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Greenbush Teacher/ School Specialist Mentoring Model
Day 2 Training Rhonda Trimble Director of Professional Development
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Greenbush Teacher / School Specialist Mentoring Model
Mission Greenbush Teacher / School Specialist Mentoring Model The mission of the Greenbush Teacher / School Specialist Mentoring Model is to provide support and guidance to new teachers and school specialists through a professional development program, which promotes excellence in education and increases retention of promising teachers and school specialists.
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This mentorship program will address topics and skills in these categories:
The Learner and Learning Plans instruction based on learning and developmental levels of all students Recognizes and fosters individual differences to establish a positive classroom culture Establishes a classroom environment conducive to learning Content Knowledge Demonstrates a thorough knowledge of the content Provides a variety of innovative applications of knowledge Instructional Practice Uses methods and techniques that are effective in meeting student needs Uses varied assessments to measure learning progress Delivers comprehensive instruction for students Professional Responsibility Engages in reflection and continuous growth Participates in collaboration and leadership opportunities
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First Days of School
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Mentors & Mentees share about their experience thus far
Looking Back Mentors & Mentees share about their experience thus far Looking back over this first semester: What are some things that have gone really well? What are some things that haven’t gone so well? Have there been surprises – positive or negative? Are there things you wish you would have had from Greenbush’s Mentoring Program? Are there things you wish you would have had from your district/administrators/etc.?
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CITW (Classroom Instruction that Works) Training Dates Eudora Day 1 – October 20th Day 2 – November 17th Day 3 – February 23rd Girard – Greenbush Day 1 – October 21st Day 2 – November 16th Day 3 – February 22nd Manhattan Day 1 – October 19th Day 2 – November 18th Day 3 – February 24th Wichita Day 1 – October 17th Day 2 – November 14th Day 3 – February 21st Let’s Share: Discuss your training and implementation of the CITW Instructional Strategies?
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Mentor & Mentee Responsibility Activity
Mentors create groups of 3-5 Mentees create groups of 3-5 Each group records their success/non-success in following through with their mentor program responsibilities (explain why successful or not)
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Required Mentor Responsibilities
Mentor/Mentee Responsibilities Observe mentee’s classroom at least three times each year during instruction to offer instructional assistance and feedback (2 visits during the first semester) Facilitate classroom observations by mentee or another classroom at least onehalf day per semester Open your classroom to mentee and allow them to observe during instruction at least twice per semester (or another teacher, as necessary) Meet each semester with building administrator and mentee Keep uptodate mentor/mentee communication logs Provide mentee with your confidence: Conversations between mentor and mentee should develop under a shelter of trust. Remember, you will be the one they turn to when they need assistance. Model professional growth and support mentee’s professional development Foster an individualized program to assess and meet the needs of the new teacher or school specialist Plan and conference with new teacher or school specialists weekly providing instructional support Document all contact with mentee using district communication log Support and assist mentee with various activities related to teaching Required Mentee Responsibilities Attend district orientation and initial meeting Conference with mentor once weekly (conferences are not optional and are a requirement of the district) Observe mentor’s classroom or another classroom at least onehalf day per semester Meet each semester with your mentor and building administrator Attend required district and building training sessions Prepare for required minimum of three classroom visits throughout the year by mentor while mentee is teaching (2 visits during the first semester) Keep uptodate mentor/mentee communication logs Ask questions, offer lesson plans for review, and strive to become familiar with your building and staff Complete mid-year and end-of-year mentor program evaluation and provide feedback
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Mentor & Mentee Responsibility Activity
Mentors get with your mentees (groups of 2, 4, or 6) Each group records their building administrator’s success/non-success in following through with their mentor program responsibilities (explain the barriers and proposals)
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Building Principal Responsibilities
Complete your responsibilities within the teacher mentoring program Recruit, select, match, and reassign (as needed) mentor teachers and school specialists with new teachers and school specialists within the school or outside the district, as necessary Support the mentorship program Assist in scheduling and coverage of classes to allow for mentor/mentee observations Provide program feedback to participants and to the mentor program coordinator Meet with the mentor/mentee once each semester to discuss progress Monitor and assess program effectiveness from various perspectives: Participant feedback Training Materials Support Guidelines Aid in problem solving for concerns with mentor and/or mentee Honor confidentiality between mentor and mentee *In the event that the mentor is unable to meet most of the needs of the mentee, the mentor should visit with the building principal about possible reassignment. **At no time should the mentor be in a role of evaluating the new teacher or school specialist. Mentors will observe and offer suggestions to the mentee, but will not be involved in formative and summative evaluations.
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Observations / Feedback
Observations & Feedback Discussion Mentors get with your mentees / Record your thoughts What are some of your strengths your mentor/mentee could observe? How could you utilize other building experts? What is the best strategy for providing feedback following observations? How can you ensure observations are not evaluative, but instead used for professional growth?
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Appropriate Collaboration & Feedback
The Internship Appropriate Collaboration & Feedback
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Tools for Teaching
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Greenbush Mentoring Program
Mid-Year Survey 2016 Mid-Year Greenbush Mentoring Program Survey
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Mentee Licensure Here is the specific site to review the requirements and access the form to upgrade your initial teaching license to the professional license based upon the mentoring program: If you have any questions on the process, you can contact your assigned consultant at: Your designated consultant is determined by the last four digits of your social security number. New teachers who graduated from KS universities should be familiar with the online application process since you used it to get your initial license. Below is also an instruction page for districts posted to the applications webpage: Scroll down and see the links right above the Announcements section – General Instructions for Online Applications – For Districts. You see there is one for applicants too, but those are the same instructions that are in the requirements link above. You can also contact Ginger Mein at Greenbush ( ) if you have any questions about accessing your transcript on PDP Toolbox.
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Greenbush Teacher/ School Specialist Mentoring Model
Initial Mentoring Training Day 1 Rhonda Trimble Director of Professional Development
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