Meeting Times and Dates:
September 12 - ALL MENTORS, MENTEES, INDUCTION TEACHERS AND INDUCTION SPECIALISTS 3:45-4:45 Middle School Media Center Agenda:
November 21, Year 1 Teachers and Mentors only 3:45-4:45 - Instructional Coaches Office February 6, Year 1 Teachers and Mentors only 3:45-4:45 - Instructional Coaches Office April 23, Year 1 Teachers and Mentors only 3:45-4:45 - Instructional Coaches Office |
Mission of the W-SR Mentoring and Induction: To Affirm, Connect and Empower people as professional educators.
Teachers new to the profession say they need these things from their school leaders collected from SAI:
*Expanded guidelines defined below |
So you want to be a mentor or induction specialists? Here's what you need to know:
1. Your adventure starts on the same day as new teacher workshops. (Normally the Calendar day before All teachers are required to report). That day you will walk through the new teacher orientation with your mentee and train on effective mentoring strategies and program expectations.
2. All new and new to district teachers, mentors and induction specialist will attend the 1st meeting of the year, (Normally the 2nd Thrusday of September) to check in with the Instructional Coaches to see if there are ways to support the WSR transition, make sure everyone is on the same page with district, building and grade level programing and supply tools for communication.
3. A Mentor signs up for a 2 year compact. You will keep the same mentee for 2 years. An induction specialist is a year by year assignment.
4. Mentors have a $1000 per year stipend. Induction Specialists stipend is $250.
1. Your adventure starts on the same day as new teacher workshops. (Normally the Calendar day before All teachers are required to report). That day you will walk through the new teacher orientation with your mentee and train on effective mentoring strategies and program expectations.
2. All new and new to district teachers, mentors and induction specialist will attend the 1st meeting of the year, (Normally the 2nd Thrusday of September) to check in with the Instructional Coaches to see if there are ways to support the WSR transition, make sure everyone is on the same page with district, building and grade level programing and supply tools for communication.
3. A Mentor signs up for a 2 year compact. You will keep the same mentee for 2 years. An induction specialist is a year by year assignment.
4. Mentors have a $1000 per year stipend. Induction Specialists stipend is $250.
Year 1 Program
The Well-Balanced Teacher by Mike Anderson Build Relationship with matched Instructional Coach Rounds - 2 In-district rounds Mentor/Mentee Classroom Observations Check-in Meetings (September 12, November 21, February 6, April 23) Shared Document with mentor and coaches (Google Doc) November 21 meeting - Just 1st years and mentors Year 1 Mentor/Mentees
February 6 meeting - Just 1st years and mentors Year 1 Mentor/Mentees
April 23 meeting - Just 1st years and mentors Year 1 Mentor/Mentees
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Year 2 Program
Induction & Year 3 (not a requirement for certification - recommended by the district)
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*Guidelines from SAI - Teachers new to the profession say they need these things from their school leaders:
- Focus and prioritization – They speak of being overwhelmed at the beginning of the year and would like direction on the three to four most important things on which they need to focus. Allow them to ease into district initiatives while they are learning the “how” of their craft.
- Help in how to communicate with difficult parents – This is often cited as THE thing they are most unprepared for and one of the most common reasons new teachers leave the profession. Provide techniques they can use to help communicate effectively and diffuse challenging situations with parents.
- Ongoing and timely feedback differentiated based on their needs – Millennials in particular hunger for both affirmations of the good things they are doing and guidance on what they need to improve upon. It is important for them to have a strong relationship with you so these conversations can happen in a safe and caring environment.
- A high-quality mentor – Their mentors should be those very special teachers who not only can help them learn the craft, but who can also help them socialize into this environment of a new job, new colleagues, new living arrangements, new friends, new community, and so on.
- Appreciation for autonomy and creativity - Often we use precious pre-service and transition time with new teachers to help them conform to our systems when we should be recognizing that their “newness” is one of the best resources we have to reflect on our climate and culture, add ideas, and evolve those systems. Encourage them to question, challenge and take risks. If you cannot provide a good explanation for why you are doing something, it is likely an indication that change is needed.
- Encouragement for a work-life balance – No matter how well you approach these suggestions as a leader, beginning teachers are still likely to be overwhelmed with the work during this transition time. They may be just beginning to recognize the importance of what they do, and that, combined with the challenges of the work, could combine to compromise their health. As their leader, you need to constantly remind them of the importance of taking care of themselves and finding ways to relax. Don’t let them lose who they are while they are on the journey of becoming who they want to be.
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