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Mentor ______________________ School _________________ Mentee ______________________ School _________________ Circle Appropriate Program Participation ACT
Pre-ACT
PEC
NBCT Support
Table of Contents I
PROGRAM INFORMATION Welcome Letter Program Assistance Information Mentor-Mentee Partnership Roles and Responsibilities of the Mentor Roles and Responsibilities of the Mentee Roles and Responsibilities of the School Site Principal PEC Program Guidelines (for PEC Participants only)
II
MENTOR CONTRACT MENTEE CONTRACT DOCUMENTATION LOG
III CALENDAR OF ACTIVITIES AND OBSERVATION FORMS Before School Starts Pre-School Week Check List for First Day of School August First Classroom Visitation/Observation Form September Second Classroom Visitation/Observation Form October Third Classroom Visitation/Observation Form November December January February March/April May – Submit Program Notebook with Lesson Plans and My-Points inservice record Supplemental Classroom Visitation Form IV ADMINISTRATOR’S VERIFICATION FORM V EXIT SURVEY FOR MENTEES EXIT QUESTIONNAIRE FOR MENTORS
August, 2009 Dear Mentoring Program Participants: Welcome to your new school! The revised New Teacher Mentoring and Peer Teacher Program is a joint effort on behalf of the School Board of Highlands County, the Highlands County Educational Association, and the National Board Certified Teachers of Highlands County. The program seeks to support new teachers both professionally and personally in their efforts to become “high performing educators.” Research indicates that student achievement depends, in part, on constructing a school culture that fosters growth for students and staff alike. We believe that mentors and new teachers will learn and grow in this process. The term new teacher refers to any teacher who is new to the Highlands County School System. We recognize that new teachers will need different levels of support, according to their experience and certification status. The program may provide support to the following new teacher categories: 1) teachers who are completely new to the profession, who are non-educator trained, need professional preparation, and are eligible for a temporary educator’s certificate. These teachers qualify for the Alternative Certification Training (ACT) Program. 2)
teachers transferring into the Highlands District Public Schools from out-of-district or out-of-state schools, who are eligible for a Florida Temporary Educator’s Certificate, have not completed an internship and/or have less than one year of successful teaching experience. These teachers qualify for the Professional Education Competence (PEC) Program.
3)
teachers who have recently completed Florida state approved educational programs at accredited colleges or universities, who already hold or are eligible to hold a valid Florida Professional Educator’s Certificate, as well as out of state certificate holders who are eligible for professional certification in Florida with less than three yearsof teaching experience. These teachers are eligible to receive assistance from National Board Certified Teachers (NBCT’s). NBCT’s who are NOT serving as mentors to ACT or PEC Program participnts may not receive supplemental mentor pay, however may use the mentoring hours for inservice credit. Mentor logs must be used and submitted for approval and credit.
All new teachers, regardless of categor y, need to revie w and understand(with their mentors) the Mentoring and Peer Teacher Program Portfolio requirements which should be c ompleted as a “partners hip”. New teac hers are als o expected to attend New Teacher Orientation (NTO). The NTO is designed to help new teachers acclimate to their new surroundings in a smooth, systematic, non-stressful manner. It provides the new teacher with information and materials needed to increase their opportunities for success in the classroom during the first weeks of school. Participants receive assistance in planning for the new school year and receive ideas for positive classroom management and organization from veteran teachers. Category #1 teachers (as defined above) will be assigned a Mentor-Teacher. Category #2 teachers will be assigned to a Peer Teacher. Category #3 teachers may be assigned upon recommendation of principal to a National Board Certified Teacher who will serve as a support advisor. We wish you every success in your new teaching experience, and stand ready to assist you in any way we can. Please feel free to contact the Office of Professional Development at any time for additional information and/or if you have questions or concerns. Sincerely, Vivianne Waldron, Director of Human Resources, Recruitment & Professional Development Mentor/Peer Teacher Program Planning Committee
Program Assistance Vivianne Waldron
Director, Human Resources, Recruitment and Professional Development Phone 471-5734
[email protected]
Sandy Smith
Secretary, Professional Development Phone 471-5746
[email protected]
Patricia Carter
LCRT/Program Advisor
Doreen Diefendorf
Elementary Teacher/Program Advisor
[email protected]
[email protected]
________________________________________________________________________
The Mentor-Mentee Partnership Mentors are seasoned teachers who are professionally licensed and have demonstrated a minimum of three years of successful teaching experience. A mentor is defined as a consultant and advisor whose role is to support and guide, not to evaluate the new person. Mentors and Peer Teachers must be trained, formally apply, and be appointed by their principal to assist fellow teachers who are new to the District and/or the profession. Mentors work collaboratively and non-judgmentally with new teachers to help assure an enjoyable and successful teaching experience. The partnership is formalized by a Mentor-Mentee Contract, which is signed by both parties. The contract spells out the duties and responsibilities of both parties, who agree to work together for one school year.
