Mentor Responsibilities and Suggestions for Helping New Teachers · Mentorship/Supervisi on. Great Beginnings Mentor Program Roles and Responsibilities 2015-2016 Page 3 L EA D M ENT

Instructional Services Department - Fairfax County Public Schools

Mentor Responsibilities and

Suggestions for Helping New Teachers

2015 - 2016

Instructional Services Department

Fairfax County Public Schools Fairfax, Virginia

Richard Culp, Specialist Jenny Cunneen, Specialist Jessica Tippins, Specialist [email protected] [email protected] [email protected] 571-423-1345 571-423-1313 571-423-1343 Regions 4& 5 Regions 1 & 2 Region 3 & Central Programs

Forward this booklet to all mentors in your building or program.

mailto:[email protected]




Mentor

Responsibilities and

Suggestions for Helping New Teachers

2015 – 2016

Fairfax County Public Schools

Fairfax, Virginia


Mentor Information and Responsibilities Table of Contents

2015-2016

Mentor Program Roles and Responsibilities ............................................................ 3 Mentee/Mentor Contract ......................................................................................... 4-5 Sample School Program ............................................................................................. 6 Mentor Levels of Support ........................................................................................... 7 Mentor Selection Guidelines ...................................................................................... 8 Mentors of Zero-Experienced Teachers – Benefits and Responsibilities ........ 9-10 Mentors of New Experienced Teachers – Benefits and Responsibilities ............. 11 Buddy Teacher – Benefits and Responsibilities .................................................... 12 Online Mentor Registration Information .................................................................. 13 Recertification Points ............................................................................................... 14 Responsibilities of the Lead Mentor .................................................................. 15-16 General Responsibilities of the Mentor ................................................................... 17 Suggestions for Helping New Teachers Instruction ...................................................................................... 18-20 School Environment ...................................................................... 21-22 Administrative Tasks ........................................................................... 23 Working with Parents .......................................................................... 24 Classroom Management ..................................................................... 25 Websites for Program Forms and Information ....................................................... 26 Appendix A: Mentoring Logs Quick Reference Guide for Mentors ……………27-31 Appendix B: Example Logs………………………………………………………………..32


*Note: A maximum of 90 mentoring recertification points may be used once during a 5-year cycle under Option 6: Mentorship/Supervision.

Great Beginnings Mentor Program Roles and Responsibilities

2015-2016

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L E A D M E N T O R Annual Stipend: $450 *Recertification Points: 90

Responsibilities coordinates the school-site Mentor Program

recruits and assigns paid mentors for zero-experience teachers; recruits and assigns non-paid mentors for new experienced teachers to FCPS

provides the school-site orientation August 28 for all new teachers

monitors the Mentor Program at the school site; oversees on-line registration and completion of all forms

attends ISD Professional Development Workshops in September and April

P R I N C I P A L selects

Lead Mentor

Mentors of Beginning Teachers

(zero years experience) Annual Stipend: $450

*Recertification points: 90

R e s p o n s i b i l i t i e s

spend an average of 20-30 minutes a day with the beginning teacher

complete the required one-credit Mentoring Novice Teachers course (unless previously

trained) register on-line for

stipend payment and documentation; log six meetings per quarter with mentee using the online mentoring in My PLT

observe lessons and offer feedback

Buddy Mentors of Beginning and Other

Teachers No Stipend

*Recertification Points: up to 90


spend amount of time determined necessary by mentor/Lead Mentor/administrator/ mentee

provide appropriate support throughout the school year depending on the needs and experience of the teacher

observe lessons and offer feedback where necessary

Buddies do NOT need to register in datatbase

Colleague Mentors of Experienced Teachers

New to FCPS No Stipend

*Recertification Points: up to 90


spend a minimum of 1 hour per week with the experienced teacher

provide appropriate support throughout the school year depending on the needs and experience of the new teacher

register on-line for documentation

observe lessons and offer feedback where necessary


Mentee/Mentor Contract 2015-2016

Responsibilities – Mentors of Zero-experience Teachers

Meet regularly and honor commitments. Be on time for scheduled meetings and be an active participant in those scheduled meetings. Devote attention to that time by coming prepared and giving attention to the task at hand. Follow up with any promised materials, resources or contact. Maintain confidentiality of our relationship. We have talked about the importance of this and how this will affect us and our time together. We have come to consensus about what the meaning of confidentiality is in our mentor/mentee relationship. Provide regular and productive feedback to evaluate progress in order to make sure goals are being met. We understand each other may have different personalities and learning styles so we may need to help each other by communication and taking time to reflect on our own types and level of feedback to be sure it is effective.

