MENTOR PROGRAM
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TEACHING IS A COOPERATIVE AND COLLABORATIVE UNDERTAKING
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PHILOSOPHY
Teaching is a complex and demanding profession. The first year teacher needs a support system to make the transition from theory to practice. Successful teaching depends on shared developmental experiences and collegial nurturing under the guidance of experienced professionals. To meet this need, the Sheboygan Area School District is committed to Teachers Helping Teachers. The mentor/mentee program will: ❍ ❍ ❍ ❍ ❍ be a cooperative agreement among the various groups of involved educators. include both a monetary and philosophical commitment. facilitate professional and personal growth. be supportive and instructive rather than evaluative. be separate from summative evaluation and licensure.
Sheboygan teachers have a commitment to excellence in education. Since the classroom teacher is the most important contributor to excellence, we have an interest and an obligation to see that beginning teachers become successful teachers.
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GOALS
To ensure a successful mentor program, there must be commonly accepted goals. The Sheboygan Area School District’s goals for a mentor program are: 1. TO BRIDGE THE GAP BETWEEN STUDENT TEACHING AND THE TEACHING CAREER There are too many adjustments to be made from college-based theory classes to actual classroom practices. Much time can be saved and foundering spared if beginning teachers have someone to introduce them to the intricacies of the school district, their individual school, and its personnel, and the rudiments of establishing classroom procedures and efficient practices. 2. TO ENHANCE TEACHING PERFORMANCE In a study by Huling-Austin and Murphy (1987), during an end-of-year interview, first year teachers were asked what changes they had made as a result of the assistance received through their induction programs. The researchers commented: “It is interesting to note both the number and nature of the changes are mentioned. The list indicates most of the type that directly influence the quality of instruction with students. While it is difficult to quantify, based on the changes reported, it is reasonable to conclude that the teaching of the participating first-year teachers was improved as a result of their involvement in the induction programs.” 3. TO IMPROVE PROFESSIONAL RELATIONSHIPS Educational researchers David and Roger Johnson (1987) have analyzed the three structures of relationships among teachers: competitive, individualistic, and cooperative. They found that adult cooperation promotes: ❶ ❷ ❸ ❹ 4. higher achievement more positive interpersonal relationships greater social support higher professional self-esteem
TO IMPROVE THE PERSONAL AND SOCIAL WELL-BEING OF THE BEGINNING TEACHER For many teachers, the first year may mean a move away from familiar settings and people to a situation where everything is unfamiliar – the town, the customs, the school, and the students. Mentees may need help in fitting into their surroundings. This could take a variety of forms, from helping to locate community resources to holding gettogethers so mentees can meet co-workers.
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TO IMPROVE THE EDUCATIONAL CLIMATE OF THE SCHOOL When new teachers have emotional as well as instructional support from other educators, they are likely to have more confidence and to experience less stress and anxiety. As a result, a higher level of expertise and greater continuity will be achieved in the classroom and throughout the school.
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TO ENHANCE STUDENT ACHIEVEMENT New teachers will be more confident, more competent, less stressed and have greater support resources. Collaborative experiences will lead beginning teachers to use advanced teaching techniques earlier in their careers, and students will benefit from having stronger, more effective teachers.
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TO ENHANCE THE IMAGE OF THE PROFESSION Teachers, like doctors and lawyers, need a residency period where they are practicing the profession, yet have support and immediate feedback on their techniques. Mentor programs will align teaching with other professions, thereby improving the image of the profession.
The ultimate goal is to begin building long term professional growth. As indicated earlier, the three essentials of professional development – autonomy, collaboration, and time must not be overlooked. To foster growth, new teachers must be given structure as well as flexibility, and developmental opportunities must be supplied beyond the first year of teaching.