Roles and Responsibilities Roles: To listen To be available for consultation and assistance To establish lines of communication To support the incoming teacher as advocate and professional confidant To schedule and meet with the mentee monthly (or more often, as necessary) at a time and place mutually agreed upon in the Mentor-Mentee Contract To articulate district policies, procedures and expectations to the new teacher To help the mentee understand the organizational culture To guide the new person in lesson plan and grade book procedures To familiarize the new person with available resources in the district To share personal experiences and insights that may benefit the new teacher To help the new teacher set realistic goals and targets that will impact student learning
Responsibilities: To attend and complete a MentorPortfolioTraining Workshop To sign the Mentor-Mentee Contract To commit time to work with the new mentee for one year To meet with the mentee at least once a month at scheduled times throughout the year, as agreed upon by both parties To discuss in detail with mentees the monthly issues listed in the Mentoring Program Portfolio $ !&
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program Note: Mentors who have NOT completed a formal mentor training provided by the District, will be notified of the next available training date; participation is required.
Roles and Responsibilities
To attend a “pre-school” partnering session with new teacher mentor assignment To attend and complete the pre-school New Teacher Orientation (NTO) To sign the Mentor-Mentee Contract To ask questions, exchange ideas, and seek advice and information from the mentor To meet with the mentor at least once a month (or more), at scheduled times throughout the year, as agreed upon by both parties To discuss in detail with the mentor the monthly issues in the Mentoring Program Portfolio To complete an Exit Survey, to be used for assessment and improvement of the program
Roles and Responsibilities •
Assigns peer/mentor teacher to new teacher as appropriate and in a timely manner; gives consideration to grade level, subject taught and specialized expertise
•
Agrees to provide support for both the mentor and new teacher (mentee)
•
Supervises curriculum
•
Checks lesson plans
•
Makes required classroom visits
•
Completes required summative observations
•
Signs off on the completed portfolio and submits it to the Office of Professional Development on or before May 10
This is to certify that ______________________________________ (mentee) and _________________________________ (mentor) have agreed to work collaboratively throughout the current school year, in conjunction with the Highlands County Mentoring and Peer Teacher Program. By signing, mentee and mentor both agree to the following requirements: 1) to attend a required pre-school partnering orientation session 2) to meet regularly, at the place(s) and the time(s) indicated below, for purposes of conferencing and consultation; three of these contacts must be within the first month of school, the remainder at approximately one-month intervals throughout the rest of the school year, 3) to document and discuss in detail at least three classroom visitations/observations, one of which must be within the first two weeks of the school year, 4) to maintain and submit a completed Mentoring and Peer Teacher Program Portfolio to the principal or other designated school site administrator for review by May 1, 2010. 5) to complete and submit an Exit Survey to help evaluate and develop the program.
