MISSION STATEMENT

The educational community in Blackstone-Millville will provide a mentor program in the school district to improve student learning by supporting the effectiveness and professional growth of beginning teachers. Beginning teachers will receive assistance on a professional and practical level. Mentoring is most successful when beginning teachers and mentors are provided opportunities to work together in a relationship that is based on respect, trust, and confidentiality. Our commitment to the successful induction of new teachers includes an understanding of the need for collegiality and professional growth for all teachers within and across the school district. A school culture that embraces such a structure for teachers’ growth results in effective teaching and enhanced learning and achievement.


GOALS

  • To improve student learning and achievement.
  • To support all beginning teachers in the challenges they face as they enter a new profession or a new school system by assisting them in their induction to the school climate and culture.
  • To increase the beginning teacher’s personal and professional development by enabling them to gain comfort, confidence and instructional effectiveness.
  • To offer interpersonal and professional support that will encourage beginning teachers and their mentors to reflect and dialogue on their teaching and professional growth.
  • To retain highly qualified new teachers.
  • To foster a school culture that honors and practices collegiality and openness that heightens morale and improves instruction and learning.


COMPONENTS OF THE INDUCTION/MENTOR PROGRAM

1. Two-day Orientation will include:

  • Group orientation for all incoming teachers prior to beginning of school year
  • Introduction of mentors
  • Presentations of district and school information, policies and procedures
  • Presentation of school and district goals and curriculum
  • Introduction to the components of the induction/mentor program
  • Overview of expectations of beginning teachers
  • Lunch served on day one
  • Tour of communities
  • Tour of school/classroom
  • Overview of evaluation procedures and standards
  • Handouts provided:
    • School improvement plan
    • School handbooks and curriculum booklets
    • Staff and student directories
    • School schedule and calendar
    • Schedule of faculty meetings

2. Training

  1. Building principals will be provided a 15-hour training program that will focus on (1) the role of the administrator, (2) supervisory and assessment programs that support beginning teachers, (3) identification of evidence that standards-based instruction is occurring in the classroom and (4) components for a successful comprehensive induction/mentor program. The program will be scheduled as two full days and one half day whenever possible. During part of the half-day training, principals will be paired with mentors from their buildings.
  2. Mentors will participate in a 24-hour course for mentor training. This will include three six-hour training sessions during the summer and two three-hour training sessions during the school year. One half-day training will be scheduled with their building principal while the second half-day training will be scheduled with their beginning teacher. The training will consist of (1) skills of effective mentoring, (2) learning, teaching and assessing in a standards-based environment, (3) reading and writing across the curriculum, (4) peer coaching, and (5) classroom observation and positive feedback strategies.
  3. The beginning teachers will participate in a twelve-hour course on the beginning teacher. The training will take place throughout the school year. Teachers will receive compensation and professional development points for attendance at the training sessions. This will include instruction on (1) teaching in a standards-based classroom, (2) positive classroom discipline, (3) parent communication, and (4) assessment strategies. One training date will be scheduled to include the mentor in order to forge supportive relationships and allow for discussion on issues in the classroom.
3. Mentor Responsibilities
  • Meet once each week for the month of September to ensure a strong start for the beginning teacher.
  • Meet twice each month from October through May of the school year.
  • Observe one another’s classroom, co-teach, and analyze and assess the beginning teacher’s practice.
  • Attend initial mentor training and follow-up training every three years.
  • Attend a peer group meeting in October and May.

4. Beginning Teacher Responsibilities

  • Meet once each week for the month of September to ensure a strong start for the beginning teacher.
  • Meet twice each month from October through May of the school year.
  • Attend a peer group meeting in October and May.
  • Observe experienced teachers at work.
  • Participate in meetings organized for beginning teachers.
  • Attend beginning teacher training.

5. Principal’s Responsibilities

  • Encourage a school culture built on collegiality and support professional collaboration among new and veteran teacher.
  • Select mentors.
  • Facilitate the completion of responsibilities for the mentor and beginning teacher.
  • Conduct an orientation program for beginning teacher and mentor.

6. Guidelines for Mentor Selection

  • Having attained professional teacher status and having worked three or more years in the system whenever possible.
  • Having a minimum of one year teaching at present assignment.
  • Having knowledge of the curriculum frameworks and possessing the ability to support the new teacher in implementing the frameworks.
  • Having knowledge of and using different teaching styles.
  • Having demonstrated excellent knowledge of the content area.
  • Being an active listener.
  • Demonstrating a commitment to the profession and an openness to new ideas and approaches.
  • Being knowledgeable of the school’s policies, climate, practices and resources.
  • Having the ability to communicate clear, specific, and constructive feedback.
  • Willing to attend support meetings with other mentors.
  • Willing to engage in a collaborative and flexible relationship.
  • Willing to share teaching strategies with beginning teacher.
  • Willing to attend mentor training in summer and throughout the year.
  • Able to maintain confidential relationship.
  • Possessing a sense of humor.
  • Demonstrating a positive, enthusiastic and friendly attitude.

7. Guidelines for Matching Beginning Teacher and Mentor Whenever Possible

  • The same grade level
  • The same subject area
  • Close proximity of classrooms
  • Compatible schedules to allow for common prep periods and duties.

8. Program Evaluation

  • Mid-year – program evaluation survey or questionnaire to assess the effectiveness of the program for participating teachers.
  • End of year – program evaluation survey or questionnaire to assess the effectiveness of the program for participating teachers and to identify suggestions for improvement.

9. Compensation and Professional Development Points

  • Mentors will be paid a stipend of $700 per year which includes the mentoring services provided during the academic year and participation in the summer training (when applicable).
  • Mentors and beginning teachers are eligible to earn up to15 professional development points per year in the five-year cycle for their mentoring services upon submission of the attached form to the Superintendent’s office.
  • Mentors and beginning teachers will be compensated their daily rate of pay for the orientation day(s) that occur prior to the opening of the school year.

10. Communication

  • An informational booklet describing the program, its mission and goals will be shared with beginning teachers and mentors during the orientation and the Mentor Program will be an electronic link on the BMRSD web site.