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Mentoring CTE Teachers through the Resident Educator Program: Support for Success Jane Briggs, Lead Mentor, Eastland Career Center Michelle.

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Presentation on theme: "Mentoring CTE Teachers through the Resident Educator Program: Support for Success Jane Briggs, Lead Mentor, Eastland Career Center Michelle."— Presentation transcript:

1 Mentoring CTE Teachers through the Resident Educator Program: Support for Success Jane Briggs, Lead Mentor, Eastland Career Center Michelle Maskulinski, Lead Mentor, Fairfield Career Center

2 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 Mentoring Program  Semi-annually, the program is reviewed by participants to continue to keep the program relevant

3 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

4 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  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

5 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

6 Example of Monthly Meeting Calendar

7 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

8 Sample New in System (NIS)

9 Sample RE checklist

10  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)

11  New for :  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.

12  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 , 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)

13  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)

14 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

15 Questions?


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