Sandwich Teacher Entrance Program
STEP
Ascending from preparation to professional practice
Updated June 2016
by Paula Chambers
Sandwich Teacher Entrance Program
Ascending from preparation to professional practice
Mission Statement
The STEP program is committed to providing educators with collegial support as they transition into a caring, collaborative community of learners.
Goals
The goals of STEP support the mission and provide a framework for the purpose/guiding principles of the program:
✓ Integrate new educators into the culture and climate of the school, the school district, and the school community
✓ To recognize new teachers’ previous preparation and experience and provide support thereby increasing expertise leading to high quality instruction and improved student performance.
✓ To develop professional relationships that encourage open and honest dialogue, help-seeking, and collegiality.
✓ To reduce the concern and attempt to overcome the challenges common to new teachers
✓ To enhance new teachers’ personal and professional development, enabling them to attain higher instructional competence.
✓ To provide opportunity for new and experienced teachers to analyze and reflect upon their teaching.
✓ To retain highly qualified new and experienced teachers
Guiding Principles
Mentors in the Sandwich Public Schools help our new teachers:
✓ Transition from teacher preparation or past practice to Sandwich Public Schools
✓ Identify and develop skills to improve student achievement
✓ Navigate through departmental, school, district, state and federal initiatives
✓ Implement effective classroom leadership/management strategies.
Program Elements
✓ Mentor Training Program: Summer training program for potential mentors
✓ Mentor/Mentee Match-Ups: Principals throughout district match new hires to trained mentors
✓ Orientation Day: 2 Days of events including mentor-mentee introductions, Trolley ride through town, introductions to school and town officials, Presentation from Director of Curriculum, Special Needs, Health Services, Technology.
✓ Training on Educator Evaluation System in September
✓ Professional Development Opportunities for Mentees (districtwide: bimonthly)
✓ Mentor/Mentee Meetings (1:1 on a bi weekly basis)
✓ Mentors/Mentees Meetings (building based run by lead mentor: monthly)
✓ Mentor Meetings (2X a year)
✓ Lead Mentor Meetings with coordinator (5x a year)
✓ Mentor Classroom Observations: Opportunity for mentor to observe mentee teaching
✓ Mentee Classroom Observations: Opportunity for mentee to observe mentor or other exemplary teaching
✓ S.T.E.P. Social Events: Winter social gathering with all S.T.E.P. participants
RESOURCES:
✓ Mentor Text
✓ Mentee Text
✓ Collaborative Assessment Log hardcopy and/or shared with District Mentoring Coordinator through GoogleDrive™
✓ Program Evaluation: Mentors. Mentees, Lead Mentors, Mentoring Coordinator, District Mentoring Team (Steering Committee)
Program Participants and Responsibilities
Mentor Responsibilities
✓ Attend 1 day of the STEP Orientation in August
✓ Participate in non-evaluative classroom observations of mentee
✓ Initiate regular informal, confidential meetings with mentee focusing on reflection of practice and teaching skills development
✓ Pursue a goal of 30 hours with mentee through the academic year
✓ Attend 2 after school meetings with lead mentors and/or district coordinator.
✓ Communicate SPS traditions and organizational culture, district expectations of professional staff to the mentee
✓ Provide instructional and professional support to the mentee
✓ Initiate collegial, non-evaluative discussions with the mentee
✓ Model the establishment and development of positive relationships with students, colleagues, parents, and the school community
✓ Maintain a log of mentoring activities for the mentee
✓ Participate in formal district-wide and building-based meetings with mentors and mentees
✓ Secure release time (if necessary) to observe mentee teaching practices in classroom
✓ Model appropriate relationships with students, colleagues, parents, and school community
✓ Participate in STEP building-based meetings, STEP district-wide meetings
✓ Participate in STEP Social Events
✓ Participate in formal evaluation of mentoring program at end of school year
✓ Maintain Professional Teacher Status and have a minimum of one (1) school year of participation in the SPS district
Mentee Responsibilities
✓ Attend 2 STEP Orientation Days
✓ Invite and welcome the support of mentor, lead mentor, and mentoring coordinator
✓ Participate in at least 2 non-evaluative classroom observations.
✓ Participate in classroom observations of mentor and/or other faculty members with PTS.
✓ Pursue goal of 30 hours of significant contact with your mentor (including time during orientation).