Benefits – ALL mentors and mentees Collegial relationship. The mentee/mentor will build a positive working relationship through collaboration and regularly scheduled meetings. Focus on Learning Outcomes. With a positive mentee/mentor relationship established, both the mentor and mentee can focus on looking at established expectations and goals, and focus on student learning. Mentee’s Signature _______________________________________ date __________ Mentor’s Signature _______________________________________ date __________

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Responsibilities of Mentors of Zero-experienced Teachers Mentors of zero-experienced teachers receive a $450 stipend and 90 recertification points for the following:

Meet with mentee an average of 20-30 minutes per day or one a half to two and a half hours per week; e.g. common planning time, team or Collaborative Team meetings, one-to-one conferences, phone conversations, email, classroom visits.

Complete a minimum of six logs per quarter in My PLT with the mentee

Complete the Mentoring Novice Teachers or equivalent course training


Mentee/Mentor Contract 2015-2016

Responsibilities – Mentors of new experienced teachers (Including Buddies)

Meet regularly and honor commitments. Be on time for scheduled meetings and be an active participant in those scheduled meetings. Devote attention to that time by coming prepared and giving attention to the task at hand. Follow up with any promised materials, resources or contact. Maintain confidentiality of our relationship. We have talked about the importance of this and how this will affect us and our time together. We have come to consensus about what the meaning of confidentiality is in our mentor/mentee relationship. Provide regular and productive feedback to evaluate progress in order to make sure goals are being met. We understand each other may have different personalities and learning styles so we may need to help each other by communication and taking time to reflect on our own types and level of feedback to be sure it is effective.

Benefits – ALL mentors and mentees Collegial relationship. The mentee/mentor will build a positive working relationship through collaboration and regularly scheduled meetings. Focus on Learning Outcomes. With a positive mentee/mentor relationship established, both the mentor and mentee can focus on looking at the Action Plans and Goals that you have established and focus on student learning. Mentee’s Signature _______________________________________ date __________ Mentor’s Signature _______________________________________ date __________

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Responsibilities of Mentors of Experienced Teachers Colleague mentors and buddies of experienced teachers receive up to 90 recertification points for the following:

Meet with mentee an average of one hour per week; e.g., common planning time, team or Collaborative Team meetings, one-to-one conferences, phone conversations, email, classroom visits.

Consult with the mentee on an as-needed basis throughout the year


SAMPLE SCHOOL PROGRAM

1. To establish the program:

the principal selects a Lead Mentor, who is a teacher on continuing contract with recognized leadership experience in working with other teachers in a supervisory or mentoring role. If possible, the Lead Mentor should be selected by early spring, so he/she can participate in central office planning of the Mentor Program.

the principal and/or the Lead Mentor recruits a pool of mentors in the spring who express interest

in working with new teachers in the fall. Workshops/meetings, planned by the Lead Mentor and designed to meet the needs of new teachers and/or mentors in each individual school, might be part of a school-based staff development program.

2. Prior to the beginning of school, the Lead Mentor should:

plan an orientation session for new teachers. The one-day orientation could include the following activities:

tour of the building discussion of room arrangement

tour of the school community getting off on the right foot for the first day of school

discussion of rules, regulations and policies a panel of early career teachers

role plays of situations a new teacher might face

meeting of new teachers with their mentors

meetings with the administrative, guidance, library, clerical and custodial staffs

time to set up in classrooms

match new teachers with mentors. At the elementary level, matches should be made between teachers on the same grade level where possible. At middle and high schools, matches should be made between teachers with similar teaching assignments and common planning time.

3. During the school year, mentors and new teachers should meet on a regular basis (Mentors of zero-experience beginning teachers an average of approximately 20 – 30 minutes a day or one and a half to two and a half hours per week, mentors of experienced teachers new to the county a minimum of one hour per week.) Schools determine expectations for meeting. Middle and high schools might use IPR time for mentors and new teachers to meet. Mentors of zero-experience teachers must document their meetings with mentees a minimum of six times per quarter (3 logs in the first quarter as we get the logging system set up at the beginning of the year).

