Parents & Families
Faculty & Staff

Mentor/Mentee Program


WINDSOR C-1 SCHOOL DISTRICT

 

Mentor/Mentee Documents Posted 8/2014

Buddy Monthly Discussion Topics with Signature Sheet

MENTOR — MENTEE PROGRAM
HANDBOOK FOR MENTEES

We travel separate journeys,
and cross different bridges.
With each others’ help
and with the wonderful feeling
that we are not alone!
-Susan Squellati Florence

A hundred years from now,
it will not matter the sort of house I lived in,
what my bank account was,
or the kind of car I drove;
but the world may be different
because I was important in the life of a child.
-Anonymous

MISSION

The Windsor C-1 Mentor — Mentee program recognizes the teacher as the key in the educational process. The mentoring program will provide certificated staff with opportunities to enhance their teaching skills, improve their instruction thereby, improving student achievement.

We believe that teachers who view themselves as life-long learners will foster an environment that will encourage their students, and ultimately the community, to value the educational process in an ever-changing world.

GOALS OF THE WINDSOR C-1 SCHOOL DISTRICT
MENTOR — MENTEE PROGRAM

The Windsor School District will focus on the retention of new teachers and promote their personal and professional well-being by:

  • Providing a collaborative program not focused on evaluation but addressing student achievement as its central purpose.
  • Transmitting the culture of the Windsor School District by advising the new teachers on the district and state curriculum issues.
  • Planning effective classroom management and addressing a rapport with students and parents in its support for the professional growth of new teachers.
  • Providing an on-going relationship that honors confidentiality with both formal and informal time, allowing for flexibility in order to meet the needs of both the district and individual mentees.
  • Providing professional and personal benefits to our experienced teachers who assist new teachers (includes a small stipend).

VITAL FACTS ABOUT MENTORS AND MENTEES

What the Law Says
According to the Excellence in Education Act of 1985 (section 168.400.4), beginning teachers assistance programs shall be established which “provide for a plan of professional development for the first two years of teaching for any teacher who does not have two years’ prior teaching experience.” Further, the Certification Standards for Teachers (5 CRS 80-800.010) indicates that during the time a teacher holds a PC-I certificate, he or she will participate in an entry-year mentor program as established by the local board of education. In advancing to a PC-II certificate, the teacher shall continue a detailed plan of professional growth.

What is a Mentee?
A mentee is an individual employed full or part time by a school district to serve as certificated staff and who is in the first two years of teaching with no prior teaching experience.

What is a Mentor / Buddy?
A mentor / buddy is a coach, trainer, positive role model, counselor, and professional colleague with three or more years of teaching experience. The role of a mentor / buddy is one of helper, not one of evaluator.

Qualifications of a Mentor / Buddy

A Mentor / Buddy:

  1. has 3 or more years of teaching experience
  2. possesses a positive attitude toward the teaching profession
  3. is a good listener
  4. can communicate openly with the beginning teacher
  5. is sensitive to the needs of the beginning teacher
  6. wants to voluntarily be a mentor
  7. is open to an array of teaching strategies
  8. has a thorough command of the subject matter

Responsibilities of a Mentor

A mentor is responsible for:

  1. meeting with the mentee informally before the beginning of the school year, if at all possible (may not be possible for mentees who are hired right before the start of the school year).
  2. advising and guiding the mentee throughout the school year in daily operations of the school.
  3. arranging for observations of the mentee.
  4. aiding in arranging the mentee’s observation of the mentor and other experienced teachers.
  5. demonstrating lessons for the mentee.
  6. completing the necessary forms to meet state and district guidelines.
  7. participating in PDC sponsored mentor-mentee workshops or meetings prior to and throughout the school year
  8. being a role model who provides guidance and support on all aspects of the profession.
  9. initiating preparation of the beginning teacher’s professional development plan, and along with others, helping the mentee elaborate and revise that plan as necessary.
  10. helping the mentee accomplish the goals identified in the professional development plan and acquire needed professional skills during the first two years.

Responsibilities of a Buddy

A Buddy is responsible for:

  1. meeting with the new staff member informally before the beginning of school.
  2. advising and guiding the new staff member throughout the school year in daily operations of the school.
  3. following the Mentor’s monthly checklist to guide in discussions.
  4. participating in PDC sponsored mentor-mentee workshops or meetings prior to and throughout the school year IF working for college credit.
  5. being a role model who provides guidance and support on all aspects of the profession.
  6. minimal paperwork required: must complete an activity log for the year and an evaluation form.

Compensation for Mentors / Buddy

  1. Mentors / Buddy are paid a stipend, the amount of which is determined yearly by the PDC with consultation of the superintendent.
  2. Administrators and the Mentor-Mentee coordinator can verify the stipend amount for the current year.
  3. Mentors / Buddy may have the opportunity to earn college credit for participating in the Mentor — Mentee program.

Notification of Mentors

  1. The administrator should notify the mentor of his/her assignment within two weeks of the board’s approval of the new employee.
  2. Notification should be made by phone first to speed the process.
  3. The mentor agreement should be mailed promptly after notification. Signed by the mentor and returned as soon as possible to the Mentor — Mentee coordinator.
  4. Agreements should be kept on file.

Arranging Release Time for Mentors and Mentees

  1. The administrator should arrange release time for the mentor to observe the mentee three times for a class period. These observations should occur ideally in first, second, and third quarters.
  2. The administrator should arrange release time for Mentor — Mentee conferencing relative to the above observations, three times for a class period each, as soon after the observation as is feasible.
  3. The administrator should arrange release time for the mentee to observe three other teachers in the building for a class period. The mentee should be allowed to choose these teachers, but may be called upon to clarity the reasons for the choices.
  4. It is the administrator’s duty to arrange substitutes for these days.

Releasing a Mentor from the Agreement

Sometimes it may be necessary to reassign mentor teachers.

  1. Administrators and the Mentor — Mentee coordinator should be alert for personality conflicts or other disagreements which are having a negative effect on the mentee.
  2. If conflicts are evident, the administrator and the Mentor — Mentee coordinator should meet with the mentor and the mentee individually.
  3. If the administrator and the Mentor — Mentee coordinator feel that the differences can be resolved, they should meet with the pair in a conflict resolution session, monitor further communication from the pair, and frequently check the pair’s progress.
  4. If the differences cannot be resolved, the mentor should be released from his/her agreement, and a new mentor should be assigned.
  5. Compensation of the original mentor and new mentor will be determined by the percent of the school year, which has elapsed, and required activities accomplished.

Monitoring Mentor — Mentee Progress

  1. By the end of the second week of the mentee’s employment, the administrator and/or Mentor — Mentee coordinator should informally conference with the mentor and mentee individually.
  2. At lease once a month, the administrator and/or Mentor-Mentee coordinator should informally conference with the mentor and mentee to monitor their progress and address any concerns.
  3. The administrator may be called upon to attend Mentor — Mentee workshops or meetings.
  4. Evaluations should be reserved for formal observations. At that time, the mentee’s Professional Development Plan goals should be addressed.

Evaluation of the Mentor — Mentee Program

  1. Administrators, mentors, buddy, and mentees are required to complete the Mentor — Mentee Evaluation form during the fourth quarter of the school year to aid in revision and improvement of the Mentor — Mentee Program.
  2. The evaluation(s) should be sent to the Mentor — Mentee coordinator.