___________________________________
__________________________________
Mentee’s signature
Mentor’s signature
____________________
___________________
Date
Date
Suggestion: For ease of scheduling meeting requirements above, see enclosed District Student Calendar
This is to certify that ______________________________________ (mentee) and _________________________________ (mentor) have agreed to work collaboratively throughout the current school year, in conjunction with the Highlands County Mentoring and Peer Teacher Program. By signing, mentee and mentor both agree to the following requirements: 1) to attend a required pre-school partnering orientation session 2) to meet regularly, at the place(s) and the time(s) indicated below, for purposes of conferencing and consultation; three of these contacts must be within the first month of school, the remainder at approximately one-month intervals throughout the rest of the school year, 3) to document and discuss in detail at least three classroom visitations/observations, one of which must be within the first two weeks of the school year, 5) to maintain and submit a completed Mentoring and Peer Teacher Program Portfolio to the principal or other designated school site administrator for review by May 1, 2010 5) to complete and submit an Exit Questionnaire to help assess and develop the program.
___________________________________
__________________________________
Mentee’s signature
Mentor’s signature
____________________
___________________
Date
Date
Suggestion: For ease of scheduling meeting requirements above, see enclosed District Student Calendar.
Mentors: Attached please find multiple copies of a Documentation Log. This form is not a requirement of the Portfolio Plan but is optional if you would like to use it. National Board Certified Teachers are required to use this form to document mentoring hours to submit for inservice credit. The Office of Professional Development
:____________________________________ ________________________
:____________________________________ ________________________
Not every item on these checklists makes sense for every teacher to do when they first arrive. Identify appropriate activities given the experience of your Mentee, and then check off( ) the items as you complete them.
Building Tour __________
School location and general layout (grade levels or departments )
__________
Bus boarding/unloading area
__________
Teacher parking
__________
Administrative Offices (Principal, AP, Deans)
__________
Guidance Offices
__________
Media Center and AV equipment
__________
Rooms for music, art, physical education, speech, gifted, etc.
__________
Computer labs
__________
Supply Room
__________
Book storage room
__________
Plant Operator's Office
__________
Teacher Lounge
__________
Staff restrooms
__________
Cafeteria
__________
Mail Room, sign-in area
__________
Xeroxing equipment
__________
Teacher work areas
__________
ISS / Time-Out Rooms
Building Procedures __________
Teacher attendance log; sign-in and sign-out policies
__________
Hours for teachers and students
__________
Student and Teacher Dress Code
Building Procedures (continued) __________
Extra duties (hall, bus, etc.)
__________
Lunch procedures
__________
Emergency drills (fire,tornado, bomb, lock-down, etc.)
__________
Assembly seating and supervision
__________
Student accidents, emergencies
__________
Movement of students, entry/exit from lunch, physical education, buses
__________
Keys for room, building, parking lot security fence
Access to Resources __________
Classroom and teaching supply requisitions (using the District Warehouse)
__________
Budget process
__________
Discretionary funds (save receipts for purchases under $75)
__________
AV equipment requests
__________
Shared equipment and materials
__________
Computer configuration
__________
Computer access for students
__________
Textbooks, supplementary materials
__________
School site duplicating services and supplies
__________
County Office Print Shop services
__________
Faculty Handbook
__________
Departmental budgets, warehouse requisitions, and purchase order procedures
__________
Options for room arrangement and effect on teaching and learning
__________
Traffic patterns
__________
Storage and access to materials
__________
Student access to equipment, teaching centers
__________ Operation of equipment __________
Copyright procedures
Communication __________
Accessing intercom, phone system, sending and receiving voice mail
__________
Accessing and using computer e-mail (First Class)
__________
Inter-school courier service
__________
Guidelines and policies concerning use of school letterhead stationery
__________
Guidelines and policies concerning communication with parents: letters, phone calls, and personal contacts
__________
District Web Page and school site web pages
Personal and Professional Decisions and Procedures __________
Understanding the recognized categories of absences
__________
Procedures and expectations when you call in sick
__________
Required paperwork following sick leave
__________
Procedure for requesting personal or professional leave
