Alexander Local School District Mentoring Overview & FAQ

1. Will I be required to obtain training to mentor?

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  • Yes, you will be required to obtain training to become an ODE Certified Instructional Mentor, even if you have completed Pathwise Training in the past.
  • New Program Information:
    • The Ohio Entry Year Teacher Program (along with Praxis III Assessment) no longer exists.  Therefore, the Praxis training, while still helpful to a mentor, no longer covers the material that a mentor needs to mentor in the new program.
    • For the 2010-2011 school year, this is officially the “Resident Educator Transition Program.”
    • In the 2011-2012 school year, new teachers will called Resident Educators and will be working under a 4-year provisional license.  In order to advance to their first 5-year license, they will be required to complete a 4-year program as outlined by the Ohio Department of Education.
  • ODE Instructional Mentoring Training
    • 1-Day training Criteria
      • Designed for new mentors, lead mentors and entry-year coordinators
    • 2-day Training Session Criteria
      • Experienced mentors who have mentored a beginning teacher as part of the Ohio Entry Year Teacher Program in the last three years, AND
      • Mentors who have had mentor training (Pathwise, Ohio First, Vanderbilt, New Teacher Center) or were certified as Praxis III assessors

2. Is there compensation for mentoring?

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  • Yes, there is compensation for mentoring.  You will receive a supplemental contract that you will need to sign and return to the treasurer’s office.  Once the treasurer’s office has your signed contract, you will be paid for your extra time spent mentoring throughout the year.

3. Can I earn CEU’s through LPDC for mentoring toward my license renewal?

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  • Yes, you can earn  CEU’s for mentoring. 
    • No CEU’s will be awarded if supplemental pay received.
    • You must submit a copy of your monthly contact logs for the year as verification of the mentoring process.

4. What roles will I play as a mentor?

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  • Resource, Problem-Solver, Advocate, Facilitator, Coach, Collaborator, Learner, Assessor, Trusted Listener, Teacher

5. What is the time commitment for mentoring?

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  • Beginning of the School Year
    • Educate your beginning teacher on building procedures, resources and information.  Ideas include but are not limited to:

□        Take the beginning teacher on a tour of your building

□        Teach the beginning teacher how to use the copy machine, along with proper etiquette and procedures for copying in your building

□        Daily schedule for building

□        Procedure for handling behavior issues

□        Introduce beginning teacher to staff members

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        • Secretary and Custodian(s) of the building
        • Department/Grade-level colleagues
        • Art/Music/P.E. teachers at the elementary level

□        Assist the beginning teacher in acquiring teaching materials (teacher guides, curriculum maps, resources left behind by other teachers, etc.)

□        Review Student/Parent Handbook

□        Review Safety Procedures

o   Fire/Tornado Drill, etc. procedures

□        Lend the beginning teacher a yearbook from last year if you have one

□        Assist your beginning teacher in setting up his/her room

□        Review duties with beginning teacher (i.e. Bus Duty, Playground Duty, Hall Monitoring, etc.)

□        Assist beginning teacher with setting up a grade book

□        Assist beginning teacher with developing a Substitute Folder

□        Discuss district sick leave, personal day and professional leave policies and procedures

□        Provide the beginning teacher with ideas for the first week of school

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    • Begin Building a Relationship with Your Beginning Teacher

□        Take your beginning teacher out to lunch/dinner to discuss things away from the school setting and get to know your more about your beginning teacher’s life outside of school

□        Call your beginning teacher the day before school begins to give encouragement and offer assistance with last-minute needs

□        Give the beginning teacher a “welcome kit” (with essential items like post-it notes, paper clips, etc.) and notes/emails of encouragement

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  • Fall and Spring
    • Complete the Goal Setting Process using the following tools:
      • Reflection Tool
      • Analysis of Reflection Data
      • SMART Goal Formation
      • Goal Setting
    • This process will be completed twice throughout the year.
      • Fall Goals will be set by October 15.
      • Spring Goals will be set by March 15.
  • Monthly
    • Team Meetings
      • September:  Athens County Mentor Collaborative Fall Orientation
      • October: District Team Meeting
      • November: District Team Meeting
      • December:  Athens County Mentor Collaborative Meetings Winter Event
      • January:  District Team Meeting
      • February: District Team Meeting
      • March District Team Meeting
      • April: District Team Meeting
      • May: Athens County Mentor Collaborative Meetings Spring Celebration
    • ODE Collaborative Logs
      • Complete two collaborative logs each month.  These logs can be completed to document times you are already meeting.  Items you may be discussing may include, but are not limited to:
        • Instruction/Management
        • Modeling Lesson
        • Observing Veteran teacher
        • Planning Lesson
        • Pre/Post Observation Meeting
        • Professional Goal Setting
        • Using Technology
        • Other
    • Formative Assessment
      • Discuss status/needs/concern regarding beginning teacher’s progression toward meeting goals set by the beginning teacher and mentor.
    • Reflective Coaching
      • Observe your beginning teacher teaching one lesson.
      • Meet with your beginning teacher to discuss observation
    • Teacher Observations
      • Assist the beginning teacher in scheduling time to observe another teacher that will enhance the beginning teacher’s ability to achieve one or more of his/her goals.
        • Beginning teachers will observe 3-5 teachers throughout the year.
        • The first observation should be the beginning teacher observing you. 

