2011 – 2012 Mentor Handbook

					 2011 – 2012
Mentor Handbook
2011-2012 Mentor Handbook                                                                         2



                            McKINNEY
                            INDEPENDENT SCHOOL DISTRICT
                                                                        Office of the Superintendent




Dear Mentors:



Research indicates that most teachers who leave the profession do so within the first three
years of teaching. Your service to this profession as a mentor can make all the difference in the
success of beginning teachers. For veteran teachers who are new to McKinney ISD, you make a
difference as well by assisting them in learning how McKinney ISD operates and in helping the
new employee adapt to the McKinney ISD culture.

Your warm welcome and support could very well determine whether the new teacher to our
school district is successful here. Throughout the year the new teacher will have questions
about procedures and expectations. Your availability to them will be of great comfort and
reassurance.

I hope you feel proud for your service to our school district and that you take this important
role seriously. I want to express my appreciation for your service to not only the school
district, but to the profession as well.

Warm Regards,



J. D. Kennedy, Ed.D.



Superintendent of Schools
2011-2012 Mentor Handbook                                                        3

Table of Contents
     ê   Program Overview
          ê   The Purpose
          ê   The Mission Statement
          ê   The Goals
          ê   Yearly Activities
          ê   Program Participants
          ê   2010-2011 Calendar of Events
     ê   Mentor Guidelines and Forms
          ê   Guidelines and Expectations of the Campus Mentor
          ê   Mentor Application
          ê   Mentor Professional Commitment Contract
          ê   Mentor Compensation Form
          ê   Checklist for Mentors
          ê   The Campus Tour Form
          ê   The Campus Personnel Form
          ê   The Campus Information Form
          ê   Mentor/Mentee Activities & Communication Log
          ê   Substitute Request Form for The McKinney Connection
          ê   Mentor/Mentee Collaboration
          ê   Successful Relationships Between Mentors and Beginning Teachers
          ê   Common Anxieties Experienced by Beginning Teachers
          ê   The Needs of the Teacher
          ê   Organizing Physical Space in a Classroom
          ê   Establishing Routines
          ê   Class Background Study
     ê   Phases and Stages of Beginning Teacher Development
          ê   Goals in Guiding the Beginning Teacher
          ê   Beginning Teacher Challenges
          ê   What Would a Beginning Teacher Say?
          ê   Phases of Teaching
          ê   Phase One: Anticipation
          ê   Phase Two: Survival
          ê   Phase Three: Disillusionment
          ê   Phase Four: Rejuvenation
          ê   Phase Five: Reflection
          ê   Phases of Teaching Revisited
          ê   Developmental Stages of Concern
          ê   Stage One: The SURVIVAL Stage
2011-2012 Mentor Handbook                                                                     4
          ê Stage Two: The TASK Stage
          ê Stage Three: The IMPACT Stage
          ê A Final Quote

     ê   TxBESS Framework

     ê   Book Study Choices
          ê 101 “Answers” for New Teachers and Their Mentors by Annette L. Breaux
          ê Why Didn’t I Learn This in College? Teaching & Learning in the 21st Century by
             Paula Rutherford
          ê 21st Century Mentor’s Handbook: Creating a Culture for Learning by Paula
             Rutherford
          ê The First Days of School: How to Be an Effective Teacher by Harry K. Wong and
             Rosemary Tripi Wong
          ê From First-Year to First-Rate: Principals Guiding Beginning Teachers by Barbara L.
             Brock and Marilyn L. Grady
          ê Winning Year One: A Survival Guide for First Year Teachers by Carol Fuery




Program Overview
Purpose:
The McKinney Connection provides resources to improve the recruitment of quality teachers
and to ensure the continued success of teachers new to McKinney ISD. The program includes
training, developing and supporting first and second year teachers as well as teachers new to
MISD through collaboration between new teachers and their mentors. Mentors will be trained
to better meet the needs of these teachers and provide the necessary growth for their
continued success in McKinney ISD. In this final year of a TEA grant, only Mentors working
with 1st and 2nd year teachers will qualify for a stipend.

Mission Statement:
The mission of The McKinney Connection is to recruit, develop and retain quality educators.
Through this program, beginning and veteran teachers new to McKinney ISD will receive
guidance, support and growth. The mentor program will provide opportunities for teachers to
sharpen their skills, which will enable them to enrich the learning of their students.
2011-2012 Mentor Handbook                                                                       5


Goals:
   •   Recruit and retain quality educators who will do the best work of their careers in
       McKinney ISD.
   •   Support First and Second year teachers and those veteran teachers who are new to
       McKinney by providing district-wide professional development, campus collaboration and
       one-on-one mentoring by a veteran teacher.
   •   Provide continued growth and development for mentor teachers through district-wide
       professional development, campus collaboration and one-on-one collaboration with a new
       MISD teacher.
   •   Promote student growth and development by supporting new and veteran classroom
       teachers in all aspects of the educational process including TEKS/TAKS objectives and
       data disaggregation.
   •   Increase community support and involvement with McKinney ISD teachers.
Activities:
   •   Monthly beginning teacher collaboration meetings on topics such as parent conferences,
       classroom management, classroom technology, data disaggregation, special education,
       campus policies and procedures, stress.
   •   The McKinney Connection newsletter (Fall, Winter, & Spring)
   •   The McKinney Connection website provides basic information regarding the program
   •   Substitutes provided for classroom collaborations and observations
   •   Central Office/District Coordinator
   •   Campus coordinators (Assistant/Associate Principals)
   •   Trained mentors
   •   Mentee (New Teacher) handbooks
   •   Mentor handbooks
   •   Professional Development opportunities for mentors and mentees
   •   Opportunities for feedback and reflection throughout the school year
   •   Community involvement


