Saint Francis School District Initial Educator/Mentor Guidebook

INITIAL EDUCATOR / MENTOR PROGRAM HANDBOOK

Mission Statement: The St. Francis School District is committed to supporting the successful professional development of all
initial/incoming new educators to the district.

Effectiveness of initial/incoming
Best practice of initial/incoming
Growing, supporting, and developing the practice of

Vision: With dedicated resources, SFSD will ensure all initial/incoming teachers are paired with an highly effective educator who will
facilitate and foster

Program Description

The Initial Educator/Mentor Program is a formal planned 2 year program of assistance and support for beginning teachers.

Research has found that:

1. New teachers are more likely to have difficulties in such areas as discipline, peer relationships, evaluation of student work, and
use of appropriate materials.

2. The first year of teaching is the most crucial period in a teacher's career.

3. The lack of an appropriate mentoring program/relationship is a major cause of teachers leaving the profession during the first
three years of teaching.

4. The more problems a first-year teacher encounters, the more likely he/she is to leave teaching.

5. The events during the initial year contribute to the gap between what new teachers were capable of becoming and what they
have become.

6. An initial educator/mentor program is essential not only for decreasing the attrition rate for new teachers, but for enhancing
their professional development and promoting excellence in teaching.

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Goals

To assist and support the initial educator.

1. To assist the initial educator toward developing a level of comfort in his/her role as a
professional in the St. Francis School District.

2. To assist the initial educator to evaluate, demonstrate and develop practical application of the State Teacher Standards.

3. To assist the initial educator to acquire, implement and use a variety of instructional strategies that are designed to meet student
needs.

4. To assist the initial educator to incorporate problem solving skills and classroom management strategies in their practice.

5. To assist the initial educator to make satisfactory progress toward fulfilling the State mandated requirements toward renewing
certification.

6. To assist the initial educator to develop a system of support and to develop an understanding of the school, District and
community.
Selection of Mentor Teachers

Mentor teachers will be selected based on the following guidelines:

1. Five years of successful teaching experience in the District; no less than three years of successful experience if no one with
five years is available.

2. Has attained status comparable to professional educator.

3. Superior knowledge of teaching area.

4. Currently teaching in a related area or grade level. In some instances, dual mentors may be necessary (e.g., specialists may
need a building and a specialty area mentor when possible).

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5. Demonstrated interest in continuing educational training.

6. Mentor training recognized by the District.

7. Willingness to devote time and energy to the Program.

8. Has volunteered for the specific assignment.

Other considerations:

1. Respects confidentiality.

2. Positive role model.

3. Knowledge of effective instructional strategies.

4. Flexible in method utilization.

5. Motivating to students and peers.

6. Effective evaluator of good teaching techniques and student performance.

7. Good management of student conduct.

The mentor is encouraged to continue the mentoring relationship with the initial educator for a third year.

Mentors will be paid $1,000 for the first year of mentoring and $500.00 for year 2. This payment schedule will begin for second year
mentors in the 2017-2018 school year. Payments will be made quarterly.

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Role of the Mentor Teacher

Mentors will be a resource for the initial educator and will observe, confer and provide advice and assistance in the design and
implementation of the professional development plan, as well as, other support.

The specific responsibilities include:

1. Initiate a weekly conference with the initial educator during the educators first 2 years to discuss concerns, successes and
ongoing professional development. Maintain and submit a PI-34 Mentor/Teacher Activity Log each semester. The length of
the meetings will vary according to need.

2. Schedule a minimum of one in-class observation, with post-observation conferences, per semester. All of the in-class
observations will be planned with the initial educator. Substitutes will be provided, if necessary. These observations will not
be used for any formal evaluation process. Formal evaluation is the responsibility of the administration outside of this
program.

3. Provide the opportunity for observation by the initial educator once during the first semester. A post conference should be
held to reflect on the observation. Substitutes will be provided.

4. A 1st year mentor will attend a minimum of two (2) Standards-based seminars provided by the District with their 1st year
initial educator.

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Role of the Initial Educator

The role of the initial educator is to utilize the Initial Educator /Mentor Program as fully as possible as one component of the life-long
professional development process. It is the responsibility of the initial educator to identify areas of needed support and concern and to
ask for assistance. A commitment to this process is necessary.

