Presentation on theme: "Mentoring CTE Teachers through the Resident Educator Program: Support for Success Jane Briggs, Lead Mentor, Eastland Career Center Michelle."— Presentation transcript:
Mentoring CTE Teachers through the Resident Educator Program: Support for Success Jane Briggs, Lead Mentor, Eastland Career Center jBriggs@efcts.us Michelle Maskulinski, Lead Mentor, Fairfield Career Center mMaskulinski@efcts.us
Introductions and Background The Eastland-Fairfield Career & Technical Schools (EFCTS) has operated an induction program for all new staff to our District titled the EFCTS Mentoring Program. 1999 – EFCTS Pilot Mentoring Program Twenty-eight staff (28) are included in the 2014-2015 Mentoring Program Semi-annually, the program is reviewed by participants to continue to keep the program relevant
Presentation Objectives To share a model of a successful mentoring program that has been evolving for 15 years To provide examples of how the Resident Educator Program can be incorporated into mentoring programs To share ideas and examples of best practices for organizing and operating a mentoring program to build school culture, support new staff members, and educate high-quality mentors
Key Mentoring Program Components Summer – ODE Training for any RESA Mentor Matching of Mentors with Mentees as hired Join function of Ass’t. Superintendent + Lead Mentors – contract involved August - District Mentor Training Calendar for 2014-2015 Mentor Duties Discussion of “Best Practices” Topics September – May – Different activities depending upon staff level Mid-Year (Dec.) and End-of-Year (May) Evaluations are completed by all mentors and mentees
Year 1: Resident Educator Level 1 (RE-1s) and New-In-System Staff (NIS) 1:1 Mentoring Fall Semester – Meet weekly Spring Semester – Meet monthly Monthly, after-school Mentoring Meetings with Best Practice Demos RE-1s, NIS, Mentors, Leads, Admin. Notebooks used with “checklists” for 1:1 meetings
Notebook/Checklist System Weekly checklists through January, then monthly Separate checklists for New-in-System (NIS) staff and Resident Educators (RE) Checklists were revised to incorporate RE timelines, ODE requirements Checklist items are prompts for discussion; the mentee & mentor decide which items need to be discussed during meetings
Importance of this year cannot be underestimated! Major components to this year: Removal of a formal day-to-day checklist and a move toward a topical checklist Continuation of the 1:1 Mentor-Mentee Relationship; Mentors are new pairings to Mentees (no repeats) Integration of two Videotaping Projects—one fall, one spring Mentor and mentee view together and critique Lesson plan and video segment provided to entire RE-2 group of mentors and mentees to dissect, evaluate, improve upon Approximately 5-6 after-school meetings/year Year 2: Resident Educator Level 2 (RE-2s)
New for 2014-2015: Mentors will be asked to provide an after-school workshop on the following topics in preparation for RESA 3: Using Google Sites to organize your artifacts and evidence in preparation for RESA-3 Writing for RESA-3 - Practicing writing skills for 200-word requirements throughout Tasks 1-5 How to use technology to best capture yourself, your students, and your teaching on video for RESA 3 Mentors with these expertise were specifically asked to mentor a RE-2 Year 2: Resident Educator Level 2 (RE-2s) con’t.
The RE-3 does not have to take the RESA if Mentee is not ready. RESA can be taken during Year 4. Mentee-Mentor Pairings This year, one facilitator will lead the group of RESA candidates in cohort with 3-4 meetings Last year, 1:1 relationship was kept Facilitator is asked to provide support through proofing mentees’ written submissions and video- clips as they move through Tasks 1-5 In 2013-2014, technology played a major role; facilitator may need to provide additional help The road for a smooth Year 3 is paved during Years 1 & 2! Year 3: Resident Educator Level 3 (RE-3s)
Until December 31, 2014, we do not know if our RE-3s have passed their RESA assessments. If they have, then according to the ODE guidelines, those teachers will be asked to do the following: Increase their involvement on building-wide and district-wide committees Evaluate the goals of the school and provide a leadership role in helping to move those goals forward If they have not, then according to the ODE guidelines, those teachers will be required to once again complete the RESA assessments. Year 4: Resident Educator Level 4 (RE-4s)
Program Administration There is an administrator who works with our Mentoring Program The administrator is not present when RE-2s present their videos, for example, to the group Our administrator does discuss Mentor-Mentee assignments with Lead Mentors; they handle asking the people to serve as mentors and supplemental contracts Both Lead Mentors have job descriptions and responsibilities for operating the program in addition to their full-time teaching responsibilities
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