Program Participants:

Mentee:
The term mentee is used to identify those teachers who will receive support through the
McKinney Mentors Program. Mentees are those teachers who are in their first or second year
of teaching and veteran teachers who are new to McKinney. The program is also available to
veteran McKinney teachers who have received a change in teaching assignment. All mentees will
receive support for a minimum of one year with first and second year teachers receiving
support from the McKinney Mentors Program for at least two years.
2011-2012 Mentor Handbook                                                                          6




Mentor:
The term mentor is used to identify those teachers who will be assigned a first or second year
teacher or a veteran teacher who is new to the district to provide support during their first
years with the McKinney Independent School District. Mentors will be paired with a mentee
prior to or at the start of the new school year and will continue on with that teacher for a
minimum of one year with a veteran teacher and a minimum of two years with a new teacher.

Campus Coordinators:
Assistant Principals will act as Campus Coordinators who agree to oversee the McKinney
Mentors Program at their home campus. Campus coordinators will work with the campus
principals to identify and assign mentors for the teachers who will be new to their campus.
Campus coordinators will also facilitate meetings at their campuses for the teachers involved in
the McKinney Mentors Program.

McKinney Connection Coordinator:
The District Coordinator will work with the Assistant Principals during their regularly scheduled
meetings (AP Academy) to coordinate the McKinney Mentors Program for the McKinney
Independent School District. The coordinator’s responsibilities will include program
development, program communications, and training opportunities for coordinators, mentors, and
new teachers. The central office coordinator will also work with the campus coordinators to
provide support to the mentors and mentees for each campus. An additional benefit is the
opportunity to work with and build leadership capacity in our future principals.
2011-2012 Mentor Handbook                                                            7


                     2011-2012: Year in Review
August       9-11           New Teacher Training (8:00-4:00)        MNHS & Campus
             11             New Teacher Breakfast (7:30-9:00)       MBHS
                            Mentor Training (1 hour)                Campus
             12-19          Staff Development (8:00-4:00)           Campus
             22             First Day of School

September 1                 Elem. AP Academy (9:30-11:30)           Central
          8                 Sec AP Academy (9:30-11:30/1:30-3:30)   Central
                            McKinney Connection Newsletter          Online/Emailed
                            Mentee/Mentor Meetings                  Campus

October      3              Staff Development                       Campus
             6              Elem AP Academy (9:30-11:30)            Central
             13             Sec AP Academy (9:30-11:30/1:30-3:30)   Central
             14             End of First Nine Weeks
                            Mentor Training (1 hour)                Campus
             24             Parent Conferences                      Campus
                            Mentee/Mentor Meetings                  Campus



November     3              Elem AP Academy (9:30-11:30)            Campus
             10             Sec AP Academy (9:30-11:30/1:30-3:30)   Central
                            McKinney Connection Newsletter          Online/Emailed
                            Mentee/Mentor Meetings                  Campus

December     1              Elem AP Academy                         Central
             8              Sec AP Academy                          Central
             16             End of Second Nine Weeks
                            Mentee/Mentor Meeting                   Campus

January      2              Staff Development                       Campus
             5              Elem AP Academy                         Central
             12             Sec AP Academy (9:30-11:30/1:30-3:30)   Central
                            Mentor Training (1 hour)                Campus
                            Mentee/Mentor Meeting                   Campus
2011-2012 Mentor Handbook                                                                8




February     2              Elem AP Academy (9:30-11:30)                Central
             9              Sec AP Academy (9:30-11:30/1:30-3:30)       Central



             20             Staff Development                           Campus
                            McKinney Connection Newsletter              Online/Emailed
                            Mentee/Mentor Meetings                      Campus

March        1              Elem & Sec AP Academy (9:30-11:30)          Central
             9              End of Third Nine Weeks
                            Mentor Training (1 hour)                    Campus
                            Mentor/Mentee Meetings                      Campus

April        5              Elem AP Academy (9:30-11:30)                Central
             12             Sec AP Academy (9:30-11:30/1:30-3:30)       Central
                            Mentee/Mentor Meeting                       Campus

May          3              Elem & Sec AP Academy (9:30-11:30)          Central
             31             End of Fourth Nine Weeks
                            Mentee/Mentor Meeting                       Campus

June         1&2            Staff Development/Work Day
             TBA            Mentor Training for Assistant Principals/   Central
                            Coordinators and Mentors
2011-2012 Mentor Handbook                                                                          9




