However,
due to limited resources within different school settings, trained mentors may be collaborating with educators
outside their grade level or content area. Mentors who are collaborating with educators outside of their
grade level or content area expertise are encouraged to direct educators to resources within the school
setting for content specific questions and concerns (grade level chairs, department chairs, grade level
meetings, department meetings, District support personnel, etc.). Mentors should advocate for educators as
they seek answers.

Questions?
Please contact the Office of Teacher Effectiveness.
Shannon Krisak, ​shannon_krisak@charleston.k12.sc.us

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 How to Use the Calendar
This calendar is designed as a tool and reference guide for mentors to use throughout the year with the
teachers they are serving (“mentees”). Although it may seem overwhelming, the intent is not for mentors to
read the calendar cover-to-cover in one sitting, but rather refer to the calendar on a regular basis and use the
suggestions and templates as a framework for​ ​providing mentees with meaningful insight about their
planning, instruction, classroom environment, and professionalism.

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Mentoring Observation Cycle

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 Mentor Responsibility Quick Reference Guide
(Please refer to the monthly reference list for an in-depth explanation of responsibilities.)
*Focus on building a relationship with your mentee.

• Begin ​Mentor Weekly Support Log​ with the teacher to go over the start of school year and
planning. Meet with the teacher weekly to provide support, resources, and suggestions.
August • Assist the teacher with ADEPT informal evaluation expectations including the​ and SLO.​
Document assistance on ​Mentor Weekly Support Log.
• Identify who your Regional Teacher Effectiveness Specialist is and set an initial meeting with
them.
• Meet with the teacher weekly to provide support, resources and suggestions.
• Assist the teacher with ADEPT informal evaluation expectations.
September-
October • Schedule and conduct the 1st Mentoring Observation Cycle (Pre-Observation Conversation,
Observation, Post-Observation Conversation).
• Meet with the teacher weekly to provide support, resources and suggestions.
• Assist the teacher with ADEPT informal evaluation expectations.
• Schedule and conduct the2nd Mentoring Observation Cycle (Pre-Observation Conversation,
November-
December Observation, Post-Observation Conversation).

• Meet with the teacher weekly to provide support, resources and suggestions.
• Assist the teacher with ADEPT informal evaluation.
January-
February • Schedule and conduct the 3rd Mentoring Observation Cycle (Pre-Observation
Conversation, Observation, Post-Observation Conversation). ​.

• Meet with the teacher weekly to provide support, resources and suggestions.
• Assist the teacher in completing a ​Professional Self Review​.
• Finalize Mentor Weekly Support Log Log by ​April 30th, 2021.
March- • Continue to provide encouragement and collaborate with the teacher. Help the teacher
April
navigate closing procedures for schools and planning professional development for summer
months.

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Suggestions for the First Day of School
● Surprise the mentee with a small “surcie”—balloon, flower, or cookie bouquet, a nice journal for reflection, etc.
● Stop by the mentee’s classroom before the students arrive to offer a few words of encouragement.
● Visit the mentee at the end of the day to ask about the first day.
Once the academic year begins, but still in August (or upon the teacher’s first few weeks teaching):
● Continue to assist the mentee with opening of school procedures (collecting fees, issuing textbooks,
communicating with parents, adjusting roster and seating assignments, organizing paperwork, prioritizing
“other” responsibilities, etc.).
● Offer assistance with planning for the first few weeks of school. Pacing is difficult for some new teachers.
● Talk to the mentee about various types of student information available. Discuss the types of student
information that have the most impact on student learning and why. Help the mentee learn how and where to
locate various types of information (i.e. student records, accessing student performance through databases,
etc.). Talk about ways the student information can be used to inform planning and instruction.
● Talk about grade-level/content area standards and any other instructional documents used by the school and/or
district. Discuss how these standards and/or documents can be used to inform planning and instruction.
● Remind the mentee to follow the ​Quick TIPS Reference Guide​ (all documents are available to mentors and
mentees on our webpage), if he/she is a beginning teacher.

