1. Cesar Chavez Academy Lower Elementary
Mentor Program

2. Michigan Mentor Law
For the first three years of employment in classroom
teaching, a teacher shall be
assigned by the school to
one or more master teachers,
who shall act as mentor to the teachers.

3. Definition of mentoring…
The Michigan State Board of Education believes that the New Teacher Induction/Teacher Mentoring Process is a cooperative agreement between peers in which new members of the teaching profession are provided ongoing assistance and support by one or more skilled and experienced teachers.

4. Mentor Selection
CCA takes pride in high quality teachers and staff members that serve their students.
Administrators may ask individuals within the building or seek volunteers to serve as mentors.
Mentors or mentees will be matched according to grade level or expertise.

5. Mentor Selection Guidelines…
Teachers who have taught for 4 years or more.

6. Mentor Incentives $50 supplies for classroom
Building a life long relationship
Release time for observations
Offering beginning teachers your expertise, experiences, and positive support.
Keeping ideas alive

7. Responsibilities…
Orientation with mentee/mentor
Monthly meetings – 1 hr/month at the minimum during extended days
Mentor log handed in monthly
We encourage you to search for and attend professional developments
Observations
2nd and 3rd year teachers will participate in a book study/ project in a professional learning community (PLC)

8. The 411 on a having a successful Mentor/Mentee experience

9. Mentoring is about communication
Your mentor is there to guide and advise you. Be open with concerns or obstacles you may be facing as well as accomplishments. Honest, open communication is vital to having a good mentor/mentee relationship.

10. Improving Collaboration
Be prepared with topics to discuss. Follow up on past discussions. Effective mentors are willing to share their knowledge. Take advantage of it!

11. New Teacher Growth and Development
Mentors will orient new teachers to the school, district, and community.
Mentors will assist new teachers in designing their own professional development plan.
Mentors will assist in the professional development of new teachers.
Mentors will help new teachers to analyze teaching practice.

12. School Resources
Hands-on resources can be found in the intervention cabinets throughout the hallways or ELA and Math.
Laminator/poster maker
Die cuts
Laptops on a cart
NEO laptops (2 carts in 2nd grade, 1 cart in 1st grade)
Student Ipads
Tag Reader Books in cabinet (each classroom teacher has 4-5 tag reader pens to use with these books, you just have to download the books on the pens)
Library (audio books too!)
See Teacher Handbook for online resources.

13. confidential relationship.
Mentoring
is a
confidential relationship.

14. Why is it so important?
“Whether children find learning a joy or a drudgery often depends on the teacher’s repertoire of strategies, and whether a teacher develops those strategies depends on professional preparation and a solid support system.”
-Patricia Wasley

15. Professional
Learning
Communities

16. Functions or Purposes To allow instructional staff to develop a deeper
understanding of academic content.
To support the implementation of curricular and instructional innovations or initiatives.
To integrate and give coherence to a school’s instructional programs and practices.
To target a school-wide instructional need.
To study research on teaching and learning.
To monitor the impact or effects of instructional initiatives on students.
To provide time for teachers to examine student work together.

17. Roles
and Responsibilities

18. Allow and guard study groups’ meeting time Respond to any action plans
The School Leader
Allow and guard study groups’ meeting time
Respond to any action plans
Review mentor logs and study group logs

19. The Study Group Leader
Rotate monthly so that leadership is a shared responsibility among all study group members.
Check the logs to see if it is time to revisit the action plan.
Start and end the meetings on time.
See that the study group log is completed and that the members and the principal receive a copy.

20. Individual Study Group Members
Bring back to the study group what he or she has done in the classroom as a result of the study group.
Take responsibility for his or her own learning.

21. Mentee
Meet once a month with mentor or Professional Learning Community (PLC).
Observe and be observed instructing lessons and procedures
Share success and challenges.

22. Observations

23. Mentor Observations
Observations by mentors are not meant as an evaluation. Its purpose is to have another set of eyes take note of what may not be evident to the mentee. Mentors will take note of positives and one or two things that the mentee may take into consideration. Notes will be discussed during your mentor meeting or when it is convenient for you to meet one-on-one.

24. Mentee Observations
Mentees will have several observation opportunities throughout the year. Most observations will be scheduled based on teacher interests. Observations are meant to help mentees look for new ideas and are not evaluative. Mentees will discuss what they observed with their mentor and decide how to make ideas work for them.

25. Thank You
Have a Great Year!