                Guidelines and Expectations of the
                          Campus Mentor
Criteria for Campus Mentors
   ê   Must hold a valid Texas teaching certificate
   ê   Must be a full time teacher with McKinney ISD
   ê   Must have a minimum of three years of experience
   ê   Must have a minimum of one year of experience with McKinney ISD
   ê   Must have received a proficient rating or higher on the last three years of PDAS
        evaluations

Responsibilities for Campus Mentors of Beginning Teachers
   ê Complete MISD Mentor Application & Mentor Professional Commitment Contract
   ê Attend yearly district mentor training
   ê Attend campus mentor meetings as assigned
   ê Contact mentee prior to the first day of the school year
   ê Meet with the mentee regularly over a two year period
      ó Maintain daily contact for the first two weeks of school
      ó Meet twice weekly through the first semester
      ó Meet weekly for the remainder of the school year
      ó Arrange release time/substitutes through your campus coordinator
   ê Maintain confidentiality
   ê Provide professional assistance
      ó Classroom management
      ó Teaching methodology
      ó District Information
      ó Curriculum and assessment
      ó PDAS
            ê Teacher Self Report, Part I
            ê Teacher Self Report, Part II & III
      ó Time management
      ó Parents conferences/communication
      ó Fall and Spring Open House
      ó End of Nine Weeks – grades due
   ê Opportunities for Reflection
      ó Participate in joint planning with beginning teachers, classroom observations, and data
         disaggregation
2011-2012 Mentor Handbook                                                                      10
        ó   Model instructional practices
        ó   Facilitate reflective conversations
        ó   Utilize knowledge of formative assessments
        ó   Facilitate professional growth of the beginning teacher
        ó   Maintain communication with the Campus Mentor Coordinator, Administration, and the
             District Mentor Coordinator through communication logs and e-mail

Responsibilities for Campus Mentors of 1st Year Teachers
   ê Complete MISD Mentor Application & Mentor Professional Commitment Contract
   ê Attend yearly district mentor training
   ê Attend campus mentor meetings as assigned
   ê Contact mentee prior to the first day of the school year
   ê Meet with the mentee regularly over a one year period
      ó Maintain daily contact for the first two weeks of school
      ó Meet weekly for the remainder of the school year
      ó Arrange release time/substitutes through your campus coordinator
   ê Maintain confidentiality
   ê Provide professional assistance as needed
      ó Classroom management
      ó Teaching methodology
      ó District Information
      ó Curriculum and assessment
      ó PDAS
            ê Teacher Self Report, Part I
            ê Teacher Self Report, Part II & III
      ó Time management
      ó Parents conferences/communication
      ó Fall and Spring Open House
      ó End of Nine Weeks – grades due
   ê Opportunities for Reflection
      ó Participate in joint planning with beginning teachers, classroom observations, and data
         disaggregation
      ó Model instructional practices
      ó Facilitate reflective conversations
      ó Utilize knowledge of formative assessments
      ó Facilitate professional growth of the beginning teacher
      ó Maintain communication with the Campus Mentor Coordinator, Administration, and the
         District Mentor Coordinator through communication logs and e-mail
2011-2012 Mentor Handbook                                                                      11




Name _________________________________ Campus__________________

Current Teaching Assignment _______________________________________



Have you previously been a mentor with McKinney ISD?         _____ Y   _____ N



Have you previously been a mentor in another district?       _____ Y   _____ N



Are you interested in mentoring a beginning teacher?         _____ Y   _____ N



Are you interested in mentoring a veteran teacher new
to McKinney ISD?                                             _____ Y   _____ N



Have you completed TxBESS training                           _____Y    _____N

What do you feel are the strengths that you will bring to a new teacher to MISD? (curriculum
knowledge, strong classroom management skills, organizational skills, etc)

Academic – ___________________________________________________

Personal - ____________________________________________________

How many years have you been teaching? _____________________________

Teacher Signature ____________________________ Date _______________

Principal Signature ____________________________ Date _______________

Please return this application to your campus coordinator.
2011-2012 Mentor Handbook                                                               12




                            2011-2012 Mentor Professional
                            Commitment Contract
      I commit myself to full and active participation in the McKinney Mentors Program. I
      commit to fulfill my role to promote the success of the program.



      I commit myself to professionalism at all times. I will exhibit commitment to my
      own personal and professional growth. I commit to quality teaching and learning and
      excellence in our schools.



      I commit myself to be a full and active mentor for a beginning or veteran teacher
      new to the district.
      I seek the best education for all learners.



      I commit to the belief that all children can learn.



      I commit to the understanding that this program is developmental and focuses on
      continual improvement. I will contribute information when I can that might help to
      improve the program.




      Signature                                                    Date




   Please return this form with your Mentor Application to your campus coordinator.
2011-2012 Mentor Handbook                                                                         13


                                2011-2012
                         Mentor Compensation Form
Please circle your compensation option as a McKinney Connection Mentor.

Option 1      I would like to receive the designated stipend as a mentor of a beginning or veteran
              teacher for the 2011-2012 school year. I understand I will be required to fulfill my
              roles and responsibilities as a mentor, which includes documenting my time with my
              mentee. If I do not comply with the roles and responsibilities of the mentor, I
              understand I may lose any remaining unpaid stipend amount. Stipends will be paid
              twice a month in your paycheck beginning in September.