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Suggestions for Assistance during September
● Help ease the BT anxiety of being observed. Remind them of what a POP cycle will look like. Consider role
playing ways that they can have conversations with their principal and hear feedback.
● Continue to encourage a new teacher to reference the ​Quick TIPS Reference Guide​. He/she is required to
attend the one PD per month or observe an experienced teacher.
● Prepare the teacher for challenges he/she may face during school events (pep rallies, Homecoming Week, field
trips, assemblies, Halloween or fall festivities).
● Continue to assist the teacher in lesson planning, time management and organization.
● Assist the teacher with grading, assessment strategies and preparing for progress reports.
● Help the teacher use available technologies, including Power School, if necessary.
● Encourage and assist the teacher to continue to find and use data such as school reports, student scores,
informal evaluation, etc. to guide instruction.

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Assistance with Parent Communication and Report Card Issuance

During the month of October, prepare the BT for the end of the 1​st​ grading period. Assist the BT in scheduling time to
finalize averages, enter grades electronically according to school policy, and developing a system for communicating
student performance to parents. Prepare the BT for any difficult discussions he/she may face during parent
conferences.

Other Assistance during October

● Help find ways to incorporate BTs into the larger school community. Utilize strengths without adding extra
responsibilities.
● Invite the BT to sit in on one of your parent conferences or role play what a conference may be like to help
them feel more at ease with the process. Discuss expectations of parent communication at your school.
● Remind teachers to call parents ​prior​ to report card issuance. Prepare the BT for parent conferences. Assist the
BT in anticipating parent concerns and communicating with parents.
● Review with the BT his/her classroom procedures and behavior plans.
● Help ease the BT anxiety of being observed. Remind them of what a POP cycle will look like. Consider role
playing ways that they can have conversations with their principal and hear feedback.
● Use the 4.0 Rubric to assist your teacher in reflecting on their practice.
● Encourage your BT to share a success story; share one of yours!

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Other Assistance during November

● Remind BTs of district and school policies for taking time off before and after holidays.
● Assist BT with progress reporting.
● Remind your BT to continue to adhere to the ​Quick TIPS Reference Guide.​
● Help your BT begin to identify priorities for professional development and professional affiliations for their
content areas.
● Grab an extra cup of coffee on your way to work and surprise your BT with a warm hello!
● Continue to review content standards, instructional calendars and assessment techniques.
● Help ease the BT anxiety of being observed. Remind them of what a POP cycle will look like. Consider role
playing ways that they can have conversations with their principal and hear feedback.
● Use the 4.0 Rubric to assist your teacher in reflecting on their practice.

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Other Assistance during December

● Remind BTs of district and school policies for taking time off before and after holidays.
● Discuss how students will be acting as the days lead up to winter break. Suggest strategies for this time of year.
● Stress the importance of following school policy for showing educational movies as well as the importance of
staying in tune with instructional calendars amidst holiday functions in school.
● Prepare the BT for challenges he/she may face during these months (planning for holiday breaks, attending
school-based performances and celebrations, etc.)
● Use the 4.0 Rubric to assist your teacher in reflecting on their practice thus far and help them to problem-solve
any changes they will implement in January.
● Take a minute to check on the BT during winter break. Give the BT a quick call, text, or email to encourage
him/her to enjoy the break.

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Other Assistance during January

● Revisit classroom management strategies. Some new teachers need fresh ideas or need to refocus their
management efforts after the long break. Use the 4.0 Rubric to remind them what proficient looks like.
● Help BTs with semester exams, end of course testing, etc. as they apply to your school and level.
● Remind BTs of important dates on the academic calendar (early release days, professional development days,
teacher workdays, etc.)
● Remind BTs that report cards are issued this month.
● Suggest some professional articles for BTs to read on topics that interest them or that pertain to your school
goals.
● Remind BTs to continue referring to the ​Quick TIPS Reference Guide​.
● Help ease the BT anxiety of being observed. Remind them of what an OP cycle will look like. Consider role
playing ways that they can have conversations with their principal and hear feedback.
● Use the 4.0 Rubric to assist your teacher in reflecting on their practice.
● Help your BT continue to consider professional growth options.