4. During the school year, the Lead Mentor and the administrative team should provide workshop support at the school site. Meetings should focus on issues of importance to mentors as they work with new teachers and/or issues related to beginning teachers. Topics might include:

developing goals for new teachers assessing student progress

peer coaching information mainstreaming

curriculum design and lesson planning POS/SOL

discipline and classroom management parent communication

multicultural issues progress reports

5. In the late spring, Lead Mentors, mentors and new teachers should evaluate the impact of the program in individual school buildings in conjunction with their school’s administrative team.

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Zero-experienced teachers $450 annual stipend

90 recertification points MNT course is required

Mentor/Mentee meetings must be logged six times

per quarter minimum MUST register in the

Online System

New to FCPS w/ Experience NO stipend

MUST register in the Online System

Up to 90 recertification points

New to school or grade level A second- or third-year teacher or someone in need

of extra support. A First Year, Zero-experienced teacher that has an

official MENTOR assigned somewhere else. NO stipend

Up to 90 recertification points

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Mentor Selection Guidelines

These suggested criteria can be used by principals and/or Lead Mentors when selecting mentors:

Is recognized as an outstanding teacher.

Is in at least the fourth year of teaching, preferably at the same location.

Recognized for using current curriculum and instructional strategies in conjunction with the Program of Studies and Standards of Learning as well as the FCPS Best Practices for Teaching and Learning.

Maintains positive peer relations.

Is a classroom teacher at or near the same grade level or in the same subject area as the new teacher.

Is willing to fulfill all the mentoring expectations as detailed in the Mentor Benefits and Responsibilities.

When selecting mentors for new special education teachers, consider the following criteria: Mentors for LD/ED Teachers

Is a LD/ED special education teacher or a classroom teacher with a special education background who works with the same age group as the new LD/ED teacher.

Mentors for special education teachers of students in adapted curriculum programs

Is experienced in teaching students with autism, mild retardation, physical disabilities, moderate retardation or severe disabilities.

Note: The Commonwealth of Virginia requires that a special education teacher who holds a provisional or conditional license must be assigned a certified special education teacher as a mentor in order to obtain a collegiate professional certificate.

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First Time Mentors for Zero-Experience Beginning Teachers

Benefits and Responsibilities Mentors for zero-experience beginning teachers will: 1. Receive a stipend of $450 ($225.00 in January and $225.00 in June) for:

Completing the Mentoring Novice Teachers one-credit Academy Course or equivalent course approved by the Instructional Services Department.

Assisting the beginning teacher an average of 20-30 minutes per day or one a half to two and a half hours per week; e.g., common planning time, team or Collaborative Team meetings, one-on-one conferences, phone conversations, email, and/or classroom visits.

Logging a minimum of six meetings per quarter using the online mentoring system found in My PLT.

Registering mentor and mentee information on the Great Beginnings Online Mentor Registration System by November 20, 2015 to ensure January stipend payment; by April 16, 2016 for mid-year hires to ensure June stipend payment.

Sign the Mentor/Mentee Contract and return it to your Lead Mentor 2. Receive one FCPS Academy Course Credit/ 30 recertification points under option 8

(Professional Development Activity) for completing the Mentoring Novice Teachers course.

3. Receive 90 recertification points under option 6 for Mentorship/Supervision. (The 90

points for mentoring can be used only once during the five-year recertification cycle.) 4. Maintain confidentiality in the process of mentoring.

*Mentors who complete the MNT course in the spring of 2016 will receive the entire $450.00 stipend in June.

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Experienced Mentors for Zero-Experience Beginning Teachers Benefits and Responsibilities

Mentors of zero-experience beginning teachers who have completed the Mentoring Novice Teacher course or are clinical faculty will:

1. Receive a stipend of $450 ($225 in January and $225 in June) for:

Assisting the beginning teacher an average of 20-30 minutes per day or one and a half to two and a half hours per week; e.g., common planning time, team or Collaborative Team meetings, one-to-one conferences, phone conversations, email, and/or classroom visits.

Log a minimum of six meetings per quarter using the online mentoring system found in My PLT.

Register mentor and mentee information on the Great Beginnings Online Mentor

Registration System by November 20, 2015 to ensure January stipend payment; by April 1, 2016 for mid-year hires to ensure June stipend payment

Sign the Mentor/Mentee Contract and return it to your Lead Mentor.

2. Receive 90 recertification points under option 6 for Mentoring/Supervision. (The 90 points for mentoring can be used only once during the five-year recertification cycle.)