Option 2      I would like to receive six hours of professional development credit as a mentor of a
              beginning or veteran teacher for the 2011-2012 school year. I understand I will be
              required to fulfill my roles and responsibilities as a mentor, which includes
              documenting my time with my mentee. If I do not comply with the roles and
              responsibilities of the mentor, I understand I may lose part of the six hours I would
              receive as a mentor.



Mentor’s Printed Legal Name: ________________________________________

Mentor’s Campus: ____________________ Mentor’s Munis ID #:____________

Mentor’s Signature: ___________________________Date: _______________

Mentee’s Name: __________________________________________________

Mentee’s Campus (if different than mentors):____________________________

Mentee’s Conference Period: ________________________________________

Please circle the one that applies to your Mentee:
   1st year to teach                                           2nd year to teach

Campus Coordinator’s Signature: _________________________Date:_________


**All mentors were required to attend mentor training before the 2011-2012 school year. Please
attach a copy of your Professional Development Transcript or Certificate documenting this
training. Anyone trained prior to the summer of 2005 must attend a new training.
   2011-2012 Mentor Handbook                                                                    14


                          2011-2012 Mentor/Mentee
                         Activities & Communication Log
Date of           Topic Discussed              Mentee Signature              Mentor Signature
Meeting




This log should be completed and turned in to the Campus Coordinator at the end of each nine weeks
2011-2012 Mentor Handbook                                                                15


                   Substitute Request Form for
                    The McKinney Connection
Guidelines for Requesting Substitutes for Observation/Collaboration Time

   •   Each Mentor or Mentee can utilize a total of one full day or two half days for
       substitute time during the year for collaboration and/or observation – a combination
       of 2 full days or four half days for the team (mentor/mentee).
   •   Days requested could be for a Tuesday, Wednesday or Thursday – No Mondays or
       Fridays.
   •   A Request form should be given to the Campus Coordinator when a substitute is
       needed for collaboration/observation
   •   The absence should be called into the MAC System as a Professional Development –
       Mentor - District Initiated
   •   The Substitute Coordinator for your campus will enter The McKinney Connection
       Budget Code for your campus.

Mentor/Mentee Name: ______________________________________

Campus: ________________________________

Date for Request: _________________________

Amount of Time Requested: __________________

Reason for Request: _________________________________________

________________________________________________________

Campus Coordinator Signature:_________________________________

Budget Code: 199.11.6112.26.(campus code).11.000.0210

Principal Signature: _________________________________________

MISD Coordinator Signature___________________________________



** Please turn in completed form to your Mentor Coordinator.
2011-2012 Mentor Handbook                                                                16



                      Checklist For Mentors
                                    A Year in Review

Summer
q   Talk with your Campus Coordinator and Administrators regarding your role as a mentor
     for the next school year.
q   Receive your mentor assignment.
q   Make an initial contact with the new MISD teacher.
q   If possible, arrange a time to meet or talk on the phone.

August – Prior to the First Day of School
q   Make sure your Mentee knows where to go for the New Teacher Breakfast and the
     New Teacher Institute. Also, talk with your Mentee about PDAS Training to see if
     he/she needs to attend. If possible, go to lunch with your Mentee on one of these two
     days.
q   Talk with your Mentee about the Mentor/Mentee Campus Activity schedule for a day
     prior to the first day teachers report to work.
q   Mentor/Mentee Campus Activity – during this time, you should offer to help your
     Mentee unpack his/her room and set things up.
q   Complete The Campus Tour form with your Mentee.
q   Complete The Campus Personnel form with your Mentee.
q   Complete The Campus Information form with your Mentee.
q   Discuss the Lesson Plan format and procedures for turning them in.
q   You and your Mentee should work together and set goals for the year both individually
     and as a Mentor/Mentee team.
q   Talk to your Mentee on the Workday to see if he/she needs any help preparing for the
     first day.

August – The First Days of School
q   Welcome your Mentee on the first day of school with a note/word of encouragement or
     small gift.
q   Visit with your Mentee after school to get feedback on the first day’s activities.
q   Check on your Mentee every day for the first two weeks of school.
q   During the second or third week of school, complete the Class Background Study.
q   Get together with your Mentee before or after school or during a conference period
     and socialize.
q   Discuss the procedures for requesting a Substitute through the MAC system when an
     absence occurs.
2011-2012 Mentor Handbook                                                                 17

q   Help your Mentee prepare a Substitute folder for expected and unexpected absences.
q   Discuss the unwritten rules such as not scheduling tutoring on Staff Meeting days,
     don’t send a student into the hallways without a pass, etc.
q   How to get and stay in control; the importance of preparation/ organization/ setting
     the tone early.
q   Community culture (what makes up our community, i.e. people, businesses, socio-
     economic backgrounds)
q   Share grade level or team expectations (thematic units, pretests, reading inventories,
     scope and sequence, etc.)

