Presented by: La Chandra Cobb Audrey Collins Mellow Tatmon

 Successful retention of highly qualified teachers  Successful implementation of an effective mentoring program

 TEA states that a Mentor Teacher is a classroom teacher in Texas who provides effective support to help beginning teachers successfully transition into the teaching profession.  TEA states that a Beginning Teacher is a classroom teacher who has less than two years of teaching experience

 Minimum of three years of teaching experience  Superior record of assisting students in achieving improvement in student performance  Complete a research-based mentor and induction training program approved by the commissioner  Complete a mentor training program provided by the district

 Participate in beginning teacher orientation  Meet weekly with the beginning teacher  Maintain documentation of mentor and beginning teacher activities  Attend regularly scheduled campus mentor support meetings and trainings  Provide support for the new teacher in collecting and analyzing data, classroom management, curriculum planning, and other pedagogy related activities

 Conduct observations and assessments of the beginning teacher  Complete all requirements of the school district’s beginning teacher induction and mentoring program  Be willing to give assistance where needed with positivity and fidelity

 Support  Psychological  Instructional  Development  Allows teachers to continually refine and adjust teaching style  Builds Relationships  Problem Solving with experienced help  Help build bridges between students and subject matter

 Selection- teachers are not always linked correctly  Lack of Incentives- “Free you say?”  Time- high stakes testing can make a teacher hesitant to leave their classroom and scheduling  Teacher Evaluation- not a “gotcha” program  Resource Allocation- availability of various resources to aide new teachers

 Study by the Southwest Educational Development Laboratory  Mentoring must be connected to the vision of good teaching  Mentoring must be informed by an understanding of how one learns to teach  Mentors need time to mentor and opportunities to learn to mentor  Mentoring is affected by the professional culture of the school  Mentoring must be viewed as a professional practice not a social role

 Need to improve skills and knowledge of beginning teachers  Desire to increase student achievement  Need to improve retention of beginning teachers  Desire to build collegial culture  Compliance with state policy  Need to attract new staff to the district  Campus request for mentoring activities  Teacher request for mentoring activities  Response to research results showing benefits

 Request for Mentorship Program  Selection Process for Mentor Teachers  Mentor Training  Mentor-Protégé’ Partnership  Induction/ Orientation Process  Weekly/Monthly Meetings  Observation Logs  Peer Coaching  Mid Year Induction  Portfolio  Teacher Recognition

 Domain I  Competency 001  Domain II  Competency 005  Competency 006  Competency 007