Mentoring Mentoring and Peer Teacher Peer Teacher Program

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Mentor ______________________ School _________________
Mentee ______________________ School _________________
Circle Appropriate Program Participation
ACT
Pre-ACT
PEC
NBCT Support
Table of Contents
I
PROGRAM INFORMATION
Welcome Letter
Program Assistance Information
Mentor-Mentee Partnership
Roles and Responsibilities of the Mentor
Roles and Responsibilities of the Mentee
Roles and Responsibilities of the School Site Principal
PEC Program Guidelines (for PEC Participants only)
II
MENTOR CONTRACT
MENTEE CONTRACT
DOCUMENTATION LOG
III CALENDAR OF ACTIVITIES AND OBSERVATION FORMS
Before School Starts
Pre-School Week
Check List for First Day of School
August
First Classroom Visitation/Observation Form
September
Second Classroom Visitation/Observation Form
October
Third Classroom Visitation/Observation Form
November
December
January
February
March/April
May – Submit Program Notebook with Lesson Plans and My-Points inservice record
Supplemental Classroom Visitation Form
IV ADMINISTRATOR’S VERIFICATION FORM
V EXIT SURVEY FOR MENTEES
EXIT QUESTIONNAIRE FOR MENTORS
August, 2009
Dear Mentoring Program Participants:
Welcome to your new school! The revised New Teacher Mentoring and Peer Teacher Program is a joint
effort on behalf of the School Board of Highlands County, the Highlands County Educational Association, and
the National Board Certified Teachers of Highlands County. The program seeks to support new teachers both
professionally and personally in their efforts to become “high performing educators.”
Research indicates that student achievement depends, in part, on constructing a school culture that fosters
growth for students and staff alike. We believe that mentors and new teachers will learn and grow in this process.
The term new teacher refers to any teacher who is new to the Highlands County School System. We recognize
that new teachers will need different levels of support, according to their experience and certification status. The
program may provide support to the following new teacher categories:
1) teachers who are completely new to the profession, who are non-educator trained, need professional
preparation, and are eligible for a temporary educator’s certificate. These teachers qualify for the
Alternative Certification Training (ACT) Program.
2)
teachers transferring into the Highlands District Public Schools from out-of-district or out-of-state schools,
who are eligible for a Florida Temporary Educator’s Certificate, have not completed an internship and/or
have less than one year of successful teaching experience. These teachers qualify for the Professional
Education Competence (PEC) Program.
3)
teachers who have recently completed Florida state approved educational programs at accredited colleges
or universities, who already hold or are eligible to hold a valid Florida Professional Educator’s Certificate,
as well as out of state certificate holders who are eligible for professional certification in Florida with less
than three yearsof teaching experience. These teachers are eligible to receive assistance from National
Board Certified Teachers (NBCT’s). NBCT’s who are NOT serving as mentors to ACT or PEC Program
participnts may not receive supplemental mentor pay, however may use the mentoring hours for inservice
credit. Mentor logs must be used and submitted for approval and credit.
All new teachers, regardless of categor y, need to revie w and understand(with their
mentors) the Mentoring and Peer Teacher Program Portfolio requirements which
should be c ompleted as a “partners hip”. New teac hers are als o expected to attend New
Teacher Orientation (NTO). The NTO is designed to help new teachers acclimate to their new
surroundings in a smooth, systematic, non-stressful manner. It provides the new teacher with information and
materials needed to increase their opportunities for success in the classroom during the first weeks of school.
Participants receive assistance in planning for the new school year and receive ideas for positive classroom
management and organization from veteran teachers.
Category #1 teachers (as defined above) will be assigned a Mentor-Teacher.
Category #2 teachers will be assigned to a Peer Teacher.
Category #3 teachers may be assigned upon recommendation of principal to a National
Board Certified Teacher who will serve as a support advisor.
We wish you every success in your new teaching experience, and stand ready to assist you in any way we
can. Please feel free to contact the Office of Professional Development at any time for additional information
and/or if you have questions or concerns.