__________
Lesson Plans for substitutes
__________
Emergency lesson plans (for unexpected or extended absence)
__________
Faculty Meetings and Team Meetings
__________
Required observations / evaluations by administrators
__________
Planning to collaborate and share with colleagues
Mentor ______________________________________
Date _________________________
Mentee ______________________________________
Date __________________________
Begin Building a Trusting Relationship __________
Mentor meets mentee(s) in predesignated area the first day
__________
Mentor shares beliefs in: •
the need for continual learning as professionals
•
the need to be open to feedback and learning
•
the power of collaboration
__________
Mentor encourages mentee(s) to ask questions, confide concerns
__________
Mentor introduces mentee to other staff: grade level chairperson, dept. head, team members, media specialist(s), office staff, custodial staff, bookkeeper
Procedures __________
Share lunch schedule and procedures (and recess procedures, where applicable)
__________
Review the daily schedule, including Planning Period
__________
Review plans for the first day
__________
Discuss policy regarding visitors on campus
__________
Discuss policy on inviting guest speakers
__________
Discuss money collection procedures
__________
Discuss policies and procedures for student out-of-class passes
__________
Discuss Health Room policy
__________
Review beginning of the year student forms, including emergency contact cards, identification cards, field trip permission forms, information release forms, Internet access permission forms, change of bus forms, etc.
__________
First day attendance for students
__________
Complete the First Day Checklist
Curriculum __________ Review guides/manuals, Student Progression Plan, Code of Student Conduct, Faculty Handbook, Sunshine State Standards __________
Review curriculum maps for overview
Curriculum continued __________
Introduction to texts and available supplemental materials
__________
Lesson plan procedures and expectations
__________
Subject matter experts within the building/staff/District Office
__________
Teaching teams or shared responsibilities (where applicable)
__________
Grading procedures for day-to-day record keeping (number of grades, state numerical and letter grade scale, weighting schemes, etc.)
__________
Use of Pinnacle, the District' s adopted computerized grading network
__________
Use District-mandated weighting for semester averages: marking periods = 40%, exams = 20%
__________
Special accommodations for ESE (Exceptional Student Education) students (e.g.: extended testing time, alternative testing site, etc.)
__________
School, grade-level and District guidelines, homework/assignments
Student discipline __________
Behavior expectations for hallways, lunchroom, parking lots, recess areas
__________
Establishing classroom behavior expectations
__________
( Highly recommended: The First Days of School, by Harry Wong)
__________
Posting of rules and consequences (Assertive Discipline, as outlined by Lee Canter)
__________
Expected staff supervision outside of the classroom, including assigned morning or afternoon duty obligations, school assemblies and other school sponsored events
__________
Detention and/or referral process for students, including special needs students
Meeting Notes (reflecting upon your discussions): _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________
Mentor __________________________________
Date _________________________
Mentee __________________________________
Date __________________________
! obtain supplies ______
attendance book______
class list(s)
office supplies ______ art supplies ______
______
lesson plan book ______ attendance book ______ ______Bus lists (where applicable)
______Make bulletin board decisions; where to post announcements, calendar, menus, etc. ______Make signs for room ______Post your name, room number, schedules for lunch, other important information ______Prepare name tags for student desks (elementary only) ______Prepare class lists, seating charts, artifact/portfolio folders (as needed) ______Prepare take-home packets for students on the first day, including such items as an introductory letter to parents, class rules and procedures, homework policy, course overviews, assorted school forms, etc. ______Consider the impact of dressing professionally ______Check to see which students may be going to special classes ______Gather and organize textbooks, as necessary ______Gather appropriate supplementary materials ______Define and explain your classroom procedures and management ______Write plans for the first day and the first week ______Make sure you have community-building activities to do with your class ______Duplicate written materials for the first few days
Mentor __________________________________
Date _________________________
Mentee __________________________________
Date __________________________
"The hallmark of the true professional is the ability to work with any colleague." Sarah Phillips
" __________
Discuss and review Professional Development needs, upcoming inservice training, etc.
