Teacher Induction Program Overview 2004-2005

Definitions

Mentoring is a mutually agreeable formal relationship, sustained over time, that is intended to further the educational and professional development of the mentee.  A mentor in Groton Dunstable Regional School District (GDRSD) shall act as a professional coach - much like in athletics - advising, guiding, providing feedback, and developing instructional strategies with the mentee.  The mentor will also assist the mentee in becoming acclimated to the procedures, policies, culture, and people unique to their school site and to the district.

The GDRSD will appoint a mentor to both beginning teachers and experienced teachers new to the district.

A beginning teacher is a teacher in his/her first year or has not previously participated in a teacher induction program.

A new teacher is an experienced teacher who has previously participated in a teacher induction program and/or has had two or more years teaching experience.

Philosophy/Purpose

The teacher induction program is based on a belief that the initial years of teaching are part of a continuum of learning – a link between pre-service preparation and ongoing professional development.  Everyone has a vested interest in improving the educational system at all levels in order to respond to the needs of an increasingly diverse population of learners.

The GDRSD Teacher Induction Program is intended to:

• Help both new and experienced educators become reflective practitioners;
• Establish a collaborative culture in the school community; and
• Establish a support network for new teachers.

Goals of Teacher Induction Program

Provide a smooth transition through personal orientation to the community, district, building, and department/team/grade level.

• Provide assistance in developing classroom instructional, assessment and management strategies through peer observation, coaching and support.
• Provide assistance and guidance to enhance personal and professional growth of new teachers that is confidential and non-evaluative.
• To facilitate new teachers’ integration into the specific school culture and community, fostering collegiality and camaraderie.

 

Program Structure

• The Teacher Induction Program Coordinators will oversee the program, including budget, staffing, reports and evaluation. They ensure that mentors and mentees fulfill their roles and responsibilities and act as mediator between mentor and mentee, if necessary.

Steering Committee:   Representative group of teachers and building Principals

The Steering Committee will meet as needed to review the effectiveness of the Teacher Induction Program.  Activities could include developing surveys/questionnaires, examining feedback from participants and making recommendations for improvement.

Building-Based Support Team – Principal, curriculum leaders and mentor

• The Support Team will serve as a resource team, either individually or as a group, for new teachers in their area of expertise, and for mentor teachers at the site.

Mentor Recruitment, Selection, and Compensation

Information about the program will be disseminated among faculty, and news about the program will be shared through faculty meetings and district news.  Principals will actively recruit teachers to fill mentor roles given the needs at each site.

• Criteria for selecting teachers who will serve as mentors
• 3 years experience in the Groton Dunstable system
• Participation in or completion of Mentor Course
• Completion of the Understanding Teaching 1/Studying Skillful Teaching course (preferable)
• Strong interpersonal skills
• Recommendation of principal
• Compensation
• $400 stipend
• 1 in-service credit for the Mentor 2004 course
• 15 PDP’s

Matching Mentors with Beginning Teachers

Criteria used in matching mentors and beginning teachers

• Site-based access to one another
• Related areas of teaching whenever possible
• Possibilities for joint planning time, whenever possible
• If during the course of the year either the mentor or mentee has a concern about the mentoring relationship, (s)he should contact the Coordinator.

Mentor Responsibilities  The mentor will:

• Attend training on the roles and responsibilities of mentors
• Provide instructional support   This includes, but is not limited to:
• Supporting the mentee with classroom management issues
• Suggesting and/or demonstrating a variety of instructional strategies
• Helping mentee identify strategies that are matched to individual student needs
• Reviewing appropriate state curriculum frameworks and local curriculum documents
• Regular observation of and conferencing with the mentee (minimum of once per semester)
• Addressing responsibilities such as communicating effectively with parents
• Provide professional support
• Informing mentees of school policies and procedures, such as procedures for teacher evaluation and reporting student progress
• Provide personal/emotional support
• Offering support through active listening and by sharing experiences
• Serve as a liaison/resource
• Referring mentee to other teachers and support services within the school
• Informing mentee of educational resources available outside the school (e.g. professional associations)
• Sharing resources available to them for professional growth
• Serve on a beginning/new teacher support team

Mentoring Activities  The mentor will:

• Attend a mentor/mentee orientation session covering program expectations, participant responsibilities, and program activities
• Participate in quarterly group meetings during the year with other mentors and the Principal on Assignment
• Meet at least every other week with mentee to review topics related to instruction, curriculum, professional development and resources
• Arrange observations and debriefing times for the mentor to observe the beginning teacher and/or for the beginning teacher to observe the mentor’s or other teachers’ classes, with coverage provided as needed
• Keep a mentor log to be submitted to the Director of Curriculum and Staff Development at the end of the school year

Mentor Training

Mentors not previously trained will participate in a 1 credit (15 hour) in-service course during the school year.

Mentor Peer Support

Mentors will participate in quarterly meetings.  These meetings will develop strategies for informing and engaging beginning teachers in site-based issues and initiatives as well as discussion of topics related to mentoring.

New Teacher Orientation

Representatives from Central Office staff, curriculum, student services personnel, and building principals will participate in the large group beginning/new teacher orientation.  Introductions and general information will be provided in this session, with related handouts.  Building–based teams will provide small group, building orientation sessions appropriate to their site.

New Teacher Roles and Responsibilities   The new teacher will:

• Attend orientation program
• Participate in beginning/new teacher induction program
• Seek out help when needed through mentor and/or building support team
• Remain open to feedback from mentor
• Observe experienced teachers at work (minimum of once per semester)
• Seek out other new teachers to share experiences

Program Evaluation

At the end of the year, the Director of Curriculum and Staff Development will review mentor teacher logs and will distribute a survey to beginning/new teachers and mentors in order to evaluate the structure, benefits and challenges of the program.

Indicators of the program’s success would be:

• Better teacher retention
• Positive mentor and mentee experiences
• Continued willingness to participate in program by mentor teachers

The Coordinators, with input from administrators and/or the Steering Committee, will review the results and make adjustments and modifications to the program as necessary for the following year.  Costs for the program will be included in the district’s annual professional development budget.