Sincerely,
Vivianne Waldron, Director of Human Resources, Recruitment & Professional Development
Mentor/Peer Teacher Program Planning Committee
Program Assistance
Vivianne Waldron
Director, Human Resources, Recruitment and Professional
Development
Phone 471-5734
[email protected]
Sandy Smith
Secretary, Professional Development
Phone 471-5746
[email protected]
Patricia Carter
LCRT/Program Advisor
Doreen Diefendorf
Elementary Teacher/Program Advisor [email protected]
[email protected]
________________________________________________________________________
The Mentor-Mentee Partnership
Mentors are seasoned teachers who are professionally licensed and have demonstrated a
minimum of three years of successful teaching experience. A mentor is defined
as a consultant and advisor whose role is to support and guide, not to evaluate
the new person. Mentors and Peer Teachers must be trained, formally apply, and
be appointed by their principal to assist fellow teachers who are new to the District
and/or the profession. Mentors work collaboratively and non-judgmentally with
new teachers to help assure an enjoyable and successful teaching experience. The
partnership is formalized by a Mentor-Mentee Contract, which is signed by
both parties. The contract spells out the duties and responsibilities of both parties,
who agree to work together for one school year.
Roles and Responsibilities
Roles:
To listen
To be available for consultation and assistance
To establish lines of communication
To support the incoming teacher as advocate and professional confidant
To schedule and meet with the mentee monthly (or more often, as necessary) at a time
and place mutually agreed upon in the Mentor-Mentee Contract
To articulate district policies, procedures and expectations to the new teacher
To help the mentee understand the organizational culture
To guide the new person in lesson plan and grade book procedures
To familiarize the new person with available resources in the district
To share personal experiences and insights that may benefit the new teacher
To help the new teacher set realistic goals and targets that will impact student learning
Responsibilities:
To attend and complete a MentorPortfolioTraining Workshop
To sign the Mentor-Mentee Contract
To commit time to work with the new mentee for one year
To meet with the mentee at least once a month at scheduled times throughout the year,
as agreed upon by both parties
To discuss in detail with mentees the monthly issues listed in the Mentoring Program
Portfolio
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To complete an Exit Questionnaire, to be used for assessment and improvement of the
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Note:
Mentors who have NOT completed a formal mentor training provided by
the District, will be notified of the next available training date;
participation is required.
Roles and Responsibilities
To attend a “pre-school” partnering session with new teacher mentor assignment
To attend and complete the pre-school New Teacher Orientation (NTO)
To sign the Mentor-Mentee Contract
To ask questions, exchange ideas, and seek advice and information from the mentor
To meet with the mentor at least once a month (or more), at scheduled times throughout
the year, as agreed upon by both parties
To discuss in detail with the mentor the monthly issues in the Mentoring Program
Portfolio
To complete an Exit Survey, to be used for assessment and improvement of the program
Roles and Responsibilities
•
Assigns peer/mentor teacher to new teacher as appropriate and in a timely
manner; gives consideration to grade level, subject taught and specialized
expertise
•
Agrees to provide support for both the mentor and new teacher (mentee)
•
Supervises curriculum
•
Checks lesson plans
•
Makes required classroom visits
•
Completes required summative observations
•
Signs off on the completed portfolio and submits it to the Office of Professional
Development on or before May 10
This is to certify that ______________________________________ (mentee) and
_________________________________ (mentor) have agreed to work collaboratively
throughout the current school year, in conjunction with the Highlands County Mentoring
and Peer Teacher Program.
By signing, mentee and mentor both agree to the following requirements:
1) to attend a required pre-school partnering orientation session
2) to meet regularly, at the place(s) and the time(s) indicated below, for purposes of conferencing
and consultation; three of these contacts must be within the first month of school, the remainder
at approximately one-month intervals throughout the rest of the school year,
3) to document and discuss in detail at least three classroom visitations/observations, one of
which must be within the first two weeks of the school year,
4) to maintain and submit a completed Mentoring and Peer Teacher Program Portfolio
to the principal or other designated school site administrator for review by May 1, 2010.
5) to complete and submit an Exit Survey to help evaluate and develop the program.