The specific responsibilities include:

1. Participate in a weekly conference with the mentor teacher to discuss concerns, successes and ongoing professional
development during the first 2 years. The length of these meetings will vary according to need. In subsequent years, request
conferences or other assistance from the mentor teacher as needed.

2. Be observed by the mentor teacher one time per semester and participate in a post conference to receive feedback on each
observation. Substitutes will be provided when necessary. These observations will not be used for any formal evaluation
procedures. Formal observation is the responsibility of the administration outside of this Program.

3. Observe the mentor teacher during the first semester and one other teacher during the second semester. If the initial educator
holds a position that is instructionally unique to the District, the initial educator will be allowed to observe a teacher of similar
instructional position in another District. Both the District mentor and PI 34 Coordinator will have to approve the out-of-
District observations. Participate in post conferences.

4. Seek assistance, support and information from the mentor teacher and or other team members as needed.

5. Attend, as a first year initial educator, a minimum of two (2) Standards-based seminars provided by the District with their
mentor. Attend, as a second year initial educator, a minimum of one offering provided by the District through Southeastern
Wisconsin Educator Project (SWEP).

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Change of Mentor/Mentee.

A mentor or mentee may request a change in their mentor/mentee assignment once during the licensing process. The mentee is

guaranteed another mentor. The mentor is not guaranteed a new mentor assignment. If a mentor ceases to perform the responsibilities

of mentor payment will be prorated. The request for a change shall be discussed collaboratively between the District PI 34

Coordinator and mentor or mentee. The request for a change in mentor/mentee must be approved by the Building Administrator.

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Saint Francis School District

Instructional Mentoring Program Plan
REVISED 8/2016
Program Initial Educators- Year 1 Initial Educators Year 2 New to District with Experience SFSFD Teacher with New
Components/Professional Assignment
Learning
Hours
15 hours per Semester/trimester 1: 12 Semester/trimester 1: 8 Semester/trimester 1: 4
The number of hours prescribed in Semester/trimester (30 hours* hours total hours total
each category refers to the number hours total per year) Semester/trimester 2 (3): Semester/trimester 2 (3): Semester/trimester 2 (3):
of formal mentoring hours that are Within or outside the 8 hours* Within or outside the (Teacher may request
recommended. The emphasis of the contract day at a (*Recommended per contract day at a additional hours, up to 10
time spent between mentors and mutually agreed upon semester/trimester or 20 mutually agreed upon hours total for the year.)
mentees is professional learning and time. hours total for the year) time. Within or outside the
should not be confused with Subs provided for Within or outside the Subs provided for contract day at a
"checking off" essential components. classroom visits only. contract day at a classroom visits only. mutually agreed upon
Verify with (CAL) mutually agreed upon Verify with (CAL) time.
time. Subs provided for
Subs provided for classroom visits only.
classroom visits only. Verify with (CAL)
Verify with (CAL)

Beginning Educator Orientation Scheduled during New Staff Scheduled Monday of Week 2 of Scheduled during New Staff Scheduled Monday of Week 2 of
Topics Covered: Orientation Day(s) & Beginning the School Year Orientation Day(s) & Beginning the School Year
Purpose of Mentoring of the year Staff Professional of the year Staff Professional
Program Development Days Development Days
Confidentiality
Mentoring Tools
Hours,
Calendar
Role of the Administrator
Requesting a New Mentor
SWEP Offerings
Collaborative Assessment
Log (CAL)
Professional Staff
Handbook Introduction
District Policy Review