September
q   You should meet with your Mentee at least once a week.
q   Help your Mentee complete the Teacher Self Report I that is due to his/her appraiser.
q   Discuss parent conferences including information provided by The McKinney Connection.
q   Begin talking about observations that the Mentee would like to do or that you would do
     of him/her. You should also discuss how to request a substitute for these observations.
q   Attend campus Mentor/Mentee meetings together.
q   By the end of the month, discuss Gradebook/Report Card procedures.
q   Leave a motivational note or trinket for your Mentee this month.

October
q   You should meet with your Mentee at least once a week.
q   Observe your Mentee and provide feedback.
q   Help your Mentee complete the necessary items for Gradebook/Report Cards for the
     End of the First Nine Weeks.
q   Discuss support for At-Risk students and those who failed the First Nine Weeks.
q   Offer to help your Mentee with Parent Contacts/Conferences.
q   Discuss Professional Development opportunities available this month. If possible,
     attend a training together.
q   Work with your Mentee to analyze student data that has been provided.
q   Encourage your Mentee to attend the campus Mentee only meetings each month.
q   Attend campus Mentor/Mentee meetings together.
q   Leave a motivational note or trinket for your Mentee this month.



November
q   You should meet with your Mentee at least once a week.
q   Have your Mentee observe you or another veteran teacher and provide feedback.
2011-2012 Mentor Handbook                                                                18

q   Discuss Professional Development opportunities available this month. If possible,
     attend a training together.
q   Work with your Mentee to analyze student data that has been provided.
q   Encourage your Mentee to attend the campus Mentee only meetings each month.
q   Attend campus Mentor/Mentee meetings together.
q   Leave a motivational note or trinket for your Mentee this month.



December
q   You should meet with your Mentee at least once a week.
q   Observe your Mentee and provide feedback.
q   Team planning: Refocus expectations, reflection/encouragement
q   Discuss Professional Development opportunities available this month. If possible,
     attend a training together.
q   Help your Mentee complete the necessary items for Gradebook/Report Cards for the
     End of the Second Nine Weeks.
q   Discuss support for At-Risk students and those who failed the Second Nine Weeks
     and/or the First semester.
q   Work with your Mentee to analyze student data that has been provided.
q   Encourage your Mentee to attend the campus Mentee only meetings each month.
q   Attend campus Mentor/Mentee meetings together.
q   Leave a motivational note or trinket for your Mentee this month.
q   Encourage your Mentee to take a well-deserved break. He/she should rest and try not
     to think about work.



January
q   You should meet with your Mentee at least once a week.
q   Discuss Professional Development opportunities available this month. If possible,
     attend a training together.
q   Work with your Mentee to analyze student data that has been provided.
q   Encourage your Mentee to attend the campus Mentee only meetings each month.
q   Attend campus Mentor/Mentee meetings together.
q   Leave a motivational note or trinket for your Mentee this month.
2011-2012 Mentor Handbook                                                                19

February
q   You should meet with your Mentee at least once a week.
q   Discuss the upcoming TAKS tests and offer any guidance your Mentee may need if
     he/she is administering the test.
q   Discuss Professional Development opportunities available this month. If possible,
     attend a training together.
q   Work with your Mentee to analyze student data that has been provided.
q   Encourage your Mentee to attend the campus Mentee only meetings each month.
q   Attend campus Mentor/Mentee meetings together.
q   Leave a motivational note or trinket for your Mentee this month.



March
q   You should meet with your Mentee at least once a week.
q   Help your Mentee complete the necessary items for Gradebook/Report Cards for the
     End of the Third Nine Weeks.
q   Discuss support for At-Risk students and those who failed the Third Nine Weeks.
q   Discuss the upcoming TAKS/EOC tests and offer any guidance your Mentee may need if
     he/she is administering the test.
q   Work with your Mentee to analyze student data that has been provided.
q   Encourage your Mentee to attend the campus Mentee only meetings each month.
q   Attend campus Mentor/Mentee meetings together.
q   Leave a motivational note or trinket for your Mentee this month.



April
q   You should meet with your Mentee at least once a week.
q   Discuss the upcoming TAKS/EOC tests and offer any guidance your Mentee may need if
     he/she is administering the test.
q   Discuss Professional Development opportunities available this month. If possible,
     attend a training together.
q   Work with your Mentee to analyze student data that has been provided.
q   Encourage your Mentee to attend the campus Mentee only meetings each month.
q   Attend campus Mentor/Mentee meetings together.
q   Leave a motivational note or trinket for your Mentee this month.
2011-2012 Mentor Handbook                                                                20




May
q   You should meet with your Mentee at least once a week.
q   Discuss Professional Development opportunities available this month. If possible,
     attend a training together.
q   Help your Mentee complete the necessary items for Gradebook/Report Cards for the
     End of the Fourth Nine Weeks.
q   Discuss support for At-Risk students and those who failed the Fourth Nine Weeks
     and/or the Second Semester.
q   Discuss whether your Mentee will be continuing in The McKinney Connection Program
     for the next year.
q   Celebrate your Mentee with your campus!



Quotes to Ponder…

“Nobody starts out as a completely effective and creative teacher…The desire to
teach and the ability to teach well are not the same thing. With the rarest exception,
one has to learn to be a good teacher.”

                                                         Herbert Kohl
“Thoughts are our way of connecting things up for ourselves. If somebody else tells
us about the connections she/he has made, we can only understand them to the extent
that we do the work of making those connections ourselves.”