3. Maintain confidentiality in the process of mentoring

*Mentors who complete the Mentoring Novice Teachers course in the spring of 2016 will receive the entire $450.00 stipend in June.

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Colleague Mentors for Experienced Teachers New to FCPS Benefits and Responsibilities

Colleague Mentors for Experienced Teachers New to Fairfax County will:

1. Receive up to 90 recertification points under option 6 for:

Assisting the new experienced teacher a minimum of one hour per week; e.g., common planning time, team or Collaborative Team meetings, one-to-one conferences, phone conversations, email, and/or classroom visits.

(Note: The 90 recertification points earned for mentoring can only be used once during a 5-year recertification cycle.)

Registering mentor and mentee information on the Great Beginnings Online Mentor Registration System by November 20, 2015 and by April 1, 2016 for mid-year hires. This information is needed for accountability reasons.

2. Maintain confidentiality in the process of mentoring.

* Decisions about how many recertification points to award to Colleague and Buddy Mentors are made by the Principal or designated Program Manager in conjunction with the Lead Mentor at the school sites or in their individual programs. Please consult Richard Culp ([email protected] or 571-423-1345) or Jenny Cunneen ([email protected] or 571-423-1313) or Jessica Tippins ([email protected] or 571-423-1343) in the Instructional Services Department with any questions.

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Buddy Mentors for Beginning and Other Teachers

Benefits and Responsibilities A buddy is a veteran teacher who supports a beginning teacher at the school site when the ‘official’ paid mentor is located in another school or work site. The buddy is the school-based support and the paid mentor is the curriculum support. For instance, a beginning elementary art, music, P.E. teacher or speech therapist will be assigned a curriculum mentor through the central office. Some of these centrally appointed mentors might not be in the same school as the beginner. These paid mentors will visit and observe the beginning instructional employees, arrange for the new teachers to observe best practice, and plan lessons and assessments with the beginning teacher. A Buddy Mentor may also be assigned for those second- or third-year teachers needing extra support as they continue along in their induction into teaching, as we believe in a three-year induction model in Fairfax County Public Schools. A Buddy Mentor should also be assigned to teachers new to a school or to a grade level or subject/curriculum level from the same or another Fairfax County Public School. The Buddy Mentor will support the teacher at the school site by helping the beginner understand and work in the local school environment.

Buddy Mentors will:

1. Receive up to 90 recertification points under option 6 Mentoring/Supervision for:

Assisting the teacher in understanding the local culture, the school-based priorities, the available resources, key personnel, the school calendar, and important school policies

(Note: The 90 recertification points earned for mentoring can only be used once during a 5-year recertification cycle.)

2. Maintain confidentiality in the process of supporting the beginning teacher

Note: Buddy mentors do not enter information on the Great Beginnings Online Registration Program.

A buddy may be appointed by an administrator to support a teacher new to the school or program but not new to FCPS. In this case, the administrator determines and awards recertification points.


Great Beginnings Mentor Program

POINTS ABOUT POINTS

Following are responses to questions frequently asked about recertification points as they relate to the Great Beginnings Mentor Program.

Recertification Points

Recertification points are awarded under Option 6 and Option 8 of the Virginia Recertification System for participating in the Great Beginnings Mentor Program.

Option 6 – Mentorship/Supervision

Who receives points? Each paid mentor, non-paid mentor or buddy who is assigned to support a teacher new to Fairfax County Public Schools and/or new to the teaching profession is eligible to receive recertification points.

What is the maximum number of points? Ninety points may be awarded for mentoring a new teacher for one year, or 45 points per semester. The 90 points for mentoring can be used only once during the five-year recertification cycle.

On what basis are points awarded? Points are earned by each mentor or buddy based on the successful completion of all mentoring responsibilities. The school-based administrator and the Lead Mentor determine the number of points to be awarded.

How are points recorded and verified? Lead Mentors and mentors record their points on the “Individualized Recertification Activities Record” located on pages 27 and 28 of the book, Guide for Implementing the Virginia Recertification Point System. The school-based administrator verifies the points by signing and dating the columns entitled “Advisor Initials” and “Date”. Optional: The Lead Mentor and principal will provide a certificate for each mentor indicting the number of mentoring recertification points earned.

Option 8 – Professional Development Activities

Who receives Points? Lead Mentors who attend the Lead Mentor workshops conducted by the Instructional Services Department will be awarded 7 points per workshop. Teachers who complete the one credit Academy Mentoring Novice Teachers course earn 30 points.

