1. Alabama Teacher Mentoring Program
Logan Searcy

2. 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

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

4. 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

5. Every Student Succeeds Act- Includes a Local Plan for Equitable Access to Excellent Educators ( )
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

6. Suggestions for Title II, Part A Administration

7. 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

9. Teacher Induction and Mentoring = Effectiveness and Retention

10. 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.

11. 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

12. 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.

13. 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. 

14. 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.

15. 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

16. 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

20. 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

21. 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

22. 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

23. 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 s 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

28. 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)

29. 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

50. Teacher Induction and Mentoring Manual
-It is located on the ALSDE website under Educator Effectiveness. Logan Searcy