                                                         Eleanor Duckworth

“Seek first to understand…then to be understood.”
                                                         St. Francis

“Wrongly I have thought teaching has lessened me at times, but now I experience a
teacher’s great euphoria, the knowledge like a drug that will keep me: Thirty-one
children. Thirty-one chances. Thirty-one futures, our futures.”

                                                         Esme` Raji Codell

“Care enough to share enough to let others become what they can be.”
“Communication is a process of sharing experience until it becomes a common
possession. It modifies the disposition of both parties who partake in it.”
2011-2012 Mentor Handbook                        21


Getting to Know the Campus
The Campus Tour
Help your Mentee locate the following rooms.

   q   Room and Keys
   q   Your (Mentor) Room
   q   Teacher’s Workroom
   q   Teacher’s Mailbox
   q   Principal’s Office
   q   Assistant Principal’s Office
   q   Counselor’s Office
   q   Nurse’s Office
   q   Faculty Restrooms
   q   Faculty Parking
   q   Supply Room
   q   Book Room
   q   Custodian’s Office
   q   Library
   q   Special Education/Content Mastery Area
   q   Fine Arts Area
   q   Athletic/Gym Area
   q   Computer Lab(s)
   q   Cafeteria
   q   Copiers
   q   Any Special Rooms on Campus


Campus Personnel
Help your Mentee meet the following people:

   q   Campus Principal
   q   Campus Assistant Principal(s)
   q   Counselor(s)
   q   Librarian/Aides
   q   Secretary
   q   Attendance Clerk
   q   Office Personnel
   q   Custodians
   q   Special Education Teachers
2011-2012 Mentor Handbook                                        22

   q   Athletic Coaches/Physical Education Teachers
   q   Fine Arts Teachers
   q   Campus Technology Specialist
   q   Cafeteria Manager
   q   Club Sponsors
   q   School Resource Officers
   q   Department Chairs/Team Leaders


Campus Information
Help your Mentee locate the following items:

What:
   q   School Hours
   q   Teacher Hours
   q   Teacher Duties
   q   Sign in/out Procedures
   q   Bell Schedules (Regular/Alternate)
   q   Procedures and Requirements for Safety Drills
   q   Volunteer Program
   q   PTA
   q   Clubs and Organizations
   q   Unique Campus Activities/Events

Where:
  q District Employee Handbook

  q Campus Handbook

  q Computers/Destination System/Overhead/Elmo

  q Textbooks

  q Passes (Hall, Nurse, Office, Library)

  q Discipline Referral Forms



How To:
  q Request Classroom Materials (furniture, technology, etc.)

  q Request Supplies

  q Request Textbooks

  q Request a Substitute

  q Check Attendance

  q Use the Copier, Laminator, Etc.
2011-2012 Mentor Handbook                                                             23

Technology:
   q Network Login

   q Outlook

   q Gradebook Program

   q Computer Lab Procedures

   q Available Software

   q Available Campus Technology



Expectations:
   q Lesson Plans

   q Grading

   q Parent Contacts and Conferences

   q Department/Team Meetings

   q Faculty Meetings

   q Tutoring

   q Lunch Procedures

   q Tardy Procedures

   q Teacher Dress Code


When you have completed the Campus Tour, Personnel, and Information activities with
your Mentees, please log this information into your Mentor/Mentee Activities &
Communication Log.
2011-2012 Mentor Handbook                                                                   24


                   Mentor/Mentee Collaboration
Below you will find possible topics of discussion during your meetings with your Mentees.

Curriculum and Instruction
Curriculum Guides On-line
Lesson Plan Development
Provide completed lesson plans
Encourage Mentee to share a successful lesson plan or concept with the Team/Department
Brainstorm ideas for a new lesson
Develop a thematic unit together
Encourage your Mentee to try a new strategy

Classroom Management
Provide samples of classroom discipline polices
Suggest options for dealing with inappropriate student behavior
Help Mentee with filling out discipline forms
Discuss options for classroom management
Recommend successful organizational strategies

Observation
Observe your Mentee and provide feedback
Demonstrate a lesson for your Mentee to observe
Discuss the process for requesting a substitute for the Mentor Program
Work with the Campus Coordinator to arrange for the Mentee to observe other teachers
Observe another teacher’s class together and discuss the class afterwards

Student Progress
Share an effective strategy for grading papers
Share other ways to assess student progress
Examine examples of student work together
Discuss student assessments and TAKS data

Parent Contacts/Conferences
Discuss good Parent Contact/Conference techniques
Observe Mentee during a Parent Contact/Conference
Have your Mentee sit in on one of your parent conferences
Role play a difficult parent conference
2011-2012 Mentor Handbook                                                              25



Teacher Progress
Ask questions that clarify and deepen the Mentee’s self assessment
Ask questions that help the Mentee prioritize instructional issues
Listen to the Mentees reflections regarding progress



Special Education
Help Mentee locate IEPs for students
Discuss Special Education processes



Technology
Explore the MISD Portal
Explore the MISD McKinney Connection Website
Explore the MISD On-line Professional Development System
Discuss procedures for Technology Help Requests