__________
Discuss school norms and social traditions
__________
Review and assemble substitute folder
__________
Discuss the Homebound Program (for students out of school on extended stays)
__________
Be accessible during first week of school planning
__________
Review the District Calendar for the upcoming year
__________
Share bad weather and school closing procedures (e.g., online information, radio stations, school contact tree)
__________
Discuss indoor recess activities (elementary only)
__________
Review ESE staffing, placement procedures, and schedule change policies
__________
Discuss cumulative records and the issue of confidentiality
__________
Avoid compromising situations when trying to discipline students
__________
Determine award criteria
__________
Learn assembly procedures
__________
Review teacher evaluation procedures and upcoming observation
Meeting Notes (reflecting upon your discussions): _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________
Mentor __________________________________
Date _________________________
Mentee __________________________________
Date __________________________
"The door of change is locked from the inside." Marilyn Ferguson
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Teacher: ____________________ School: ___________ Mentor: ___________________________ Lesson: ____________________________________________________________________________ Date: ______________Class: _________________Time in: __________ Time out:___________ Y = observed Y
N
Class began at bell Attendance taken promptly Bell work given Clear instructions Students on task
Y
N = not observed
N
Y
Questions explicitly framed Sufficient response time given Specific praise used Learning sequence strategized
N
Teacher' s attention was fairly apportioned Question time provided Explanations were clear and concise Lesson plans were followed
Instructional time maximized
End review / recap
Assertive discipline followed
Homework assigned
Varied activities
Commendables: ______________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Observations: ________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Recommendations: ____________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________
Mentor __________________________________
Date _________________________
Mentee __________________________________
Date __________________________
% __________
Discuss and review Professional Development needs, upcoming inservice training, etc.
__________
Review parent communication methods, conferences, time lines and record keeping
__________
Plan together for Parent Orientation or Open House Night (create an outline for expectations, managing traffic flow, situations to avoid)
__________
Review the school web page
__________
Discuss classroom volunteers, student helpers, etc.
__________
Discuss Book Club order procedures (Troll, Scholastic, etc.)
__________
Consider attending a Parent Teacher Organization or School Improvement Team meeting with your mentor
__________
Review procedure for Progress Reports
__________
Organize a year long calendar (FCAT testing, report cards, field trips, activities, etc.)
__________
Discuss contents of a professional portfolio
__________
Strategize staff development opportunities for October Inservice Day
__________
Review teacher evaluation procedures and upcoming observation
__________
Consider attending in-field state conference
Meeting Notes (reflecting upon your discussions): _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________
Mentor __________________________________
Date _________________________
Mentee __________________________________
Date __________________________
"Some people go into teaching because it is a job. Some people go into teaching to make a difference." Harry Wong
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Teacher: ____________________ School: ___________ Mentor: ___________________________ Lesson: ____________________________________________________________________________ Date: ______________Class: _________________Time in: __________ Time out:___________ Y = observed Y
Y
N
Class began at bell Attendance taken promptly
N = not observed
N
Questions explicitly framed Sufficient response time given Specific praise used
Y
N
Teacher' s attention was fairly apportioned Question time provided Explanations were clear and concise
Bell work given
Learning sequence strategized
Clear instructions
Instructional time maximized
End review / recap
Students on task
Assertive discipline followed
Homework assigned
Lesson plans were followed
Varied activities
Commendables: ______________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Observations: ________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Recommendations: ____________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________
Sign-Off: Mentor ______________________ Date: ___________ Mentee:________________________
% __________
Share ideas and application from workshops, conferences, Professional Learning Communities, and/or inservice training (record on Professional Development Log)
__________
Review field trip procedures and forms
__________
Review classroom management and discipline
__________
Discuss the importance of FTE (Full-time Equivalency) Days for school funding
__________
Review Halloween issues (sensitivity to religious concerns)
__________
Set up a date and time for mentee to visit a classroom
__________
Reconfirm date and time for next classroom observation
__________
Analyze lesson plans for organization and pacing
__________
Discuss possible interventions for individual students, as needed (Academic Improvement Plans for students performing below expectations)
__________
Revisit student referral procedures
__________
Review student portfolio expectations (cumulative folders), as appropriate
__________
Review procedures for report cards
__________
Discuss parent conferences
__________
Review bilingual assistance available for conferences
__________
Review schedule for state testing (FCAT, NRT (Norm Referenced Tests))
__________
Discuss appropriate procedures for classroom celebrations
Meeting Notes (reflecting upon your discussions): _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________
Sign-Off Mentor _______________________ Date ______________ Mentee ______________________ "A major attribute of a profession is that there is a systematic enculturation of its new members."