On what basis are points awarded? Points are awarded on the basis of 1 point per clock hour of participation in the Lead Mentor workshops. Teachers who receive training as mentors for first-year teachers earn 30 points for completing the one-credit FCPS Academy Mentoring Novice Teachers course.

How are points recorded and verified? Copies of the agenda serve as documentation of attendance at Lead Mentor workshops. Mentors who successfully complete the Mentoring Novice Teachers course will have the course and recertification points listed under Training History in My PLT.

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Responsibilities of the Lead Mentor

General

Coordinates the Great Beginnings Mentor Program within the school or program, in conjunction with the school’s administrative team.

Attends Lead Mentor Workshops conducted by the Instructional Services Department.

Confers with a school administration/program manager to select mentors.

Oversees zero-experience teachers and second-year teachers participation in the Great Beginnings: The Next Generation Program. Visit the Great Beginnings website for detailed information. For more information and registration access

http://www.fcps.edu/is/greatbegin/

Maintains and disseminates Great Beginnings Mentor Program materials:

Monthly Ideas and Reminders

Mentor Responsibilities and Suggestions for Helping New Teachers

Mentoring Novice Teachers course information

Online Mentor Registration information

Establishes the non-evaluative, confidential nature of the relationship between mentors and new and early career teachers.

Projects a professional image and is a positive role model.

Ensures that new teachers are welcomed into the school environment (i.e., holds orientation, new teacher shower, introduces to staff and important community leaders, invites new teachers to lunch prior to the opening of school, sends a personal note of welcome).

Explores with the appropriate administrator possible sources of funding or other provisions for special activities and materials.

Before the School Year Begins

Discusses the program with appropriate administrative personnel.

Recruits and assigns paid mentors for zero-experience teachers and colleague mentor teachers for experienced teachers new to FCPS.

Assigns a school ‘buddy’ teacher to new teachers who have a paid curriculum mentor from outside the building or who are new to the building from within FCPS; a buddy can earn up to 90 recertification points.

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http://www.fcps.edu/is/greatbegin/


Emphasizes that mentors who volunteer to support zero-experience novice

teachers must fulfill the Virginia State training requirement of completing

the Mentoring Novice Teachers course or clinical faculty course.

Familiarizes mentors with roles and responsibilities, and activities and/or strategies to use when assisting new, early career teachers, and experienced teachers

Provides one full-day, school-based orientation August 28 during the week-long Summer Institute for teachers new to FCPS.

Orients new teachers to resources available within the school and community and explains procedures for their use

Throughout the School Year

Educates the school faculty about the Great Beginnings Mentor Program and the needs of new teachers

Oversees the completion of critical forms, online registration, and the return of information to the Instructional Services Department by: Online Mentor Registration: Completed by mentors by November 20, 2015 for January payment

Mentor Stipend Report: Due to ISD: December 4, 2015 and April 29, 2016 for June payment

Conducts quarterly topic-specific mini workshops for new teachers and/or mentors

Communicates information about important local school events throughout the year and explains new teachers' related responsibilities

Communicates with the principal on an ongoing basis in order to ensure that mentors are assigned to late hires and refers late hires to the Great Beginnings Specialists for enrollment

Serves as a liaison between the administration, mentor, and new teachers as appropriate

Periodically surveys new teachers to make sure they are receiving the support they need

Uses the Great Beginnings Mentor Program site for copies of forms and program materials. Visit FCPS 24-7 Learning

Reviews and modifies the mentor online registration forms as needed

At the End of the School Year

Reminds new teachers to complete the survey of the Great Beginnings Mentor Program at the school site at the end of the year.

Please be sure to have all forms submitted by the due dates posted! Page 16


Responsibilities of the Mentor

General

Maintains close contact with the Lead Mentor.

Works on a one-to-one basis with one or two new teachers.

Stresses the non-evaluative, confidential role and promotes a positive atmosphere.

Provides for day-to-day needs of the new teacher.

Is a sensitive guide and provides appropriate support throughout the school year.