___________________________________
__________________________________
Mentee’s signature
Mentor’s signature
____________________
___________________
Date
Date
Suggestion: For ease of scheduling meeting requirements above, see enclosed District Student Calendar
This is to certify that ______________________________________ (mentee) and
_________________________________ (mentor) have agreed to work collaboratively
throughout the current school year, in conjunction with the Highlands County Mentoring
and Peer Teacher Program.
By signing, mentee and mentor both agree to the following requirements:
1) to attend a required pre-school partnering orientation session
2) to meet regularly, at the place(s) and the time(s) indicated below, for purposes of conferencing
and consultation; three of these contacts must be within the first month of school, the remainder
at approximately one-month intervals throughout the rest of the school year,
3) to document and discuss in detail at least three classroom visitations/observations, one of
which must be within the first two weeks of the school year,
5) to maintain and submit a completed Mentoring and Peer Teacher Program Portfolio
to the principal or other designated school site administrator for review by May 1, 2010
5) to complete and submit an Exit Questionnaire to help assess and develop the program.
___________________________________
__________________________________
Mentee’s signature
Mentor’s signature
____________________
___________________
Date
Date
Suggestion: For ease of scheduling meeting requirements above, see enclosed District Student Calendar.
Mentors:
Attached please find multiple copies of a
Documentation Log.
This form is not a requirement of the Portfolio
Plan but is optional if you would like to use it.
National Board Certified Teachers are
required to use this form to document
mentoring hours to submit for inservice credit.
The Office of Professional Development
:____________________________________
________________________
:____________________________________
________________________
Not every item on these checklists makes sense for every teacher to do when they first arrive. Identify
appropriate activities given the experience of your Mentee, and then check off( ) the items as you
complete them.
Building Tour
__________
School location and general layout (grade levels or departments )
__________
Bus boarding/unloading area
__________
Teacher parking
__________
Administrative Offices (Principal, AP, Deans)
__________
Guidance Offices
__________
Media Center and AV equipment
__________
Rooms for music, art, physical education, speech, gifted, etc.
__________
Computer labs
__________
Supply Room
__________
Book storage room
__________
Plant Operator's Office
__________
Teacher Lounge
__________
Staff restrooms
__________
Cafeteria
__________
Mail Room, sign-in area
__________
Xeroxing equipment
__________
Teacher work areas
__________
ISS / Time-Out Rooms
Building Procedures
__________
Teacher attendance log; sign-in and sign-out policies
__________
Hours for teachers and students
__________
Student and Teacher Dress Code
Building Procedures (continued)
__________
Extra duties (hall, bus, etc.)
__________
Lunch procedures
__________
Emergency drills (fire,tornado, bomb, lock-down, etc.)
__________
Assembly seating and supervision
__________
Student accidents, emergencies
__________
Movement of students, entry/exit from lunch, physical education, buses
__________
Keys for room, building, parking lot security fence
Access to Resources
__________
Classroom and teaching supply requisitions (using the District Warehouse)
__________
Budget process
__________
Discretionary funds (save receipts for purchases under $75)
__________
AV equipment requests
__________
Shared equipment and materials
__________
Computer configuration
__________
Computer access for students
__________
Textbooks, supplementary materials
__________
School site duplicating services and supplies
__________
County Office Print Shop services
__________
Faculty Handbook
__________
Departmental budgets, warehouse requisitions, and purchase order procedures
__________
Options for room arrangement and effect on teaching and learning
__________
Traffic patterns
__________
Storage and access to materials
__________
Student access to equipment, teaching centers
__________ Operation of equipment
__________
Copyright procedures
Communication
__________
Accessing intercom, phone system, sending and receiving voice mail
__________
Accessing and using computer e-mail (First Class)
__________
Inter-school courier service
__________
Guidelines and policies concerning use of school letterhead stationery
__________
Guidelines and policies concerning communication with parents: letters, phone
calls, and personal contacts
__________
District Web Page and school site web pages
Personal and Professional Decisions and Procedures
__________
Understanding the recognized categories of absences
__________
Procedures and expectations when you call in sick
__________
Required paperwork following sick leave