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MENTORING PROGRAM CONFIDENTIALITY POLICY
The mentoring program of the Sheboygan Area School District has been developed to ensure that each teacher new to the district be afforded the support of experienced teachers for orientation and instructional coaching. For mentoring to meet its goal of aiding new teachers in effective instructional practices, the environment must be risk-free and non-threatening; new teachers need to avail themselves of such help and willingly open their classrooms to their mentors. With this understanding as the foundation, the relationship between the mentor and new teacher will remain confidential and non-evaluative. ● Mentors will refrain from sharing any information regarding mentees with the mentee’s principal, department chair(s), colleagues, or students. The single copy of the written comments used in conferences between the mentor and mentee will be retained by the mentor with the original given to the mentee. Principals will refrain from seeking any information from mentors regarding their mentees or from sharing their own evaluative observations with mentors. At their discretion, new teachers may wish to share personal or evaluative information with either mentors, department chair(s), or principals as a means of seeking help/advice. Principals will be informed if/when any new faculty avoids or refuses to participate in this mandatory program. If a new teacher’s retention or future contract to the district is in question, mentors may not be asked to comment. If a mentor requests a letter of recommendation from a mentor, it is a personal decision of the mentor. It must be understood that should it become relevant in any sort of legal proceeding to obtain the testimony of a mentor, the law will not recognize any privilege in the relationship that would permit the mentor not to testify or that would permit the new teacher to prevent disclosure. Under the law, the relationship between a mentor and the teacher with whom the mentor is working is not a privileged one such as that between spouses, physicians and patients, clergy and congregation, or lawyers and clients. For example, should a new teacher not be retained or be otherwise terminated and decide to challenge that action, communications with the mentor might become relevant in a court of law. Should a mentee leave the district, professional ethics should maintain the confidentiality.
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It is important to recognize the positive potential in the mentor-mentee relationship. The confidentiality and trust built into the partnership needs to prevail if it is to work to the benefit of the mentee, mentor, students, and the district.
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A MENTOR IS . . .
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. A Role Model A Motivator A Communicator An Advisor A Guide A Demonstrator An Enabler A Resource An Assessor A Friend A Teacher/Coach A Protector A Counselor A Supporter A Developer of Talent Gives examples; provides opportunities to protégé to observe professional behavior. Helps new teachers to explore ways to involve pupils in learning. Listens carefully and uses new teacher responses to improve learning for pupils. Gives clarification and feedback by providing specific and general answers to questions. Assists new teacher to set up routines and understand the school organization. Helps new teacher by demonstrating lessons for teaching specific learning objectives. Helps new teacher to become self-evaluative. Provides appropriate materials and directs new teacher to in-school and community resources. Monitors progress and impact of learning in the classroom. Develops a relationship of trust, confidentiality, and support. Provides instruction in specific knowledge and skills necessary for successful job performance. Watch over the mentee while he/she learns “the ropes” and insulates him/her. Is an empathetic listener who assists the mentee in coming up with her/her own solutions. Encourages and praises while being realistic when events don’t go as planned. Challenges protégé to assess his/her talents and special abilities; and assists him/her in improving or refining these talents. Encourages protégé to serve on important committees; helps give protégé exposure to high-level people so he/she will be considered when opportunities arise. 11
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A Sponsor
Number of teaching years: __________ Elementary:
Name (optional): ___________________
Secondary:
ENTRY YEAR NEEDS ASSESSMENT
Indicate your degree of need for assistance in each of the following areas by circling the response that best indicates your need level. Use the following scale in responding to each item. LN Low Need SN Some Need MN Moderate Need HN High Need VHN Very High Need
1. Finding and understanding curricula guidelines and materials. 2. Obtaining instructional resources and materials. 3. Planning for instruction. 4. Classroom organization and management. 5. Management of student behavior. 6. Effective instructional techniques. 7. Monitoring and evaluating student performance. 8. Motivating students. 9. Dealing with individual student needs, interests, abilities, and problems. 10. Understanding expectations of the principal and other staff. 11. Effective communication with parents. 12. Interpreting district policies, rules, and contract. 13. Planning and managing my time and work. 14. Communicating with other staff (administrators, teachers, secretaries, custodians, etc.). 15. Professional growth opportunities. 16. Understanding the school system’s teacher evaluation process. 12
LN LN LN LN LN LN LN LN LN LN LN LN LN LN LN LN
SN SN SN SN SN SN SN SN SN SN SN SN SN SN SN SN
MN MN MN MN MN MN MN MN MN MN MN MN MN MN MN MN
HN HN HN HN HN HN HN HN HN HN HN HN HN HN HN HN
VHN VHN VHN VHN VHN VHN VHN VHN VHN VHN VHN VHN VHN VHN VHN VHN
List other areas in which you may want assistance or feedback. _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Describe your single greatest concern as a teacher. Try to write at least three or four sentences discussing the concern. _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________
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PLANNING THE FIRST MONTH
The mentor and the mentee need to find a mutually convenient time to meet each week, and both parties should make attendance a high priority. Use the checklists in the handbook as a guide to the content of these first meetings. The worksheet below is intended to help mentors identify the people, resources, and information needed for each meeting with the mentee. First Week Date Time: Topics: Date Time: Topics: Second Week Date Time: Topics: Third Week Date Time: Topics: Fourth Week
Materials:
Materials:
Materials:
Materials:
Other Persons to Invite:
Other Persons to Invite:
Other Persons to Invite:
Other Persons to Invite:
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