Jon Saphier
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Teacher: _____________________ School: ________ Mentor: ______________________________ Lesson: ______________________________________________________ _____________________ Date: _______________Class:: _____________ Time in: _____________ Time out: Y = observed Y
Y
N
N = not observed
N
Y
Class began at bell
Questions explicitly framed
Attendance taken
Sufficient response time
promptly Bell work given Clear instructions Students on task Varied activities
_________
given Specific praise used
N
Teacher' s attention was fairly apportioned Question time provided Explanations were clear and concise Lesson plans were
Learning sequence
followed
strategized
End review / recap
Instructional time
Homework assigned
maximized Assertive discipline followed
Commendables: _______________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Observations: _________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Recommendations: _____________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Sign-Off: Mentor __________________________ Date ____________Mentee _______________________
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__________Share ideas and application from workshops, conferences, Professional Learning Communities, and/or inservice training (record on Professional Development Log) __________Discuss needs and concerns __________Share bulletin board ideas and holiday arts and crafts __________Alert parents of possible student concerns __________Explore additional professional development opportunities __________Continue to contact each other by phone and email __________Discuss in detail preparation for state assessments __________Share instructional strategies such as cooperative learning and flexible grouping
Meeting Notes (reflecting upon your discussions): ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
Sign-Off Mentor ____________________
Date __________
Mentee ____________________________
"The only limitations are those you place upon yourself and those you allow other people to place upon you."
Jean Driscoll
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__________Share ideas and application from workshops, conferences, Professional Learning Communities, and/or inservice training (record on Professional Development Log) __________Discuss school traditions and district policies regarding holiday events and activities (e.g., no Christmas trees, gift giving, sensitivity to religious issues) __________Discuss upcoming social gathering and staff activities __________Detail a plan for dealing with the week before and after the holiday break __________Check to be sure the Mentoring Program Portfolio is complete to this point __________Review the fall semester' s experiences: highlights, struggles, goals __________Review any variation in pay periods during the holiday time __________Discuss upcoming exam schedule and policies ( where applicable ) __________Design substantive, comprehensive exams (where applicable ) __________Plan for possible changes, student reassignments, etc., after the holidays Meeting Notes (reflecting upon your discussions): ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
Sign-Off Mentor ________________________ Date __________
Mentee _________________________
"Learning is an individual activity, but not a solitary one. It is more effective when it takes place within a supportive community of learners." Harry and Rosemary Wong
( __________Share ideas and application from workshops, conferences, Professional Learning Communities, and/or inservice training (record on Professional Development Log) __________Review August procedures for new block session classes, as appropriate __________Make plans for additional classroom visits to observe other teachers __________Plan activities for the second half of the year __________Discuss parent conferences concerning academic progress __________Consider enrolling in an appropriate professional development workshop
Meeting Notes (reflecting upon your discussions): ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
Sign-Off Mentor ______________________ Date __________ Mentee ___________________________
The Three ARE' s. "Teachers ARE important. Teachers ARE influential. Teachers ARE able to make a difference." Helen Morsink
% __________Share ideas and application from workshops, conferences, Professional Learning Communities, and/or inservice training (record on Professional Development Log) __________Share literature, research readings, and professional journals __________Discuss time lines and deadlines that come up before Spring Break __________Discuss the impact of FTE (Full-time Equivalency) Days on school funding __________Review Valentine' s Day party procedures (class lists), elementary only __________Prepare for second required administrative observation/evaluation __________Review FCAT (Florida Comprehensive Achievement Test) and NRT (Norm Referenced Tests) procedures/test security issues __________Discuss retention and promotion policy