__________
Procedure for requesting personal or professional leave
__________
Lesson Plans for substitutes
__________
Emergency lesson plans (for unexpected or extended absence)
__________
Faculty Meetings and Team Meetings
__________
Required observations / evaluations by administrators
__________
Planning to collaborate and share with colleagues
Mentor ______________________________________
Date _________________________
Mentee ______________________________________
Date __________________________
Begin Building a Trusting Relationship
__________
Mentor meets mentee(s) in predesignated area the first day
__________
Mentor shares beliefs in:
•
the need for continual learning as professionals
•
the need to be open to feedback and learning
•
the power of collaboration
__________
Mentor encourages mentee(s) to ask questions, confide concerns
__________
Mentor introduces mentee to other staff: grade level chairperson, dept. head,
team members, media specialist(s), office staff, custodial staff, bookkeeper
Procedures
__________
Share lunch schedule and procedures (and recess procedures, where applicable)
__________
Review the daily schedule, including Planning Period
__________
Review plans for the first day
__________
Discuss policy regarding visitors on campus
__________
Discuss policy on inviting guest speakers
__________
Discuss money collection procedures
__________
Discuss policies and procedures for student out-of-class passes
__________
Discuss Health Room policy
__________
Review beginning of the year student forms, including emergency contact cards,
identification cards, field trip permission forms, information release forms,
Internet access permission forms, change of bus forms, etc.
__________
First day attendance for students
__________
Complete the First Day Checklist
Curriculum
__________ Review guides/manuals, Student Progression Plan, Code of Student Conduct, Faculty
Handbook, Sunshine State Standards
__________
Review curriculum maps for overview
Curriculum continued
__________
Introduction to texts and available supplemental materials
__________
Lesson plan procedures and expectations
__________
Subject matter experts within the building/staff/District Office
__________
Teaching teams or shared responsibilities (where applicable)
__________
Grading procedures for day-to-day record keeping (number of grades, state numerical
and letter grade scale, weighting schemes, etc.)
__________
Use of Pinnacle, the District'
s adopted computerized grading network
__________
Use District-mandated weighting for semester averages: marking periods = 40%,
exams = 20%
__________
Special accommodations for ESE (Exceptional Student Education) students
(e.g.: extended testing time, alternative testing site, etc.)
__________
School, grade-level and District guidelines, homework/assignments
Student discipline
__________
Behavior expectations for hallways, lunchroom, parking lots, recess areas
__________
Establishing classroom behavior expectations
__________
( Highly recommended: The First Days of School, by Harry Wong)
__________
Posting of rules and consequences (Assertive Discipline, as outlined by Lee Canter)
__________
Expected staff supervision outside of the classroom, including assigned morning or
afternoon duty obligations, school assemblies and other school sponsored events
__________
Detention and/or referral process for students, including special needs students
Meeting Notes (reflecting upon your discussions):
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Mentor __________________________________
Date _________________________
Mentee __________________________________
Date __________________________
!
obtain supplies ______
attendance book______
class list(s)
office supplies ______
art supplies
______
______
lesson plan book ______
attendance book ______
______Bus lists (where applicable)
______Make bulletin board decisions; where to post announcements, calendar, menus,
etc.
______Make signs for room
______Post your name, room number, schedules for lunch, other important information
______Prepare name tags for student desks (elementary only)
______Prepare class lists, seating charts, artifact/portfolio folders (as needed)
______Prepare take-home packets for students on the first day, including such items as
an introductory letter to parents, class rules and procedures, homework policy,
course overviews, assorted school forms, etc.
______Consider the impact of dressing professionally
______Check to see which students may be going to special classes
______Gather and organize textbooks, as necessary
______Gather appropriate supplementary materials
______Define and explain your classroom procedures and management
______Write plans for the first day and the first week
______Make sure you have community-building activities to do with your class
______Duplicate written materials for the first few days
Mentor __________________________________
Date _________________________
Mentee __________________________________
Date __________________________
"The hallmark of the true professional is the ability to work with any colleague."
