Goodhue County Education District Teacher Mentorship Program 2013-2014

601 Buchanan Street Red Wing, MN 55066

Mentorship Program Goals Facilitate the transition between teacher training and actual practice. Promote personal and professional growth through dialogue and reflection. Increase student achievement through the improvement of quality teaching. Foster positive relationships between students, staff, parents, administrators, and community members. Strengthen the profession by attracting and retaining competent teachers.

The mentorship program is: intentional nurturing for growth and development supportive ongoing The mentorship program is: punitive merely providing orientation information a one-time activity The mentorship program is intended to be a positive learning experience. Unethical or unprofessional behavior will be reported to the building principal.

Participation and Compensation Participation in this program is voluntary for mentors. Teachers who are new to the district, with fewer than two years of teaching experience are expected to participate. Mentors and new teachers will have six meeting times set up throughout the year. Mentors will be paid the curriculum writing rate for this time and receive CEUs. Mentors and new teachers will use their preparation time for two classroom visits. Additional CEUs will be granted mentors when all documentation has been received by the District Office.

Mentorship Program Schedule 2013-2014 August 27August 30 November-June Mentor/New Teacher Meetings Mentors meet with new teacher for at least an hour during this time. Weekly Contact Mentors make at least one contact with new teacher each week of the school year. First Classroom Visit New teacher visits mentors classroom. Documentation Due Time set individually

This can be in-person, via phone or email, etc

January

January 31

Complete pre-conference visit and post-conference by January 31 Return form for Observation #1

March

Second Classroom Visit Mentor visits new teachers classroom Documentation Due

March 28

Complete pre-conference visit and post-conference by March 28 Return form for Observation #2

*Administration will contact new teacher and their mentor to schedule a meeting in December to create a plan and go over the mentorship guidelines. *The mentorship group will meet in February to evaluate the individual plans, time and location to be determined.

Visit Documentation Form

New Teacher Name: Mentor Name: Date of Observation: For the first observation, which of the areas will you focus on?

OBSERVATION #1 1. In what goal area would you like to improve in regards to your own teaching?

2. During the observation what did your mentor do that you would like to try in your classroom?

Send to Cherie Johnson in the District Office by January, 31 2013

Visit Documentation Form

New Teacher Name: Mentor Name: Date of Observation: For the second observation, which of the areas will you focus on?

Observation #2 3. In the area mentioned above, what is one thing that went well when your mentor observed you?

4. What advice did your mentor give you that you can use in your classroom?

Send to Cherie Johnson in the District Office by March 28, 2013

Preparing for the First Day Classroom Checklist

Efficiency in the classroom is the hallmark of an effective learning environment. Established procedures are consistently applied and taught to your students at the onset of the school year will significantly improve your classroom management time. Directions: Check each item for which you already have a prepared process Place an (*) by any item for which you do not have a policy but believe you need one Highlight those items which you will teach the students the first day of class
I. Beginning Class A. Roll Call, Absent, Tardy B. Academic Warm-ups C. Distribute Materials D. Class Opening II. Room/School Areas A. Shared Materials B. Teachers Desk C. Drinks, Bathroom, Pencil Sharpener D. Student Storage/Locker E. Student Desks F. Learning Centers, Stations G. Playground, School Grounds H. Lunchroom I. Halls III. Setting Up Independent Work A. Defining Work Alone B. Identifying Potential Problems C. Identifying Potential Resources D. Identifying Solutions E. Scheduling IV. Instructional Activities A. Teacher, Student Contracts B. Student Movement in the Room C. Signals for Students Attention D. Signals for Teachers Attention E. Student Talk During Seat Work F. Activities to Do When Work is Done G. Student Participation H. Laboratory Procedures I. Movement in/out of Small Groups J. Bringing Material to School K. Expected Behavior in Group V. Ending Class A. Putting Away Supplies, Equipment B. Cleaning Up C. Organizing Class Materials D. Dismissing Class VI. Interruptions A. Rules B. Talk Among Students C. Conduct D. Passing Out Books, Supplies E. Turning in Work F. Handing Back Assignments G. Getting Back Assignments H. Out of Seat Policies I. Consequences of Misbehavior VII. Other Procedures A. Fire Drills B. Lunch Procedures C. Student Helpers D. Safety Procedures

VIII. Work Requirements A. Heading Papers B. Use of Pen or Pencil C. Writing on Back of Paper D. Neatness, Legibility E. Incomplete Work F. Late Work G. Missed Work H. Due Dates I. Make-up J. Supplies K. Coloring/Drawing on Paper

L. Use of Manuscript/Cursive (elem.)

Classroom Checklist Continued

IX. Communicating Assignments A. Posting Assignments B. Orally Giving Assignments C. Provisions for Absentees D. Long-term Assignments E. Term Schedule F. Homework Assignments X. Checking Assignments in Class A. Students Exchanging Papers B. Marking and Grading Assignments C. Turning in Assignments D. Students Correcting Errors E. Keeping Papers, Grades, Assignments F. Grading Criteria G. Contracting for Grades XI. Academic Feedback A. Rewards and Incentives B. Posting Student Work C. Communicating with Parents D. Students Records of Grades E. Written Comments on Assignments