Alabama Teacher Mentoring Program Logan Searcy 2016-17

LEAs should complete the following steps to ensure participation in the Alabama Mentoring Program: LEA Mentor Liasion Training (1) LEA Training at the Central Office and Schools Submission of Required Documents to Logan Searcy Distribution of Surveys (3) Analysis of Survey Results Teacher Induction and Mentoring Goal in ACIP Training Verification

Connection to the Alabama Plan for Equitable Access to Excellent Educators 2015

Common Themes That Emerged from the Review of Data Sources and Stakeholder Conversations: 1. Recruitment and Teacher Preparation 2. Principal and Teacher Effectiveness 3. Retention and Professional Growth 4. Factors That Impact the Learning and Working Environment

Every Student Succeeds Act- Includes a Local Plan for Equitable Access to Excellent Educators (2017-18) 2016-2017 Inclusion of Mentoring Goal in ACIP Suggested Program Components in ACIP: Professional Learning, Personnel(Recruitment, Induction, Retention, Effective Teachers and Leaders), Factors Impact the Learning and Working Environment Corresponding Equity Strategies to Support Access to Excellent Educators: Training on Student Supports and Interventions Teacher Leader Development Professional Learning Equitable distribute Effective Teachers and Leaders in High Needs Schools Promote Parent and Community engagement Support the Retention of Effective Teachers

Suggestions for Title II, Part A Administration 2016-2017

Title II, Part A Administration Include a Cross Representation of Stakeholders for Equitable Involvement in the Needs Assessment Implement and Follow Protocols that Support Practices which Promote Equitable Access to Excellent Educators Prioritize the Distribution and Coordination of Federal Funds to Promote Equitable Educational Opportunities

Teacher Induction and Mentoring = Effectiveness and Retention 2016-2017

Teacher Induction Basics Teacher induction is a formal, systematic program designed to transition novice teachers into the teaching profession by providing continuous individual and group support and education. Induction programs can help teachers improve their teaching and management skills, adjust to the culture of the school and district, and better understand their professional responsibilities.

LEA Teacher Induction/Mentoring Program Includes formal orientation, extensive professional development opportunities, release time for study and observation, and mentoring Addresses personal, professional and instructional needs of beginning teachers

Planning for a Induction/Mentoring Program -Form a district planning team. -Identify the specific needs of novice teachers -Anticipate constraints that may limit the program -Identify what services are currently provided for novice teachers and consider their effectiveness -Review the materials in the manual and identify those services and elements that will enrich the district’s induction program.

Continued- -Generate a model for the district induction program. -Identify LEA mentoring liaison/director. -Create an induction program advisory group. -Plan how to evaluate the program to identify strengths and challenges. 

Teacher Mentoring Mentoring is an individualized process. It involves an experienced teacher guiding, coaching, and supporting a novice teacher’s progression into greater levels of competence and confidence. A mentor is a friend to the protégé when emotional support is needed, a coach when individual assistance is needed, and a teacher when the protégé lacks information or skills. Mentors should never be asked to evaluate their protégés nor should they consider themselves to be evaluators.

Benefits of Mentoring Improves instructional skills and practices New Teachers/ Protégés Improves instructional skills and practices Reduces classroom management problems Accelerates development of effective teaching skills rather than learning through trial and error Accelerates the shift from a focus on classroom management to instructional practices Promotes personal growth Provides peer support Boosts self-confidence Reduces levels of stress, anxiety, and frustration Benefits to Schools and Districts: Produces lower teacher attrition rates Revitalizes school faculty Promotes collegiality Enhances student achievement Promotes sharing of teaching strategies and practices Increases opportunities for faculty professional development

Responsibilities of Induction/Mentoring Program- : Include Goal(s) in ACIP Establish Clear Goal(s) and Expectations- These goal(s) must describe what the district hopes to achieve with the mentoring program and its expectations of the central office staff, school faculty, building administrator(s), mentors, and new teachers/protégés in making the program a success. The goals should center on a vision of the ideal mentor-protégé relationship and how this relationship should support beginning teachers’ strengths and provide guidance for improvement

LEA Mentor Liaison Responsibilities Planning for the overall direction of the program and serving as a resource and guide to mentors and protégés Planning and facilitating or conducting staff development for mentors and protégés  Supervising and supporting mentors  Assisting mentors and protégés in developing goals and ensuring the inclusion of goal(s) in ACIPs Providing advice and direction to protégés  

Continued Coordinating the mentoring program with other personnel in the district Working with building administrators to create an environment that supports the mentor-protégé relationship and the growth of novice teachers Clarifying the role of mentors and protecting them from additional school duties Assessing progress and making modifications in the program as needed

LEA Responsibility The district must also build a support structure providing mentors and protégés time and a place to meet formally and informally both for one-on-one meetings and for larger group gatherings. Time must be formally scheduled for professional development opportunities and for networking. The district should require, plan, conduct, and facilitate professional development programs for both mentors and new teachers/protégés

Evidence of Implementation Pre-survey - E Prove Survey in ASSIST (Sept.-Oct.) Mid-Year Survey- E Prove Survey in ASSIST (Jan.-Feb.) Post Survey- E Prove Survey in ASSIST (May-June) Names and Emails of Mentor Liaisons, Mentors, and New Teachers to Logan Searcy, ALSDE LEA Teacher Turnover Rate included in ACIP District Goal Inclusion of ACIP Induction/Mentoring Program Goal, Objectives, Strategies, and Activities in ACIP and Monitoring of the Goal Training Verification form, agendas/Sign-In Sheets Uploaded in the Stakeholder Feedback Diagnostic in ASSIST

Career and Technical Education Teacher’s serving as mentors are expected to meet with mentee teacher(s) two times during the academic year. Recommended that meeting is planned during the beginning of the year (October – December) Another visit is planned before the end of the academic year and before May 31, 2017. Mentee teachers will plan to visit the school site of the mentor teacher two times during the academic year. Mentor teachers are expected to take the lead in ensuring that meeting occur Following this guidance, a minimum of 4 face to face visits are planned with teacher.  During this time mentor teacher will provide valuable guidance on the following: CTSO – Career Tech Student Organization BIC –Business and Industry Certification Forming Advisory Committee with Industry Partners Credentialing Lesson Plan LEA will be responsible for costs incurred for travel (mileage)

Implementation Timeline Sept- Training Oct.-Mentors and Mentees due to Logan and Niketa Pre-Survey Nov.- Mentoring Goal in ASSIST ACIP Dec. – Implementation Verification in ASSIST School and Personnel Assessment Diagnostic Mid-Year Survey First Disbursement Jan-March. – Update ACIP Goal with activities and progress notes April- Upload implementation verification in Stakeholder Feedback Diagnostic May- Post Survey Final Disbursement

Teacher Induction and Mentoring Manual -It is located on the ALSDE website under Educator Effectiveness. Logan Searcy- lsearcy@alsde.edu 334-353-2154