Program Overview The College Community School District's Mentoring and Induction Program is designed to increase retention of promising beginning educators who are employed in a non- administrative position as a PK-12 teacher, teacher librarian, specialist, or counselor to build relationships that encourage and support: Improved student achievement on academic standards; Development and refinement of best instructional practices; Understanding of district's expectations; Achievement of personal and professional success for each new staff member; Building leadership capacity; Transmitting the culture of the system.

Current Statistics 21 trained mentors on duty 9 mentors with no assignment 11 first-year teachers 14 second-year teachers

Mentor Training 1 st year: 3 Basic Mentoring Modules Effective Mentoring Conversations Effective Observation Cycles Analysis of Student Work 2 nd year: Coaching in Complex Situations 3 rd year: Mentoring for Equity 4 th Year: Designing and Presenting Professional Development for Beginning Teachers

Continuous Support 4 mentor forums – GWAEA 4 meetings with mentor facilitator Monthly newsletters & other communications New teacher and mentor tools

Support for Beginning Teachers District New Teacher Meetings 1 st year – 3 days Building support from administration Collaborative relationships with teaching teams Interactions with mentors- 2 years

Beginning Teacher & Mentor Interactions Weekly meetings Mentor observes beginning teacher Beginning teacher observes other teachers Mentor and beginning teacher analyze student work

Program Evaluation and Data Collection

Program Evaluation Goals GoalMeasurement Tool 80% of new teachers will design and implement lessons that demonstrate a proficient level on New Teacher Best Practice Criteria New Teacher Best Practice Self- Assessment and Principal Evaluation Tool 100% of teachers will design quality instructional units through the curriculum tool Curriculum Map Analysis / Status Check Criteria

Strengths and Areas of Growth Strengths Alignment of New Teacher Training and Evaluator Expectations Unit and Lesson Design Strategy implementation Areas of Growth Implementation of key instructional strategies with purpose, frequency, and proficiency Quality unit and lesson design

Program Evaluation Team Executive Director of Learning Services Elementary Curriculum Coordinator 2 experienced mentors 2 new teachers Mentor Facilitator Program Evaluation Process (May 17, 2011) data analysis goal setting progress monitoring