Mentor Standards

Mentors can be most successful with a clear vision of what is expected of them and what constitutes high quality mentoring. The following standards may be used to assist schools/districts in establishing that vision for high quality mentoring.

Source: New Teacher Center

Engages, supports and advances the professional learning of each teacher Uses reflective conversation skills to engage teachers in collaborative problem solving and reflective thinking to promote self-directed learning Uses a variety of strategies and resources, including technology to respond to teacher’s professional needs and to the learning needs of all students Uses data to engage teachers in examining and improving practice Facilitates learning experiences that promote collaborative inquiry, analysis and reflection on practice	Creates and maintains collaborative and professional partnerships to support teacher growth Creates an environment of trust, caring and honesty with all teachers to establish and maintain strong relationships and promote professional growth Uses coaching and collaboration time effectively, implementing procedures and routines that support teacher’s learning Promotes the development of teachers’ professional responsibilities and the importance of collaboration with families and the broader community
Utilizes knowledge of student content standards, teaching pedagogy and professional teaching standards Utilizes knowledge of pedagogy and instructional strategies to advance teacher and student development Utilizes knowledge of content standards to advance teacher and student development Uses knowledge of professional teaching standards to advance teacher and student development	Designs and facilitates professional development of teachers Builds on values, prior knowledge, background, interests, and experiences of teachers Designs professional development to promote deeper understanding and application of standards (content and professional teaching standards) Uses a variety of research-based instructional strategies to differentiate professional development of teachers
Utilizes assessments to promote teacher learning and development Plans and organizes for implementation of formative assessments to advance classroom practice and uses assessment results to guide mentoring Develops teacher’s ability to self-assess practice based on evidence and to set professional goals and monitor progress	Develops as a professional leader to advance mentoring and the profession Establishes professional goals and pursues opportunities to grow professionally Works with colleagues, administrators and school communities to advance the teaching profession Reflects on mentoring practice and program

Ohio Standards for the Teaching Profession

1.       Students: Teachers understand student learning and development and respect the diversity of the students they teach.

·         Teachers display knowledge of how students learn and of the developmental characteristics of age groups.

·         Teachers understand what students know and are able to do and use this knowledge to meet the needs of all students

·         Teachers expect that all students will achieve to their full potential.

·         Teachers model respect for students’ diverse cultures, language skills, and experiences.

·         Teachers recognize characteristics of gifted Students, students with disabilities and at-risk students in order to assist in appropriate identification, instruction, and intervention

2.       Content: Teachers know and understand the content area for which they have instructional responsibility.

·         Teachers know the content they teach and use their knowledge of content-specific concepts, assumptions and skills to plan instruction.

·         Teachers understand and use content-specific instructional strategies to effectively teach the central concepts and skills of the discipline.

·         Teachers understand school and district curriculum priorities and the Ohio Academic Content Standards.

·         Teachers understand the relationship of knowledge within the discipline to other content areas.

·         Teachers connect content to relevant life experiences and career opportunities.

3.       Assessment:  Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning.

·         Teachers are knowledgeable about assessment types, their purposes and the data they generate.

·         Teachers select, develop and use a variety of diagnostic, formative and summative assessments.

·         Teachers analyze data to monitor student progress and learning and to plan, differentiate and modify instruction.

·         Teachers collaborate and communicate student progress with students, parents, and colleagues.

·         Teachers involve learners in self-assessment and goal setting to address gaps between performance and potential.

4.       Instruction:  Teachers plan and deliver effective instruction that advances the learning of each individual student

·         Teachers align their instructional goals and activities with school and district priorities and Ohio’s academic content standards.

·         Teachers use information about students’ learning and performance to plan and deliver instruction that will close the achievement gap.

·         Teachers communicate clear learning goals and explicitly link learning activities to those defined goals.

·         Teachers apply knowledge of how students think and learn to instructional design and delivery.

·         Teachers differentiate instruction to support the learning needs of all students, including students identified as gifted, students with disabilities and at-risk students.

·         Teachers create and select activities that are designed to help students develop as independent learners and complex problem-solvers.

·         Teachers use resources effectively, including technology, to enhance student learning.

5.       Learning Environment:  Teachers create learning environments that promote high levels of learning and achievement for all students.

·         Teachers treat all students fairly and establish an environment that is respectful, supportive and caring.

·         Teachers create an environment that is physically and emotionally safe.

·         Teachers motivate students to work productively and assume responsibility for their own learning.

·         Teachers create learning situations in which students work independently, collaboratively, and/or as a whole class.

·         Teachers maintain an environment that is conducive to learning for all students.

6.       Collaboration and Communication:  Teachers collaborate and communicate with students, parents, other educators, administrators, and the community to support student learning.

·         Teachers communicate clearly and effectively

·         Teachers share responsibility with parents and caregivers to support student learning, emotional and physical development and mental health.

·         Teachers collaborative effectively with other teachers, administrators and school and district staff.

·         Teachers collaborative effectively with the local community and community agencies, when and where appropriate, to promote a positive environment for student learning.

7.       Professional Responsibility and Growth:  Teachers assume responsibility for professional growth, performance and involvement as an individual and as a member of a learning community.

·         Teachers understand, uphold and follow professional ethics, policies and legal codes of professional conduct.

·         Teachers take responsibility for engaging in continuous, purposeful professional development.

·         Teachers are agents of change who seek opportunities to positively impact teaching quality, school improvements and student achievement.