Shares materials and ideas

Anticipates challenges (i.e., classroom arrangement, planning, progress reports,

parent conferences) and suggests possible solutions

Allows and encourages new teachers to be independent

Directs new teachers to other resource personnel in school and system

Interprets important written and "understood" school policies

Helps with long and short-term planning

Discusses FCPS evaluation process with new teachers

Serves as a sounding board for new teachers

Encourages new teachers to develop their individual styles for instruction and

classroom management

Encourages new teachers to ask questions

Observes new teachers and gives feedback

Facilitates new teachers' observations of mentors and others if requested and

appropriate

Offers thoughtful guidance for enrolling in staff development courses

Maintain a sense of humor

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Helping New Teachers as They… Approach Instruction

Planning

Assist the new teacher in developing specific goals to reach throughout the year.

Listen to the instructional concerns of the new teacher. Meet weekly (regularly) for planning sessions. Share sample yearly personal goals. Review FCPS expectations as outlined in the Program of Studies and Standards of

Learning. Review procedures for setting short- and long-range goals. Share procedures for writing lesson plans. Assist in adapting plans for instruction to meet individual needs of students. Explain the Language Arts Program and how it is integrated into daily plans.

(elementary) Review teacher technology standards and the technology plan for your school. Give a tour of the computer lab. Review a sample daily schedule for your school. Explain the master schedule as it

relates to planning and delivering instruction. Review new teacher lesson plans and student assessments. Share materials, lesson plans, learning activities. Explain your school’s SOL training plan.

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Managing Instruction Observe new teacher teaching. Videotape a lesson for reflection and self-evaluation. Help with pacing. Provide tips on grouping of students. Model teaching strategies that would be helpful. Set up observations with outstanding teachers who reflect a variety of teaching

styles.

Providing Assistance/Modeling Suggest routines and procedures that would help teacher begin the year. Make time to share teaching ideas. Suggest materials appropriate for use with students. Help new teacher prepare an emergency kit for a substitute. Share projects that relate to POS/SOL objectives that have been successful in your

classroom. Let new teachers use them as a model (i.e. book reports, science projects, pre-made centers).

Share resource files. Co-teach with the new teacher a lesson that you have planned together. Debrief the

lesson and the impact that it made on students. Set up mutual observations and conference together. Reflect on the lesson and

determine good ideas to apply in new teacher’s classroom. Serve as a sounding board for their ideas. Encourage some risk taking. Engage in conversations about teaching and solicit teacher’s questions. Help

teachers reflect on the impact of their lessons.

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Assessment Help new teacher locate student records and discuss their contents. Explain county grading policies and give specific information on grading system or

software used in your school. Show ways of assessing work without using pencil and paper Share assessment techniques and record keeping strategies. Provide tips on how to keep a grade book and (if applicable) how to use a

computerized gradebook. Help with evaluation of student material and rubric development Assist new teacher in preparing progress reports.

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Helping New Teachers as They… Work in the School Environment

Getting to Know the School Prepare a welcoming booklet for new teachers. Suggestions include:

School profile Map of building Important schedules Key people in building Location of materials School procedures, rules, etc.

Assist teacher in locating needed supplies. See that all grade level/subject level

manuals are available to them. Show teacher where to park. Inform teacher of telephone usage rules. Discuss "unwritten" important school policies, and make the teacher aware of the

administrative philosophy of the school. Protect teachers from the sole responsibility of club sponsorship. Introduce teachers to key people in the building and explain the roles of specialists

and how they support teachers. Explain the FCPS teacher evaluation system. Explain procedures for scheduling/planning in school. Review staff handbook. Make up a school calendar to alert the new teacher to important dates and events. Interpret school policies and regulations. Help teacher prioritize his/her needs. Tour the school and show teacher how to use equipment and get supplies. Assist teacher in planning for Open House and Back-to-School Night.

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Getting to Know the Community Take new teacher on tour of the neighborhood to help him/her get a perspective on

student home environment. Share demographic information about your school as published in School Profile (in

principal’s office, on FCPS homepage, and school media center). Include biographical sketch of the new teacher in the first edition of the

school/community newsletter.

Networking with Colleagues Include new teacher in the social network of the school. Accompany new teacher to social functions. Introduce new teacher to other faculty members. Include new teacher in conversations at faculty and team meetings; asking for their

opinions and suggestions. Encourage team members to assist new teacher in set up of room. Encourage new teacher to join professional organizations and to participate in

professional growth opportunities sponsored by FCPS. Take teacher to the professional library and Teaching Material Preparation Center.

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Helping New Teachers as They... Accomplish Administrative Tasks

Put reminders of important administrative tasks on their desk a day or two before

they are due. Help set up an administrative file. Make aware of administrative duties so that

beginner feels comfortable addressing the issue but not devoting excessive time to these tasks.