Sarah Phillips
"
__________
Discuss and review Professional Development needs, upcoming inservice training, etc.
__________
Discuss school norms and social traditions
__________
Review and assemble substitute folder
__________
Discuss the Homebound Program (for students out of school on extended stays)
__________
Be accessible during first week of school planning
__________
Review the District Calendar for the upcoming year
__________
Share bad weather and school closing procedures (e.g., online information, radio
stations, school contact tree)
__________
Discuss indoor recess activities (elementary only)
__________
Review ESE staffing, placement procedures, and schedule change policies
__________
Discuss cumulative records and the issue of confidentiality
__________
Avoid compromising situations when trying to discipline students
__________
Determine award criteria
__________
Learn assembly procedures
__________
Review teacher evaluation procedures and upcoming observation
Meeting Notes (reflecting upon your discussions):
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Mentor __________________________________
Date _________________________
Mentee __________________________________
Date __________________________
"The door of change is locked from the inside."
Marilyn Ferguson
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Teacher: ____________________ School: ___________ Mentor: ___________________________
Lesson: ____________________________________________________________________________
Date: ______________Class: _________________Time in: __________ Time out:___________
Y = observed
Y
N
Class began at bell
Attendance taken
promptly
Bell work given
Clear instructions
Students on task
Y
N = not observed
N
Y
Questions explicitly framed
Sufficient response time given
Specific praise used
Learning sequence strategized
N
Teacher'
s attention was
fairly apportioned
Question time provided
Explanations were clear
and concise
Lesson plans were followed
Instructional time maximized
End review / recap
Assertive discipline followed
Homework assigned
Varied activities
Commendables: ______________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Observations: ________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Recommendations: ____________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Mentor __________________________________
Date _________________________
Mentee __________________________________
Date __________________________
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__________
Discuss and review Professional Development needs, upcoming inservice
training, etc.
__________
Review parent communication methods, conferences, time lines and record keeping
__________
Plan together for Parent Orientation or Open House Night (create an outline for
expectations, managing traffic flow, situations to avoid)
__________
Review the school web page
__________
Discuss classroom volunteers, student helpers, etc.
__________
Discuss Book Club order procedures (Troll, Scholastic, etc.)
__________
Consider attending a Parent Teacher Organization or School Improvement Team
meeting with your mentor
__________
Review procedure for Progress Reports
__________
Organize a year long calendar (FCAT testing, report cards, field trips, activities, etc.)
__________
Discuss contents of a professional portfolio
__________
Strategize staff development opportunities for October Inservice Day
__________
Review teacher evaluation procedures and upcoming observation
__________
Consider attending in-field state conference
Meeting Notes (reflecting upon your discussions):
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Mentor __________________________________
Date _________________________
Mentee __________________________________
Date __________________________
"Some people go into teaching because it is a job. Some people go into teaching to make a difference."
Harry Wong
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Teacher: ____________________ School: ___________ Mentor: ___________________________
Lesson: ____________________________________________________________________________
Date: ______________Class: _________________Time in: __________ Time out:___________
Y = observed
Y
Y
N
Class began at bell
Attendance taken
promptly
N = not observed
N
Questions explicitly framed
Sufficient response time given
Specific praise used
Y
N
Teacher'
s attention was
fairly apportioned
Question time provided
Explanations were clear
and concise
Bell work given
Learning sequence strategized
Clear instructions
Instructional time maximized
End review / recap
Students on task
Assertive discipline followed
Homework assigned
Lesson plans were followed
Varied activities
Commendables: ______________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Observations: ________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Recommendations: ____________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Sign-Off:
Mentor ______________________ Date: ___________ Mentee:________________________
%
__________
Share ideas and application from workshops, conferences, Professional Learning
Communities, and/or inservice training (record on Professional Development Log)
__________
Review field trip procedures and forms
__________
Review classroom management and discipline
__________
Discuss the importance of FTE (Full-time Equivalency) Days for school funding
__________
Review Halloween issues (sensitivity to religious concerns)
__________
Set up a date and time for mentee to visit a classroom
__________
Reconfirm date and time for next classroom observation
__________
Analyze lesson plans for organization and pacing
__________
Discuss possible interventions for individual students, as needed (Academic
Improvement Plans for students performing below expectations)
__________
Revisit student referral procedures
__________
Review student portfolio expectations (cumulative folders), as appropriate
__________
Review procedures for report cards
__________
Discuss parent conferences
__________
Review bilingual assistance available for conferences
__________
Review schedule for state testing (FCAT, NRT (Norm Referenced Tests))
__________
Discuss appropriate procedures for classroom celebrations
Meeting Notes (reflecting upon your discussions):
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Sign-Off
Mentor _______________________ Date ______________ Mentee ______________________
"A major attribute of a profession is that there is a systematic enculturation of its new members."