Meeting Notes (reflecting upon your discussions): ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
Sign-Off Mentor _____________________ Date __________ Mentee _____________________________
"Every one of us is both a student and a teacher. We are at our best when we each teach ourselves what we need to learn." Harry and Rosemary Wong
$" __________Share ideas and application from workshops, conferences, Professional Learning Communities, and/or inservice training (record on Professional Development Log) __________Review the Spring Break calendar __________Discuss reteaching and reinforcing academic behavior expectations after Spring Break __________Review cumulative folder and student portfolio maintenance, where applicable __________Review student report cards
__________
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Meeting Notes (reflecting upon your discussions): ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
Sign-Off Mentor _________________________ Date __________ Mentee ________________________
"If you touch a rock, you touch the past. If you touch a flower you touch the present. If you touch a child you touch the future." Anonymous
__________Share ideas and application from workshops, conferences, Professional Learning Communities, and/or inservice training (record on Professional Development Log) __________Discuss end-of-the-year events and traditions __________Consider new ideas for putting the classroom in "end-of-the-year" order; tips for summer storage __________Discuss room check-out __________Consider closure activities with the students __________Review any variation in pay periods __________Consider what changes you want to make next year
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Meeting Notes (reflecting upon your discussions): ___________________________________________________________________ ___________________________________________________________________ Sign-Off Mentor ______________________
Date _______
Mentee _______________________
"With desire and commitment the leader builds a fire inside that causes others to glow brightly. No matter what the odds,the leader knows that the task can be accomplished." Anonymous
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This form may be xeroxed for additional visitations, as desired Teacher: ______________________ School: _______________ Mentor: _______________ Lesson: ______________________________________________________________________ Time in: __________ Time out: _________
Date: ______________ Class:__________ Y = observed Y
Y
N
N = not observed
N
Y
Class began at bell
Questions explicitly framed
Attendance taken
Sufficient response time given
promptly
Specific praise used
Bell work given
Learning sequence strategized
Clear instructions
Instructional time
Students on task Varied activities
N
Teacher' s attention was fairly apportioned Question time provided Explanations were clear and concise Lesson plans were followed End review / recap
maximized Assertive discipline followed
Homework assigned
Commendables: ______________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Observations: ________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Recommendations: ____________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Sign-Off: Observer: _________________________
Date: _______
Mentee: _____________________
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Mentor _______________________________________________________________________ Mentee _______________________________________________________________________ %
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_____NTO Workshop
_____1st Mentor Classroom Visitation
_____March/April
_____Mentor Portfolio Orientation
_____September
_____May
_____2nd Mentor Classroom Visitation
_____Supp. Observation (optional)
_____October
_____Lesson Plans (acceptably executed & attached)
_____Partnering Session _____Mentor/Mentee Contract _____Before School Starts _____Pre-School Week _____First Day of School _____August
_____3rd Mentor Classroom Visitation
_____Professional Dev. Log/MyPts Record
_____November _____December
_____Exit Surveys Sent to HR
_____January _____February
I have reviewed the documents in this portfolio and hereby verify that the participants listed above have submitted documentation of their professional collaboration throughout the current school year, and have thereby completed the requirements of the HighlandsCounty Mentoring and Peer Teacher Program. Administrator' s signature: _____________________________________ School: ____________________________________ Date: ______________
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For Professional Development Use Only Exit Survey Received from Mentee Exit Survey Received from Mentor/Peer Teacher Set of lesson plans included in portfolio Professional Development Log/My-Points Record
Received by: _____________________ Date: ____________________
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