Help with functional "secretarial-administrative" chores early in the year. Show how to order supplies and instructional materials. Give checklist on how to plan and organize for field trips for the year. Go over all nitty-gritty details associated with teaching, attendance procedures,

monitoring halls between classes, administrators’ expectations, discipline procedures, and fire drills.

Share with them any organizing "systems." Explain acronyms and jargon. Show them how to set up a substitute folder. Help develop organizational systems and routines. Work with them on prioritizing duties and responsibilities. Explain POS guides. Help them with bulletin boards. Show how to do housekeeping tasks. Provide information on standardized testing.

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Helping New Teachers as They... Work With Parents

Support the teacher in working with parent concerns. Share ideas on how to make a positive impression with parents at Open House and

Back-to-School Night. Talk about unique features of parent conferences with special needs students (ESL,

AA, LD, ED, etc.). Suggest ways to handle difficult parent conferences. Show new teacher how to document a problem situation before bringing it to the

attention of a parent. Share examples of letters to parents. Work with new teacher on how to write a note home to parents. Encourage teacher to invite an administrator or specialist to attend difficult parent

conferences. Encourage the teacher to communicate with parents early in the school year to

establish a positive partnership (phone call or introductory letter).

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Helping New Teachers as They... Gain Student Cooperation

Suggest strategies for establishing a successful, positive learning environment. Share behavioral strategies for starting the school year. Discuss various behavior management techniques. Give new teacher time to discuss problems and think through classroom

management decisions. Help new teacher establish classroom rules. Help new teachers develop a plan for working with difficult students. Stress flexibility when a problem occurs – advise to go back and take another look. Relate behavioral problems you've had and how you've solved them. Encourage them to seek help early before a problem snowballs. Comment on positive behavior situations noted in hall, lunchroom, library, and

recess. Encourage teachers to keep anecdotal records on difficult students. Document

behavior problems and strategies the teacher has implemented to alleviate the problem.

Discuss referral procedures for special needs students.

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For information, course syllabi, and application for the

Great Beginnings: The Next Generation Program go to the Internet:

http://www.fcps.edu/is/greatbegin/index.shtml

For information and program forms for the

Great Beginnings Mentor Program go to the Internet:

http://www.fcps.edu/is/greatbegin/mentor/index.shtml

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http://www.fcps.edu/is/greatbegin/index.shtml

http://www.fcps.edu/is/greatbegin/mentor/index.shtml


Mentoring Logs in My PLT

Appendix A: Mentor Logs Quick Reference Guide for Mentors

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Mentor Logs Example Log: Semester: Quarter 1 - (09/04/2013 - 11/02/2013) Mentee Name: Jessica Tippins Date of Meeting: 10/15/2012 Category: •Professional Knowledge The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences. •Instructional Planning The teacher plans using the Virginia Standards of Learning, the

School’s curriculum, effective strategies, resources, and data to meet the needs of all students. •Instructional Delivery The teacher effectively engages students by using a variety of instructional strategies in order to meet individual learning needs. Hours: 1 : 00 Topics Discussed: Jessica and I met today to talk about lesson design. We looked at the leisure activities theme from the Program of Studies together and talked about possible end-of-unit assessments. Once we had decided on the assessment, I shared some resources and past lessons with her, and she shared some of the activities she had been thinking about. We discussed the strengths and some possible challenges to the activities in her lesson. I coached her on some differentiation strategies. The next time we meet she will share some of her thoughts on how the lesson went.

Non-Example Log: Semester: Quarter 1 - (09/04/2013 - 11/02/2013) Mentee Name: Jessica Tippins Date of Meeting: 10/16/2012 Category: •Professional Knowledge The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences. •Instructional Planning The teacher plans using the Virginia Standards of Learning, the

School’s curriculum, effective strategies, resources, and data to meet the needs of all students. •Learning Environment The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning. Hours: 1 : 00

Topics Discussed: Jessica's classroom management is a mess. She doesn't have any control

over these students, and she complained the whole meeting about how she hates working on

the same team with Ms. Jones. I told her she would just have to learn to deal with her because she's difficult.

Appendix B: Example Logs

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Mentor Responsibilities and Suggestions for Helping New Teachers · Mentorship/Supervisi on. Great Beginnings Mentor Program Roles and Responsibilities 2015-2016 Page 3 L EA D M ENT