2017-2018

Potterville Public Schools

Induction and Mentoring

Program

[POTTERVILLE MIDDLE SCHOOL]

MISSION
The mission of the Potterville Public Schools Mentoring Program is to help new teachers
improve their practice, learn professional responsibilities and ultimately improve student
learning during the teacher’s first three years of employment in the district. The program
promotes professional growth in an atmosphere that is collegial and collaborative.

GOALS
► To provide new teachers with continual support, encouragement, and guidance from their
mentors, other colleagues, principals, and district leaders to meet the Gold Standards of
Teaching.

► To enhance mentees’ and mentors’ professional skills through peer coaching, self-reflection
and professional development.

► To review the Professional Standards for Teachers to ensure that the beginning teacher fully
understands the professional knowledge and skills required of all teachers.

► To provide insight on beginning the school year productively during a mutually established
Orientation Day prior to the beginning of school.

► To familiarize new teachers with curricula, materials and professional development

opportunities.

► To ensure confidentiality between mentor and mentee.

► To provide opportunities for new teachers to observe other master teachers in the district.

► To retain skilled, committed teachers who are dedicated to providing high quality instruction.

QUALIFICATIONS
1. A mentor must be recommended, selected, and approved by the building principal, based on
the teaching and leadership skills displayed and observed.

2. A mentor must agree to abide by the expectations stated as “Mentor Responsibilities.”

MENTOR/MENTEE ROLES and RESPONSIBILITIES

MENTOR

1. Meets with mentee(s) formally or informally no less than twice per month to provide support
with:

► Personal support and collegiality in the context of a confidential and candid mentoring
relationship

► Preparation for a strong start to the school year

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 ► Frequent guidance in classroom or small group management: structure, routines, and
expectations

► Special Education- Frequent guidance in understanding and implementing special education

regulations and practices and all facets of students’ IEPs

► Provide guidance to meet students’ 504 Accommodations during instructional time

► Short and long range planning in teaching the learning standards of curriculum frameworks
and pacing guides

► Assisting with refining and differentiating instructional strategies

► Assessing, recording, analyzing, reporting on student progress

► Availability of resources and materials in and out of district

► Reinforcement of school policies and procedures in conjunction with building principals

2. Observes mentee(s) classroom instruction and/or is observed by mentee to provide positive

and constructive feedback on a regular basis.

► Informal observations of the mentor and mentee are encouraged at your discretion.

► Two formal observations must occur (Fall and Spring). During these observations, the
Observation Form must be completed in the process.*

3. Encourages and facilitates mentee’s observations of other master teachers teaching.

4. Maintains a log of mentoring activities which will include date of activity, description of the
activity, duration of the activity and those attending.*

5. Provides the mentee with thoughts and questions that require reflection and that results in
professional growth.

6. The beginning teacher must understand that he/she must seek out support from team
members, be forthright in communicating classroom issues, and remain open to feedback in
order to develop as a professional.

7. Coordinates in some form to the building principal to arrange for coverage in advance of up-
coming mentor/mentee formal observations.

8. Completes the Evaluation Tool on behalf of the Mentee and discusses responses during the
beginning, middle, and end of the school year. This is to be shared with the building principal.*

9. Reminds mentee(s) to maintain the appropriate documentation of mentoring activities on

their Introductory Meeting.

10. Receives a stipend stipulated in the PEA contract.

MENTEE

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1. Meets with mentor bi-weekly to reflect on practice and to identify areas in which he/she
would like assistance.

2. Participates fully in the mentoring program.

3. Maintains notes from classroom observations including discussion questions or reflections of

observed lessons as well as other mentoring activities.

4. Reviews reflection responses with mentor if desired.

5. Completes the Evaluation Tool and discusses responses with Mentor during the beginning,
middle, and end of the school year. This is to be shared with the building principal.*

5. Maintains forms of all mentoring activities.

6. Arranges coverage with principal for the times/days observing mentor or colleague’s
classroom.

* denotes Appendix document

ANNUAL COMPLETION OF PROGRAM

At the completion of each school year, all forms located in the Appendix documenting your
participation in the professional mentoring activities within the Potterville Public School District
must be completed and submitted to your building principal. It is essential that you keep track
of your mentoring activities throughout the school year.