Jon Saphier
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Teacher: _____________________ School: ________ Mentor: ______________________________
Lesson: ______________________________________________________ _____________________
Date: _______________Class:: _____________ Time in: _____________ Time out:
Y = observed
Y
Y
N
N = not observed
N
Y
Class began at bell
Questions explicitly framed
Attendance taken
Sufficient response time
promptly
Bell work given
Clear instructions
Students on task
Varied activities
_________
given
Specific praise used
N
Teacher'
s attention was
fairly apportioned
Question time provided
Explanations were clear
and concise
Lesson plans were
Learning sequence
followed
strategized
End review / recap
Instructional time
Homework assigned
maximized
Assertive discipline followed
Commendables: _______________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Observations: _________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Recommendations: _____________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Sign-Off:
Mentor __________________________ Date ____________Mentee _______________________
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__________Share ideas and application from workshops, conferences, Professional Learning
Communities, and/or inservice training (record on Professional Development Log)
__________Discuss needs and concerns
__________Share bulletin board ideas and holiday arts and crafts
__________Alert parents of possible student concerns
__________Explore additional professional development opportunities
__________Continue to contact each other by phone and email
__________Discuss in detail preparation for state assessments
__________Share instructional strategies such as cooperative learning and flexible grouping
Meeting Notes (reflecting upon your discussions):
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Sign-Off
Mentor ____________________
Date __________
Mentee ____________________________
"The only limitations are those you place upon yourself and those you allow other people to place upon you."
Jean Driscoll
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__________Share ideas and application from workshops, conferences, Professional Learning
Communities, and/or inservice training (record on Professional Development Log)
__________Discuss school traditions and district policies regarding holiday events and activities
(e.g., no Christmas trees, gift giving, sensitivity to religious issues)
__________Discuss upcoming social gathering and staff activities
__________Detail a plan for dealing with the week before and after the holiday break
__________Check to be sure the Mentoring Program Portfolio is complete to this point
__________Review the fall semester'
s experiences: highlights, struggles, goals
__________Review any variation in pay periods during the holiday time
__________Discuss upcoming exam schedule and policies ( where applicable )
__________Design substantive, comprehensive exams (where applicable )
__________Plan for possible changes, student reassignments, etc., after the holidays
Meeting Notes (reflecting upon your discussions):
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Sign-Off
Mentor ________________________ Date __________
Mentee _________________________
"Learning is an individual activity, but not a solitary one. It is more effective when it takes place
within a supportive community of learners."
Harry and Rosemary Wong
(
__________Share ideas and application from workshops, conferences, Professional Learning
Communities, and/or inservice training (record on Professional Development Log)
__________Review August procedures for new block session classes, as appropriate
__________Make plans for additional classroom visits to observe other teachers
__________Plan activities for the second half of the year
__________Discuss parent conferences concerning academic progress
__________Consider enrolling in an appropriate professional development workshop
Meeting Notes (reflecting upon your discussions):
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Sign-Off
Mentor ______________________ Date __________ Mentee ___________________________
The Three ARE'
s.
"Teachers ARE important. Teachers ARE influential. Teachers ARE able to make a difference."