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Other Resources
SFSD Employee Handbook
SFSD Board Policy Review
SFEA Resources
Building Responsibilities
established collaboratively by
mentor and building
administrator.
Program
Components/Professional
Learning
Classroom Visits by Mentor
Recommended Mentoring Tools
(Select One):
Student Engagement
Instructional Delivery
In-Class
Assessment/Checks for
Understanding
Accountability:
Log (CAL)
INITIAL EDUCATOR / MENTOR PROGRAM HANDBOOK
Personal contact from
SFEA building
representative
On-going
communication from
SFEA as needed
Expect and ask for additional
information and support from
grade level PLC and vertical
content area teams.
Initial Educators- Year 1
First Month: One personal
classroom visit* and follow-up
meeting within 5 teaching days.
Amount of time spent in the
classroom determined by
preconference focus.
Quarters 2, 3 & 4:
One video or personal classroom
visit* and follow-up meeting with
5 teaching days.
Amount of time determined by
preconference focus.
*Subs pre-scheduled in AESOP
by building administrator or
coverage provided.
Other visits:
Mutually agreed upon by mentor
and mentee. Consult with building
administrator before securing sub.
Building principal may authorize
up to 2 half days.
Personal contact from
SFEA building
representative
On-going
communication from
SFEA as needed
Expect and ask for additional
information and support from
grade level PLC and vertical
content area teams.
Initial Educators - Year 2
Mutually agreed upon time
determined by mentor and
mentee.
Consult with building
administrator before securing
sub.
Building principal may
authorize up to 2 half days.
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Personal contact from Personal contact from
SFEA building SFEA building
representative representative
On-going On-going communication
communication from from SFEA as needed
SFEA as needed
Expect and ask for additional Expect and ask for additional
information and support from information and support from
grade level PLC and vertical grade level PLC and vertical
content area teams. content area teams.
New to District with Experience SFSD Teacher with New
Assignment
First Month: One personal
classroom visit* and follow-up Mutually agreed upon time
meeting within 5 teaching days. determined by mentor and
Amount of time spent in the mentee.
classroom determined by Consult with building
preconference focus. administrator before securing
Quarters 2, 3 or 4: sub.
One video or personal classroom Building principal may
visit* and follow-up meeting with authorize up to 2 half days.
5 teaching days.
Amount of time determined by
preconference focus.
*Subs pre-scheduled in AESOP
by building administrator or
coverage provided.
Other visits:
Mutually agreed upon by mentor
and mentee. Consult with building
administrator before securing sub.
Building principal may authorize
up to 2 half days.
 INITIAL EDUCATOR / MENTOR PROGRAM HANDBOOK

Classroom Visits by Mentee
Locations:
* Mentors Classroom
* Other Classrooms in
District
Quarter 1: One visit* to mentors
classroom or classroom
recommended by the mentor.
*Consult with building
administrator before securing sub
or the mentee may choose to visit
during his or her planning time.
Quarter 2: At least one visit** to
mentors classroom or classroom
recommended by the mentor.
**Consult with building
administrator before securing sub
or the mentee may choose to visit
during his or her planning time.
Mutually agreed upon
time**determined by mentor
and mentee.
** Consult with building
administrator before securing
sub or the mentee may choose to
visit during his or her planning
time.
Based on Needs:
(As determined by mentor and
mentee)
At least one *visit to mentors
classroom or classroom
recommended by the mentor.
*Consult with building
administrator before securing
sub or the mentee may choose to
visit during his or her planning
time.
Mutually agreed upon time**
determined by mentor and
mentee.
** Consult with building
administrator before securing
sub or the mentee may choose to
visit during his or her planning
time.

Program Components
Out of District Visits by Mentor
and Mentee
Visits to out of district classrooms
matched to mentees assignment.
Initial Educators- Year 1
By May 1:
Ideally one out of district visit.
(Consult with building
administrator before securing sub.
May be dependent on funding.)
Initial Educators - Year 2
By May 1:
Ideally one out of district visit.
(Consult with building
administrator before securing sub.
May be dependent on funding.)
New to District with Experience
By May 1:
Ideally one out of district visit.
(Consult with building
administrator before securing sub.
May be dependent on funding.)
BDSD Teacher with New
Assignment
By May 1:
Ideally one out of district visit.
(Consult with building
administrator before securing sub.
May be dependent on funding.)

Mentor-Mentee Collaborative
Meetings.
Topics:
Topics Selected by
Mentor/Mentee
Optional use of topics on
monthly calendar
Mentoring Tools:
Recommended Mentoring Tools
(Select One):
Collaborative (CAL)
Seating Chart: Movement,
Interaction and Behavior
Patterns
Beginning Week 2 and on-going
throughout the year.
Mutually agreed upon days/times
established by Mentee/Mentor.
Discuss optional SWEP Seminars
as they become available.
Beginning Week 2 and on-going
throughout the year.
Mutually agreed upon days/times
established by Mentee/Mentor.
Discuss optional SWEP Seminars
as they become available.
Beginning Week 2 and on-going
throughout Semester/trimester 1.
(Semester/trimester 2, if
requested.)
Mutually agreed upon days/times
established by Mentee/Mentor.
Discuss optional SWEP Seminars
as they become available.
Beginning Week 2 and on-going
throughout Semester/trimester 1.
(Semester/trimester 2, if
requested.)
Mutually agreed upon days/times
established by Mentee/Mentor.