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Other Assistance during February

• Remind BTs of communication with parents and help with any parental concerns.
• Remind BTs that all TIPS documents and requirements are due in March.
• Help ease the BT anxiety of being observed. Remind them of what an OP cycle will look like. Consider role
playing ways that they can have conversations with their principal and hear feedback.
• Use the 4.0 Rubric to assist your teacher in reflecting on their practice.
• Help your BT continue to consider professional growth options.
• Assist teachers with standardized testing as applicable in your school.

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Other Assistance during March

● As spring break approaches, revisit classroom management strategies.

● Help BTs with semester exams, end of course testing, etc. as apply to your school and level.
● Remind the BT of important dates on the academic calendar (early release days, professional development
days, teacher workdays, etc.)
● Suggest some professional articles for BTs to read on topics that interest them or that pertain to your school
goals.
● Help ease the BT anxiety of being observed. Remind them of what an OP cycle will look like. Consider role
playing ways that they can have conversations with their principal and hear feedback.
● Use the 4.0 Rubric to assist your teacher in reflecting on their practice.
● Help your BT continue to consider professional growth options.
● Remind the BT to continue referring to the ​Quick TIPS Reference Guide.​
● Help your BT continue to consider professional growth options

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Other Assistance during April-June

• Remind the BT of report card issuance and early release for parent communication.
• Prepare the BT for any spring testing that is applicable for grade level.
• Help the BT prepare for the end of year exams, final preparations of report cards, etc.
• Provide assistance for the BT with end of year procedures including securing technology, turning in grades,
labeling keys, etc.
• Work with the BT to reflect on successes and challenges from this year. You Regional Teacher Effectiveness
Specialist can assist you with creating a reflection plan for them.

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on one contract to be assigned a trained mentor. Teachers who are new to SC, but not new to the profession do not
necessarily have a trained mentor.

How do I know if my mentee is doing everything he/she is supposed to do for induction?​ Our webpage and monthly
newsletter will have all of the TIPS information and important dates. Also, the BT will receive all of this when they attend
orientation. Feel free to contact your Regional Teacher Effectiveness Specialist if you have additional questions regarding
requirements.

How do I conduct observations when I have my own students to teach?​ The most difficult aspect of serving as a
mentor is finding the time in your hectic teaching schedule to conduct observations. Try to find a colleague (another
teacher, teacher assistant, substitute, etc.) to sit with your students while you conduct the observation. Other ideas are
to ask your principal to reserve a substitute for a day so you and other mentors can take turns conducting observations.
You might also consider asking another teacher to keep your students in his/her room while you conduct the
observations. Regardless of how you find this time, it does take a lot of planning on your part to make it happen.
Remember, the conference can take place after school the day of the observation so all you need is the time to conduct
the observations during the day.

What happens if I am a mentor for a guidance counselor, media specialist, or speech therapist?​ Should you be asked to
serve as a mentor for one of the above special areas, you will receive information regarding the collaborative process for
the special area. Additionally, a representative from the Office of Teacher Effectiveness will schedule a time to meet
with you to review the ADEPT Performance Standards for the special area.

How do I turn in documents each month and at the end of the mentor period?​ The mentoring process is accessible
through Frontline.

How will I know if I am serving as a mentor?​ You will be contacted between the months of June and October if your
service as a mentor is needed. In most circumstances, principals attempt to assign mentors within the same content
area and/or grade level. However, some mentors will serve a teacher in another content area and/or grade level based
on the need of a school.

How can I continue my professional growth as a mentor?​ Educators who become certified mentors through the SC
Initial Mentor Training have the opportunity to attend Advanced Mentor Trainings and PD opportunities by invitation
from the Office of Teacher Effectiveness.

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