Professional Development
Discuss the various Professional Development opportunities available in the district
Discuss Professional Development goals for the school year
Attend a workshop together



Other
Please list other things you and your Mentee have discussed
2011-2012 Mentor Handbook                                                                                      26


     Common Anxieties Experienced by Beginning
                     Teachers

1. Does my mentor really want that role?

2. What will my mentor expect of me?

3. What standards does my mentor maintain? Will I measure up to those standards?

4. What are my mentor’s special interests, personality characteristics, likes and dislikes?

5. What should I do when I make a mistake?

6. What should I do in the classroom if my material has been covered and there is extra
   time?

7. Will I be required to turn in my lesson plans and who will evaluate them?

8. When is the best time to ask my mentor questions?

9. How often will my mentor and I be able to plan or problem solve together?


    L. Huling-Ausitn, S.O’Dell, P. Yacher, R.S. Kay and R.A Edelfelt. (Eds), Assisting the Beginning Teacher
Reston, VA: Association of Teacher Educators.
2011-2012 Mentor Handbook                                                               27


                      The Needs of the Teacher
Below is a breakdown of the beginning teachers’ perceived needs and specific ways you as a
mentor can help teachers with these needs. This information has been provided through
the TxBESS program from SBEC and while it focuses on the beginning teacher, it is also
applicable to veteran teachers new to the district or building.



Beginning Teachers’ Perceived Needs
  • Ideas about instruction
  • Personal and emotional support
  • Advice on locating and accessing materials and resources
  • Information on school and district procedures
  • Additional techniques for management


Ideas about Instruction
   • Have reflective discussions on planning, student work, and lessons taught
   • Complete the Class Background Study
   • Provide guidance on ways to engage students in the content



Personal and Emotional Support
   • Stress the need for life outside the classroom
   • Be available to listen
   • Recognize the new teacher as a peer
   • Remind the new teacher that making mistakes is normal
   • Designate time for venting/sharing
   • Socialize outside the workplace



Time   Issues Reported by Beginning Teachers
   •   Catching up on paperwork
   •   Classroom cleanup
   •   Displaying student work
   •   Faculty and other meetings
   •   Finding instructional resources
   •   Grading papers
2011-2012 Mentor Handbook                                                     28

Time   Issues Reported by Beginning Teachers (cont.)
   •   Lesson planning
   •   Modifying lessons
   •   Preparing for parent conferences
   •   Record keeping
   •   Student routines and procedures
   •   Tutoring



Locating and Accessing Materials/Resources
   • Show the beginning teacher around the building
   • Provide information about special services available in the building
   • Explain the textbook process
   • Explain the chain of command
   • Explain record-keeping procedures
   • Help develop efficient procedures



Information on School and District Procedures
   • Review school and district rules
   • Explain processes for accessing materials and resources
   • Review schedule for meetings
   • Describe special activities
   • Explain unwritten rules



Additional Techniques for Management
  • Discuss student attendance policies
  • Help with class seating and room arrangement
  • Provide guidance on organizing the first day and first week
  • Assist in organizing materials and establishing procedures
  • Provide examples of letters to families/caregivers
  • Explain when to contact families/caregivers
  • Identify methods for documenting family/caregiver contact
  • Explain written progress report forms and procedures
  • Share a few guidelines for expected behavior in the classroom
  • Provide ideas for positive reinforcement
  • Assist in setting goals and determining consequences
  • Help the beginning teacher identify when to write a referral or contact
      families/caregivers
2011-2012 Mentor Handbook                                                                29


      Organizing Physical Space in a Classroom
Review the options you have for organizing a room and share why you set yours up this way.
Ask your beginning teacher to share goals to be met and how he or she would like to set up
a classroom in the future to meet those goals.

Student Desks/Tables           How do you organize the students?
                               groups—number in group, location in room,
                               student or teacher choice

                               rows—number in row

                               other patterns for desks—partners, triads,
                               large horseshoe shape, circle

Teacher Workspace.             How do you organize your workspace?

                               file cabinet (how do you organize each drawer or file?)

                               teacher use only

                               extra worktable

                               teacher mailbox

                               other

Supplies and Materials.        Where do you keep personal supplies vs. supplies for
                               students use?

                               for teacher use only

                               available for student use
2011-2012 Mentor Handbook                                               30

Bulletin Boards/
Interactive Learning Centers. Where are they located?

                             seasonal information

                             subject, resources or enrichment centers

Other Areas in Classroom.    What and where?

                             lost and found

                             student areas/mailboxes/folders

                             reference materials/computers

                             other
2011-2012 Mentor Handbook                                                                 31


                            Establishing Routines

What are the activities you do on a daily or weekly basis that students can expect and
count on? How do you teach and involve the students in carrying out these routines?

Share your routine ideas with the beginning teacher in any of the following areas that
apply. Note the difference in elementary and secondary routines and expectations.