Helen Morsink
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__________Share ideas and application from workshops, conferences, Professional Learning
Communities, and/or inservice training (record on Professional Development Log)
__________Share literature, research readings, and professional journals
__________Discuss time lines and deadlines that come up before Spring Break
__________Discuss the impact of FTE (Full-time Equivalency) Days on school funding
__________Review Valentine'
s Day party procedures (class lists), elementary only
__________Prepare for second required administrative observation/evaluation
__________Review FCAT (Florida Comprehensive Achievement Test)
and NRT (Norm Referenced Tests) procedures/test security issues
__________Discuss retention and promotion policy
Meeting Notes (reflecting upon your discussions):
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Sign-Off
Mentor _____________________ Date __________ Mentee _____________________________
"Every one of us is both a student and a teacher. We are at our best when we each teach ourselves
what we need to learn."
Harry and Rosemary Wong
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__________Share ideas and application from workshops, conferences, Professional Learning
Communities, and/or inservice training (record on Professional Development Log)
__________Review the Spring Break calendar
__________Discuss reteaching and reinforcing academic behavior expectations after Spring Break
__________Review cumulative folder and student portfolio maintenance, where applicable
__________Review student report cards
__________
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Meeting Notes (reflecting upon your discussions):
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Sign-Off
Mentor _________________________ Date __________ Mentee ________________________
"If you touch a rock, you touch the past. If you touch a flower you touch the present. If you touch
a child you touch the future."
Anonymous
__________Share ideas and application from workshops, conferences, Professional Learning
Communities, and/or inservice training (record on Professional Development Log)
__________Discuss end-of-the-year events and traditions
__________Consider new ideas for putting the classroom in "end-of-the-year" order; tips for
summer storage
__________Discuss room check-out
__________Consider closure activities with the students
__________Review any variation in pay periods
__________Consider what changes you want to make next year
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Meeting Notes (reflecting upon your discussions):
___________________________________________________________________
___________________________________________________________________
Sign-Off
Mentor ______________________
Date _______
Mentee _______________________
"With desire and commitment the leader builds a fire inside that causes others to glow brightly.
No matter what the odds,the leader knows that the task can be accomplished."
Anonymous
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This form may be xeroxed for additional visitations, as desired
Teacher: ______________________ School: _______________ Mentor: _______________
Lesson: ______________________________________________________________________
Time in: __________ Time out: _________
Date: ______________ Class:__________
Y = observed
Y
Y
N
N = not observed
N
Y
Class began at bell
Questions explicitly framed
Attendance taken
Sufficient response time given
promptly
Specific praise used
Bell work given
Learning sequence strategized
Clear instructions
Instructional time
Students on task
Varied activities
N
Teacher'
s attention was
fairly apportioned
Question time provided
Explanations were clear
and concise
Lesson plans were
followed
End review / recap
maximized
Assertive discipline followed
Homework assigned
Commendables: ______________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Observations: ________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Recommendations: ____________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Sign-Off:
Observer: _________________________
Date: _______
Mentee: _____________________
"
#
Mentor _______________________________________________________________________
Mentee _______________________________________________________________________
%
7
1 4
_____NTO Workshop
_____1st Mentor Classroom Visitation
_____March/April
_____Mentor Portfolio
Orientation
_____September
_____May
_____2nd Mentor Classroom Visitation
_____Supp. Observation (optional)
_____October
_____Lesson Plans (acceptably
executed & attached)
_____Partnering Session
_____Mentor/Mentee
Contract
_____Before School Starts
_____Pre-School Week
_____First Day of School
_____August
_____3rd Mentor Classroom Visitation
_____Professional Dev. Log/MyPts Record
_____November
_____December
_____Exit Surveys Sent to HR
_____January
_____February
I have reviewed the documents in this portfolio and hereby verify that the
participants listed above have submitted documentation of their professional
collaboration throughout the current school year, and have thereby completed
the requirements of the HighlandsCounty Mentoring and Peer Teacher
Program.
Administrator'
s signature: _____________________________________
School: ____________________________________ Date: ______________
%
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/89:8/86
For Professional Development Use Only
Exit Survey Received from Mentee
Exit Survey Received from Mentor/Peer Teacher
Set of lesson plans included in portfolio
Professional Development Log/My-Points Record
Received by: _____________________
Date: ____________________
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