Mentoring Handbook

Carver Public Schools

MISSION STATEMENT

It is the hope of the Carver Public Schools

to establish a team environment to support

the needs of teachers who join our system.

Our mission is to maximize the potential of

each teacher to become an effective member

of the school community by providing multi-

levels of support, advice and education. This

program will increase reflection, collegiality,

effective teaching practices and greater

student learning throughout the district.

Our program will be most successful when all

parties are willing participants working together

to achieve common goals. The results of our

comprehensive induction program for new

teachers will provide the foundation for each

teacher to be self-sufficient, confident and

ready for effective experiences in education.

THE ROLE OF MENTORS

Coach

Act as a liaison between

team and administration.

Answer questions
Observe, listen, assess and

provide feedback

Promote relationships and set the tone

at the beginning of the year

Identify beginning teacher needs
Provide instructional, professional

and personal support

Ensure a confidential relationship

with protégé

Request release time for observation
Provide support and encouragement
Orient the protégée to the culture

of the school

Serve as an active role model
Offer assistance in classroom

management and teaching strategies

Help the protégé establish primary goals

for the year

Provide a link to other personnel
Inform protégée about job benefits,

activities and day-to-day routines

Provide information about special education

GOALS OF CARVER’S MENTORING PROGRAM

To build and maintain a relationship with

protégé based on mutual trust, respect,

and professionalism

To provide access to all teachers, as well

as first year teachers to a mentoring team

To enhance the retention of new teachers

and raise the level of student achievement

To increase mutual satisfaction for veteran

teachers and first year teachers

To promote professional development
To engage in professional research and seek

congruence between theory, research and practice

To encourage and foster sharing and reflection
To share features of school and community cultures
To serve as active role models and to foster

life-long learning.

MENTORING MEETINGS TIMES AND TOPICS

EARLY IN THE YEAR

________________________________________________

Topics for Discussion:

Communication with Parents

Layout of school

Machines and Supplies

Classroom Text Books

State Frameworks

Discipline Code

Teacher Handbook Binder

Mailbox Location

Morning Procedures

Recess/ Lunch Procedures

PRIOR TO SCHOOL OPENING

_________________________________

Topics for Discussion:

Homework Hotline / Phone / Voice Mail

Learning Styles

Planning your first week

Lesson Timing / Planning

Parent Communications

Student Portfolios / Records

Homework and Classwork Expectations

Computers

Special Education and BBST (pre-referral)

Ordering Supplies & Budget

PRIOR TO OPEN HOUSE

____________________________________________

Topics for Discussion:

New teacher / supportive buddies get together

Procedures for Open House / Topics for parents

Grading Policy and Curriculum

Celebrations / Parties / Birthdays

PRIOR TO FIRST TERM MARKING/

PROGRESS REPORTS

______________________________________________

Topics for Discussion:

Computer grading (if available)

Grade Level Specific Grading

Teacher Comments

Specialists’ Grading Policies

How to Run A Parent Teacher Conference

Conference Role Playing

Dealing with a Difficult Parent

PRIOR TO FEBRUARY FIRST

__________________________________________

Topics for Discussion:

Reflection/Rejuvenation

Curriculum Check

PRIOR TO APRIL FIRST

__________________________________________

Topics for Discussion:

Professional Portfolio Discussion

Student Placement Procedures

PRIOR TO MAY FIRST

___________________________________________

Topics for Discussion:

General Meeting – District wide

Mentoring Brainstorming Session

Program Evaluation

JUNE

______________________________________

Wrap up & Celebration

BEGINNING TEACHER’S ROLE

To be there and be committed to

learning and improving

Listen to others, be open-minded,

willing and accepting

Seek honest feedback
Identify needs and ask for help
Observe experiences teachers
Offer reflections on his/her own

practice

Request release time to observe

other teachers

Participate in Professional Development

Programs offered in the District

Become knowledgeable about

District Programs in place:

Effective Writer Program
Bradley Phonics
Current Textbooks
State Curriculum Frameworks

in each subject

Research for Better Teaching
Begin to learn Evaluation Criteria –

understanding of what work will be evaluated.

POLICIES:

CONFIDENTIALITY: All discussions between

protege and mentors will remain private and

confidential. A mentor will not discuss their

protégé's teaching performance with anyone

including school administrators, except under

the following conditions:

If at any time in the mentor's

professional judgment the students

are at risk.

If the protégé gives his or her

permission to the mentor to seek

further support among staff members.

CRITERIA FOR MENTOR APPLICANTS

Complete the application process involving:

an interview and training.

Attend scheduled meetings for mentors.
Expertise in the grade level or subject
Involvement and trained in RBT

(Research for Better Teaching)

National Board Certification (optional)

Mentor Passionate Statement

A good mentor is a trusted guide who

supports and inspires colleagues to

thrive in their professions.

A good mentor validates and models

quality-teaching practices to enhance

learning for all.

A good mentor is an outstanding

skilled educator who shares know-

ledge of skills as a counselor and

coach with a protegee to facilitate

mutual personal and professional growth.

An effective mentor demonstrates

strong instruction and classroom

management methods, is trained

and skilled at providing instructional

support, exhibits effective interper-

sonal skill and possesses a clear

knowledge of curriculum frameworks.

SUPPORT SYSTEMS FOR NEW TEACHERS

If you have a Discipline Problem, talk it over with…

Your Mentor
Assistant Principal
Adjustment Councilor
Department Head
Grade Level Team

If you have a Curriculum Question, talk it over with…

Your Mentor
Grade Level Team
Department Head
Curriculum Coordinator

If there is a Health Concern, discuss it with…

Nurse
Guidance
Parents

If you have a Special Education concern, discuss it with…

Mentor
Pre-referral form/ BBST meeting
Special Needs Liaison

If you have a Technology Question, ask…

IMC Director/Coordinator
Technology Assistant
Director of Technology/Hotline

Other needs and concerns ask..

Any academic staff member
Any support staff member

CONTRIBUTORS

Diane Agnew

Middle School Mathematics

Robert Baldo

Elementary Teacher Grade Five

Ann Gill

Primary Teacher Grade Two

Melody Greengross

Middle School Health

Gary Lincoln

Social Studies Department Chairperson

Carver High School

Dona Mahoney

Primary Teacher Multiage K,1,2

Janet O’Connor

Assistant Principal

Governor John Carver Elementary School

DIRECTOR OF CURRICULUM

Susan Martin