__________          daily attendance         __________         homework
                                                                collection
__________          homework checking        __________         folders for
                                                                students
__________          lunch count              __________         make-up work for
                                                                absent students
__________          room jobs/chores/        __________         hall passes
                    duties
__________          bathroom procedures      __________         late passes

__________          opening procedures       __________         sign-out to leave
                                                                room
__________          closing activities       __________         library passes

__________          weekly attendance        __________         testing procedures
__________          seasonal activities      __________         fire drills

__________          monthly activities       __________         behavior
                                                                expectations at an
                                                                assembly, library, etc.



Share with your Mentee how you selected these routines. Ask the Mentee to observe your
class and see if he or she can discover more routines you have not shared.
2011-2012 Mentor Handbook                                     32


What are the most commonly reported challenges of beginning
teachers as reported by beginning teachers?

 Beginning Teachers Most Often Report These
                  Challenges
Classroom discipline

Motivating students

Dealing with individual differences

Parent relations

Planning class work

Evaluating student work

Insufficient materials and supplies

Students’ personal problems

Relations with colleagues
2011-2012 Mentor Handbook                      33


     Think About This…What Would a Beginning
                 Teacher Say in…?



•August through October




•November through February




•March through July
2011-2012 Mentor Handbook                                                 34


Monthly Mentor Focus
           August
Phase One: Anticipation
•Begins during student teaching
•Is marked by romanticization and a commitment to making a difference
•Carries through the first weeks of school
   1.   Tour the school
   2.   Help with room arrangement, bulletin boards, etc.
   3.   Build relationship with new teacher
   4.   Create lesson plans and activities for first day/week of school
   5.   Go over school calendar and note important dates
   6.   Encourage parent contact early
   7.   Check for reasonable discipline plan
   8.   No classroom observations yet




                    Monthly Mentor Focus
                            September
Phase Two: Survival
•Reality hits.
•Teachers in this stage are primarily focused on self.
•Some key Survival phase questions
        •How am I doing?
        •Will I make it?
        •Do others approve of my performance?
   1.   Provide instructional support
   2.   Check to be sure grading procedure is followed, etc.
   3.   Coach effective parent conferencing
   4.   Begin classroom observations on predetermined areas
   5.   Begin reflective questioning
   6.   Reinforce observed good behaviors
   7.   Review classroom management and make adjustments
   8.   Praise, Praise, Praise!!!!
2011-2012 Mentor Handbook                                                     35




                        Monthly Mentor Focus
                            October
Phase Two: Survival
   1.   Share coping skills and techniques
   2.   Encourage observation of other teachers; arrange with principal
   3.   Discuss PDAS in depth
   4.   Instructional focus this month
   5.   Reflective questioning
   6.   Emphasize balance with school/home/friends
   7.   Encourage and praise, praise, praise




                        Monthly Mentor Focus
                           November

   Phase Three: Disillusionment
•Extensive time commitment—seventy hours per week
•High stress
•Self-doubt
••Lower self-esteem
   1. Help them set priorities
   2. Provide time saving hints; focus on organization
   3. Look for grading policy inconsistencies
   4. Instructional focus
   5. Reflective questioning
   6. PDAS practice
   7. Praise and Encouragement!
   8. Tell them to enjoy the Thanksgiving Holiday with no papers taken home
2011-2012 Mentor Handbook                                                                36




                              Monthly Mentor Focus
                             December
   Phase Three: Disillusionment
   1. Skip classroom observation this month (unless needed)
   2. Discuss end of semester exams/activities. This is a crazy month!
   3. Do planning/reflection on first semester. List changes that will take place when
      new semester begins.
   4. Encourage relaxation and rest over the holidays.
   5. Smiles, hugs and “You made it!”




               Monthly Mentor Focus
                     January/February
Phase Four: Rejuvenation
•Focus on time and task
•Some key Rejuvenation phase questions
      •Is there a better way?
      •How can I do all that is expected of me?
      •How can I improve this?
         1. Prioritize task
         2. Review and reflect on instructional approaches. Tweaking should be done
            now!
         3. Reflect on what worked/what didn’t first semester. Review changes.
         4. Praise and encourage
         5. Focus on PDAS
         6. Talk through plans to get ready for TAKS: help if you can.
2011-2012 Mentor Handbook                                                            37




          Monthly Mentor Focus
                       March
Phase Five: Reflection
•Assessment of impact on students
•Focus on student learning
•Some key Reflection phase questions
        •Are students learning?
        •What are students learning?
        •How can I raise achievement levels?
        •Is this meaningful to students?
   1.   Review the year so far and reflect
   2.   Instructional focus
   3.   Continue classroom observations
   4.   Encourage and praise
   5.   Remind them that kids think school is out after Spring Break; have lots of
        activities ready.




               Monthly Mentor Focus
                    April/May
Phase Five: Reflection
1. Reflect on how the teacher impacted his/her students and how the teacher can
   improve.
2. Begin planning for next year.
3. Help with end of year clean up, wrap up, etc.
4. No classroom observation in May.
5. Help/encourage them to stay in the teaching profession.
6. Celebrate the completion of their first year of teaching!
2011-2012 Mentor Handbook                                        38




“The most important characteristic of a successful mentor is a
commitment to provide personal time and attention to the
beginner.”
                            Steven Gordon




“It takes a whole district to raise
good teachers.”

- Beyond Mentoring (2007))

				
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