✓ Share experiences during regular informal meetings with mentor focusing on reflection of Practice and teaching skills development
✓ Attend workshops designed especially for new teachers
✓ Attend professional development focused for new teachers
✓ Participate in STEP building-based and district-wide meetings with mentors and mentees
✓ participate in STEP Social Events
✓ Participate in formal evaluation of mentoring program at end of school year
Lead Mentor Responsibilities
✓ With District coordinator plan and participate in training of mentors as needed
✓ As appropriate, attend the STEP Orientation Days for new employees in August
✓ Initiate regular, informal meetings with mentors in building, focused on assessment of mentoring experience
✓ Maintain a log of building-based mentor/mentee issues to be shared with district mentor coordinator
✓ Initiate regular communication with Mentor Coordinator regarding all mentor/mentee issues
✓ With district mentoring coordinator, actively plan and participate in formal district-wide and building-based STEP meetings with mentors and mentees
✓ With district mentoring coordinator, actively plan and participate in STEP Social Events
✓ Participate in formal evaluation of mentoring program at end of school year
✓ Collect logs from Mentors twice a year and forward information to the Mentoring Coordinator
District Mentor Coordinator Responsibilities
✓ Schedule, plan, and implement the mentor program
✓ Coordinate summer and/or school-year training for new mentors
✓ Provide written updates for mentors and mentees
✓ Organize STEP Orientation Day
✓ Coordinate Lead Mentors, mentors, mentees
✓ Arrange Professional development workshops as needed
✓ Work with lead mentors to schedule, plan, and implement building-based and district-wide mentor/mentee meetings
✓ Schedule, plan, implement. and attend STEP social event(s)
✓ Serve as a resource for mentors and mentees
✓ Design and administer formal evaluation of STEP Mentoring Program
Building Administrator Responsibilities
✓ Support STEP Mentoring Program through participation in building-based and district-wide formal, informal, social meetings
✓ Match trained mentors to new teachers
District Administration Responsibilities
✓ Provide resources to support all elements of STEP Mentoring Program
✓ Support STEP Mentoring Program through participation in district-wide and building-based formal, informal, social meetings
STEP Mentoring Resources
Mentor Guide: Mentoring in Action: A Month by Month Curriculum for Mentors and Their New Teachers Carol Pelletier Radford
Mentee Guide: The First Year Matters: Being Mentored…In Action Carol Pelletier Radford
Mentoring Program Meetings
Mentor/Mentee Meetings
Participants: mentor, mentee
The overall needs of a particular mentee will inform the number of traditional (informal) meetings that will be necessary for the new teacher to succeed within Sandwich Public Schools. The expectation is that a minimum of 30 hours of meetings will take place throughout the year. Meetings will be recorded using the STEP Mentoring Log.
Lead Mentor run after school Meetings (building-based)- 4 per year
Participants: Lead mentors, mentees, and as appropriate one or all mentors, district mentor coordinator, building and district administration
Conducted by lead mentors to provide professional development including discussion of research, strategies and techniques to enrich the mentoring experience, improve student achievement
Coordinator and Lead-Mentor Meetings (district-wide)- 3 per year
Participants: Lead-mentors, District Coordinator, and as appropriate building administration.
Conducted by the district mentor coordinator to guide, advise and prepare mentor-leaders for building-based meetings
Mentor Meetings (district-wide)
Participants: District mentor coordinator, lead mentors, and mentors.
Conducted by the district mentor coordinator to assess and assist mentor experiences during program
STEP Mentoring Program Events
May-June Mentoring coordinator notifies PTS faculty of mentoring opportunities
Mentoring candidates’ complete application
Untrained candidates are invited to attend mentoring training
July-August Mentor Training Workshop
Mentor coordinator provides building principles with list of trained mentors
Building principles pair mentors and mentees
Lead Mentors meet with coordinator to plan the orientation
August STEP Orientation 2 Days
DAY 1: School Community Introductions
Breakfast with Administration
SPS Curriculum Presentation
SPS SPED Presentation
SPS Health Presentation
Luncheon
Technology Workshop
DAY 2: Mentor/Mentee Introductions
Get to know the physical space (trolley ride and tour of building)
September STEP Mentee Professional Development Workshop 1: district wide
Educator Evaluation Training- set up by a building administrator
STEP Mentor/Mentee Meeting(s)
Q and A with Lead Mentors after school with all new employees
October STEP Mentor/Mentee Meeting(s)
STEP Lead Mentor Meeting: Professional Development workshop 2: building based –Classroom Community Building
November STEP Mentor/Mentee Meeting(s)
STEP Mentor Meeting District wide- Special Education and ELL- Marilyn and Camilla
December STEP Mentor/Mentee Meeting(s)
January STEP Mentor/Mentee Meeting(s)
STEP Lead Mentor Meeting with Principal assistance: Ed eval- revisited
February
STEP Mentor/Mentee Meeting(s)
STEP Mentee Professional Development Workshop 4: Assessments
March STEP Mentor Meeting(s)
STEP Building-Based Q and A Lead mentor run meeting
April STEP Mentee Professional Development Workshop 5: District
Teaching Resources (sharing of web-based, textual, district
personnel…) – District Mentoring Coordinator and Technology Director