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 BEGINNING OF SCHOOL ORIENTATION
TASKS & RESPONSIBILITIES NOTES:

□ Introduce teacher to staff

□ Discuss telephone set up and procedures
□ Demonstrate use of building equipment
□ Show how to obtain classroom supplies
□ Obtain textbooks, manuals, & curriculum
guides
□ Show where cumulative files are kept and
how to access them
□ Give a tour of the building, parking areas,
confirm entry card & keys
□ Discuss office procedures
□ Discuss school lunchtime routine
□ Assist with room preparations
□ Review effective teaching methods of a WHAT WENT WELL:
lesson
□ Assist with planning for the first week of
school
□ Review time schedule, expectations &
activities for the first day with students
□ Explain Open House procedures
□ Introduce process for professional
development record through e-employee AREAS STILL NEEDING ATTENTION:

□ Share organizational systems for grades,

homework, parent communications, etc.
□ Establish meeting times (twice per month)

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 SEPTEMBER
TASKS & RESPONSIBILITIES NOTES:

□ Discuss importance of student behavior

documentation (i.e. student conduct summary,
actions taken, personnel/parents contacted)
□ Discuss purchase request procedures
□ Explain Emergency Drill procedures
□ Assist in developing & implementing
classroom management strategies
□ Review services offered/referral procedures
for school guidance counselor and Student
Support Center
□ Acquaint new teacher with cumulative folders,
permanent records, confidential files & medical
alerts
□ Discuss help tickets for maintenance or
technological assistance
□ Discuss policy for homework, make-up work WHAT WENT WELL:
& late work
□ Explain importance of accurate recordkeeping
(gradebook, attendance)
□ Discuss grading philosophy (what, when, how,
why) & review recording/weighting data
□ Set up online gradebook & review tools in
SDS
□ Address concerns of classroom management AREAS STILL NEEDING ATTENTION:
& discipline
□ Explain curriculum, access to the curriculum
guides & importance to lesson planning
□ Share lesson plans & other related
schedules/activities (i.e. field trip procedures)
□ Review process for reporting an absence
through AESOP
□ Help establish an Emergency Substitute
Teacher Folder and submit to main office

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 OCTOBER
TASKS & RESPONSIBILITIES NOTES:

□ Reflect on concerns of classroom

management & discipline
□ Review organizational & recordkeeping skills
□ Discuss procedures for parent-teacher
conferences prior to scheduled dates
□ Discuss grading philosophy (what, when, how,
why) & review recording/weighting data
□ Discuss supplementary tools, materials,
resources, media center & specialists, etc.
□ Introduce procedure for grade reporting
□ Conduct new teacher fall observation & offer
feedback*
□ Review items from the beginning of the
mentoring process
□ Share information & process for professional WHAT WENT WELL:
development opportunities
□ Complete Evaluation Tool for Fall*

AREAS STILL NEEDING ATTENTION:

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 NOVEMBER
TASKS & RESPONSIBILITIES NOTES:

□ Advise new teacher of special events, delayed

opening & snow day procedures
□ Discuss end of the quarter procedures
(potential new classes, grade book, etc.)
□ Review process for professional
development record through e-employee
□ Discuss assessment techniques &
recordkeeping skills
□ Reflect on areas for growth
□ Create plans for improving/changing
instructional practices for second marking
period

WHAT WENT WELL:

AREAS STILL NEEDING ATTENTION:

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 DECEMBER
TASKS & RESPONSIBILITIES NOTES:

□ Discuss different learning styles

□ Check in on classroom management &
discipline procedures
□ Reflect on discipline issues
□ Arrange for new teacher to observe one of
your best lessons
□ Discuss tips for transitioning into and out of
long holiday vacation
□ Discuss new teacher probationary policy as
stated in the PEA contract

WHAT WENT WELL:

AREAS STILL NEEDING ATTENTION:

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 JANUARY
TASKS & RESPONSIBILITIES NOTES:

□ Complete Evaluation Tool for the Winter*

□ Review end of semester grade reporting
□ Encourage mentee to continue reflecting on
his/her teaching experience

WHAT WENT WELL:

AREAS STILL NEEDING ATTENTION:

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 FEBRUARY
TASKS & RESPONSIBILITIES NOTES:

□ Encourage trying new things

□ Encourage participation in staff/program
changes, if applicable
□ Encourage new teacher to contact parents in
preparation for parent/teacher conferences
□ Review tips and procedures for parent-
teacher conferences

WHAT WENT WELL:

AREAS STILL NEEDING ATTENTION:

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 MARCH
TASKS & RESPONSIBILITIES NOTES:

□ Give suggestions for keeping momentum &

interest at the end of the year for students &
teachers
□ Review procedure for field trips, in necessary
□ Introduce state standardized test procedures,
expectations, and policies
□ Review end of the quarter procedures
(potential new classes, grade book, etc.)
□ Discuss tips for transitioning into and out of
spring break

WHAT WENT WELL:

AREAS STILL NEEDING ATTENTION:

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 APRIL
TASKS & RESPONSIBILITIES NOTES:

□ Complete new teacher spring observation and

offer feedback*
□ Introduce state standardized test procedures,
expectations, and policies
□ Check status on field trip progress, if
applicable

WHAT WENT WELL:

AREAS STILL NEEDING ATTENTION:

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 MAY
TASKS & RESPONSIBILITIES NOTES:

□ Review plans for end-of-year student

activities
□ Discuss specific student clustering or needs
for next year
□ Give suggestions for keeping momentum &
interest at the end of year for students &
teacher
□ Encourage new teacher to write thank-you
notes to parents/staff who helped make this
year successful
□ Complete Evaluation Tool for Spring*
□ Set goals for upcoming year to promote
professional growth

WHAT WENT WELL:

AREAS STILL NEEDING ATTENTION:

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 JUNE
TASKS & RESPONSIBILITIES NOTES:

□ Discuss end-of-year checkout procedures

□ Ask for feedback on the mentor program &
record data to be shared
□ Assist with final grading procedures
□ Provide guidance on collecting and storing
materials over the summer
□ Review possible changes in schedule during
the last week of school

WHAT WENT WELL:

AREAS STILL NEEDING ATTENTION:

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APPENDIX

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Mentors should rate their Mentee based on the following criteria while Mentees will use
this tool as a self-evaluation: Mentor Name:
Novice: General idea of what needs to be done ___________________________
Proficient: Comfortable with responsibilities but have room to grow Mentee Name:
______________________
Expert: Mastery of the area and could train others/share expertise

2017-2018

EVALUATION TOOL
Potterville Public Schools Mentoring Program
Fall Winter Spring
Classroom Management: E P N E P N E P N
1. Creating classroom rules and procedures
2. Enforcing classroom rules and procedures
3. Dealing with crisis in the classroom
4. Behavior management
5. Knowledge of disabilities with which you are
working and necessary
accommodations/strategies
6. Ability to set up and follow routines
Expectations: E P N E P N E P N
1. Working knowledge of special education
regulations and practices
2. Using technology as a tool
3. Understanding and implementing emergency
protocols- building, health, behavior
Relationships: E P N E P N E P N
1. Communicating with parents
2. Working with colleagues
3. Working with administration
4. Giving direction
5. Taking direction
6. Asking for help
IEP’s (if applicable) E P N E P N E P N
1. Administering standardized tests, interpreting
results, writing academic evaluations
2. Writing goals and objectives
3. Data collection and analysis
4. Presenting information/facilitating meetings
5. Knowing your caseload and attached timelines
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 2017-2018
OBSERVATION FORM (FALL)
Potterville Public Schools Mentoring Program
Observation Date: Mentor:
Class Period/Grade Level: Mentee:
Topic:
Lesson Objective:

Pre-Observation (What am I looking for?):

To be completed by Mentor and Mentee

Observation Notes:
To be completed by Mentor

Post-Observation (Next Steps):

To be completed by Mentor and Mentee

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 2017-2018
OBSERVATION FORM (SPRING)
Potterville Public Schools Mentoring Program
Observation Date: Mentor:
Class Period/Grade Level: Mentee:
Topic:
Lesson Objective:

Pre-Observation (What am I looking for?):

To be completed by Mentor and Mentee

Observation Notes:
To be completed by Mentor

Post-Observation (Next Steps):

To be completed by Mentor and Mentee

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 DATE(S) MENTOR MENTEE
TASK
COMPLETED INITIALS INITIALS
Beginning of School
Orientation

September Meetings
MENTOR/MENTEE ACTIVITY LOG

October Meetings

November Meetings
Potterville Public Schools Mentoring Program

December Meetings

January Meetings
2017-2018

February Meetings

March Meetings

April Meetings

May Meetings

June Meetings

Fall Observation

Spring Observation

Evaluation Tool

Mentor Name: ________________________________ Mentee Name: ________________________________

___________________________
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 2017-2018

Potterville Public Schools Mentoring Program

PROGRAM EVALUATION FORM

Name: ________________________________________________________________________

Building: _________________________________________________ Date Completed: _______________________

Please complete the form below to help evaluate the Mentoring Program at Potterville Public
Schools. The responses on this evaluation should be discussed at the final meeting including the
building principal, mentor, and new teacher. The purpose is to provide feedback that will
enhance the program.

► To what extent in each of the following areas do you feel the Teacher Induction/Mentoring
Program provided adequate support and mentoring? Circle one answer per topic using “5” as
best and “1” as lacking.

Improvement of teaching skills 5 4 3 2 1

Improvement of classroom management skills 5 4 3 2 1

Adaptation to the district 5 4 3 2 1

Adaptation to student needs 5 4 3 2 1

Professional Development 5 4 3 2 1

► Did this program provide adequate support for the new teacher to make the transition to a
professional teaching position in this district? Explain its strengths.

► Are there areas where this district/building can improve orientation? Give examples or explain
which information you feel was lacking. - Other Comments:

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