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Selective Scripting
Content, Strategies, and
Alignment
Analysis of Student Work
PDP Plan ( Year 2 only)
Coaching/ Feedback on
Framework forms
Accountability:
Mentoring Logs (CAL)
(Submitted quarterly/End of
Trimester
SWEP Optional
Beginning Teacher
Seminars - Free Attendance at PDP Plan Additional Seminars may be Additional Seminars may be
Additional Seminars Workshop is encouraged. of interest to experienced of interest to experienced
(i.e., Assessment, Literacy, Register on-line through teachers. teachers.
Urban Education) - Free SWEP. Register on-line through Register on-line through
SWEP. SWEP.

Mentor Selection/Assignment/Responsibility

Mentor Selection Criteria Trained through SWEP

Master or Professional Educator License
Three years of experience in the district
Proficient/Distinguished ratings in the Framework for Teaching Domains
(For retired teachers, a letter of reference from an administrator is required.)
Conveys a passion for teaching
Exhibits:
o a comprehensive repertoire of effective instructional and classroom management strategies
o a curiosity and willingness to learn more about the craft of teaching, as well as the craft of mentoring
o the ability to collaborate with colleagues; to be a contributing team member
o the ability to reflect upon professional practice
Demonstrates:
o diplomacy in dealing with other teachers, administrators, parents, and community members
o competency with the techno(CAL)y used for record-keeping and instruction
o availability to serve in a mentoring capacity for a full year
o willingness to stay current in mentoring best-practices
Possesses:

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o confidence in personal ability to be proactive in offering positive, as well as constructive feedback to a new teacher
o empathy for the emotional needs of a beginning teacher
o the ability to maintain confidentiality
o the respect of the teaching and administrative staff

Selection Process The Building Principals/PI-34 New Teacher Induction Coordinator will select candidates based on attitude and character, professional
competence and experience, communication skills, and completed mentor training.

Mentor Assignments Building Principals will assign mentors.

Assignments will made at least two weeks before New Teacher Orientation whenever possible.
A mentor may refuse an assignment.
Ideally, elementary and middle school mentors will be assigned to mentees in the same school.
Ideally, mentors who are Special Education, Reading Specialists, Guidance, and ELL will be matched with a mentee who has the same
assignment.
Ideally, if a qualified high school mentor is available, the mentor will be assigned to a mentee in the same high school department.
A mentor will be assigned to the same Initial Educator for Year 2, if agreed upon by mentor and mentee.
Full or partial release mentors may be considered.

Mentor Responsibilities Provide the required hours of mentoring

Be proactive in coaching the mentee; seek opportunities for mentee to grow professionally
Expect and maintain confidentiality
Use mentoring tools to guide professional conversations with mentee
Inform Director of Instruction if mentor/mentee meetings are not occurring regularly
Submit signed Mentoring Logs (CAL) quarterly/at the completion of trimester
Attend optional SWEP seminars suited to needs
Complete the anonymous mentoring program evaluations

Maintaining Eligibility Keep mentoring skills up-to-date through:

Mentor forums
Other activities specifically designed to enhance mentoring skills

Mentee Responsibilities Partake in the required hours of mentoring

Be proactive in asking questions and seeking feedback
Take advantage of opportunities to grow professionally

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Expect and maintain confidentiality

Use mentoring tools to guide professional conversations with mentor
Keep a copy of mentoring tools for personal records
Inform Director of Instruction if mentor/mentee meetings are not occurring regularly
Sign mentoring logs (CAL)
Attend optional SWEP seminars suited to needs
Complete the anonymous mentoring program evaluations
Participate fully in grade level, content area, or department meetings.

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MENTOR/MENTEE LOG - First Quarter/Trimester 1

Please check all activities accomplished, and list the approximate date it occurred on the form below.

We: DATE

Met and got acquainted __________

Discussed SLO/PPG for Effective Educator __________

Set up weekly/biweekly meeting time __________

Shared resources __________

Set date to observe in mentors class __________

Set date to observe mentee __________

o Fill out observation and discuss
Discussed teacher evaluation __________

Discussed first quarter grades and parent-teacher conferences __________

Held question/answer period __________

Register for SEWNTP professional development options __________

Signatures verify that we have accomplished the activities checked off above.