STEP Mentor/Mentee Meeting(s)
May STEP Mentor/Mentee Meeting(s)
June STEP Mentor/Mentee Meeting(s)
STEP District Mentor/Mentee Meeting: Social/survey for feedback on program – District mentoring Coordinator
STEP Mentor Selection Process
May-June
● STEP Mentor Coordinator will notify all staff of Mentoring opportunities and Mentor Training Workshop
July-Aug
● Mentor coordinator supplies each principal with list of trained mentors
● Principals select mentors to match with new teachers
● Mentor Training Workshop
Beyond achievement of Professional Teacher Status and completion of STEP Mentor Training, these qualities of effective mentors comprise guidelines for selection:
Attitude and Character
● Willing to be a role model for other teachers
● Exhibits strong commitment to the teaching profession
● Believes mentoring improves instructional practice
● Demonstrates a commitment to lifelong learning
● Is eager to share information and ideas with colleagues
● Is resilient, flexible, persistent, and open-minded
● Exhibits good humor and resourcefulness
● Enjoys new challenges and solving problems
Professional Competence and Experience
● Has received a minimum rating of “proficient” on MA Model System for Educator Evaluation
● Has excellent knowledge of pedagogy and subject matter
● Adheres to the Massachusetts Curriculum Frameworks/Common Core Curriculum, MA
● Model System for Educator Evaluation
● Demonstrates excellent classroom-management skills
● Feels comfortable being observed by other teachers
● Understands the policies and procedures of the school and district
● Knowledge of school, district, and community resources
● Collaborates well with other teachers and administrators
Communication Skills
● Is able to articulate effective instructional strategies
● Listens attentively
● Asks questions that prompt reflection and understanding
● Offers critiques in positive and productive ways
● Uses email effectively
● Is efficient with the use of time
● Conveys enthusiasm and passion for teaching
● Is discreet and maintains confidentiality
Interpersonal Skills
● Is able to maintain a trusting professional relationship
● Knows how to express care for a mentees emotional and professional needs
● Is approachable; easily establishes rapport with others
● Is patient
STEP Mentor Application
Please forward completed application to the STEP Mentor Program Coordinator.
Name: ______
School: Forestdale Oak Ridge SHS STEM Academy
Subject/Grade Level: ______K 1 2 3 4 5 6 7 8 9 10 11 12
Certification(s)/License(s): ______
Years Teaching SPS: ______
Please include information regarding the abilities and experiences you would bring to the STEP Mentoring Program in answering the following question:
Why do you want to become a mentor?
______
______
______
______
______
What is one piece of advice that you would give a new staff member? (You can be very specific - i.e.a tool to use in a particular type of class, or very general tip useful for any teacher) ______
______
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______
______
______
______
______
STEP Mentor Training
Mentor training in the Sandwich Public Schools is a formal training program managed at the district level by the STEP Mentor Coordinator. Training for new mentors takes place in June/July to assure mentor pool is established before new hires begin.
The following are elements of the STEP mentor training program:
STEP Mentoring Program Overview
Role of the mentor
Child and adolescent development-techniques for providing differentiated learning experiences in an inquiry-based classroom
Assisting the design of well-structured lessons
Techniques for collaboration with colleagues
Techniques for constructing feedback loops with students and families
Techniques to motivate students
Techniques for creating a physically and intellectually safe learning environment
Introducing parent/family engagement strategies
Encouraging and providing techniques for regular two-way communication with families
Assisting the creation of Student Learning and Professional Practice Goals
Sharing ideas for professional development
Tips for getting involved in planning and decision-making at the grade, department, and school level
Relating professional responsibilities
Analysis of teaching strategies
Observation skills
Strategies for conferencing and feedback
Diagnosing and analyzing classroom management issues
Problem solving skills
Reflective practice: STEP Mentoring Log
Using student work to evaluate and inform practice
STEP MONTHLY Topics for Mentors/Menteees
● AUGUST- Orientation to the School and Community
● SEPTEMBER- Beginning the school year successfully
● OCTOBER- Teaching for Understanding
● NOVEMBER- Assessing Diverse Learners
● DECEMBER- Maintaining Balance
● JANUARY- Beginning a New Calendar year- Looking back, Looking forward
● FEBRUARY- Engaging students in the curriculum
● MARCH- Collaboration
● APRIL – Standards
● MAY- Assessing students programs
● JUNE- Completing the year
STEP Classroom Observations
It is important for a mentor to observe a mentee in the classroom learning environment as well as for a mentee to observe a mentor or other PLC teacher. As the mentoring relationship is non-evaluative, this is an opportunity for the mentee to receive valuable feedback, free of a rating, toward improving student achievement. The agreement between the SEA and the SPS supports classroom observations by mentors and mentees by providing time for this professional development activity. The lead mentor will help to make sure that there is a day each month in which a substitute is available to facilitate observations.