__________________________ ________________________
Mentor Mentee

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MENTOR/MENTEE LOG - Second Quarter/Trimester 1

Please check all activities accomplished, and list the approximate date it occurred on the form below.

We: DATE

Discussed PI-34 Professional Development Plan if needed __________

Met for informal discussions __________

Celebrated together by ________________ __________

Talked about first quarter grades and parent conferences __________

Discussed classroom concerns __________

Scheduled second classroom observation __________

o Fill out observation form and discuss

Talked about what we saw __________

Met with Principal to discuss how things are going __________

Discussed/reflected on professional development opportunities __________

o Southeastern Wisconsin Educator Project (SWEP)

Scheduled a time to see another teacher in his/her classroom __________

Signatures verify that we have accomplished the activities checked off above.

__________________________ ________________________
Mentor Mentee

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MENTOR/MENTEE LOG - Third Quarter/Trimester 2&3

Please check all activities accomplished, and list the approximate date it occurred on the form below.

We: DATE

Continued informal contact (hallway/lunch) __________

Reviewed SLO/PPG __________

Reviewed attendance at building/district events __________

Scheduled third observation __________

o Fill out observation form and discuss
Discussed a new/innovative teaching strategy __________

Celebrated by _________________________ __________

Scheduled a time to see another teacher in his/her classroom __________

Signatures verify that we have accomplished the activities checked off above.

__________________________ ________________________
Mentor Mentee

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MENTOR/MENTEE LOG-Fourth Quarter/Trimester 2 &3

END OF SCHOOL YEAR

Please check all activities accomplished, and list the approximate date it occurred on the form below.

We: DATE

Completed/ discussed Data Collection for SLO __________

Prepared Professional Reflection of Year 1 __________

Brainstorm SLO/PPG goals for next year __________

Evaluated program __________

Celebrated/recognized accomplishments __________

Signatures verify that we have accomplished the activities checked off above.

__________________________ ________________________
Mentor Mentee

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Mentor/Initial Educator Observation Form

This form is not intended for the evaluation of teachers. Rather, it is intended as a guide for observation of mentors and protgs. It
should serve to focus the observation and guide the discussion following the observation.

Observer: ________________________________________
Educator being observed: ________________________________________
Date, time, location, & length: ________________________________________

PRE-OBSERVATION QUESTIONS:

1. What is important for me to know about your class before observing it?

2. What is your planned lesson for today? What standards and benchmarks will you be addressing?

3. What specific student behaviors would you like me to watch for, if any?

4. What specific teacher behaviors would you like me to watch for, if any?

5. Upon which of the following would you most like me to concentrate: planning, environment, instruction, professionalism, or
other?

6. Additional comments/requests/suggestions:

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Mentor/Initial Educator Observation and Feedback

Engages and maintains students in active learning (e.g., student collaboration, small group instruction, real-world applications, project-
based learning).

Feedback:

Builds upon students' existing knowledge and skills

Feedback:

Uses a variety of effective instructional strategies

Feedback:

Uses materials, technology, and resources to enhance student learning

Feedback:

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Differentiates and paces instruction to meet students' needs

Feedback:

Reinforces learning goals throughout the lesson

Feedback:

Communicates clearly and checks for understanding (e.g., multiple levels of questioning)

Feedback:

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Establishes and maintains effective routines and procedures

Feedback:

Creates and maintains a safe physical setting

Feedback:

Establishes a climate of trust and teamwork by being fair, caring, respectful, and enthusiastic

Feedback:

Promotes respectful interactions that challenge and engage students within the learning environment

Feedback:

Creates an environment that is academically appropriate, stimulating, and challenging

Feedback:

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Encourages student participation, inquiry, and intellectual risk-taking

Feedback:

Respects and promotes the appreciation of diversity

Feedback:

Uses a balance of effective verbal, nonverbal, and digital communication tools to foster a positive, culturally inclusive learning
environment

Feedback:

Mentors:
1. At the completion of observation(s) please utilize this tool to facilitate a meaningful discussion with initial educator that
focuses on professional learning and constructive, informative feedback.
2. Attach this form to a Collaborative Assessment Log (CAL) and submit to building principal

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