Santa Rosa District Schools

Mentor Teacher Program

October 2014

Welcome

Activity Book Activity T-Chart

Role of the Mentor Teacher is/is not Mentor Teacher Statistics Survey Data

Mentoring is relationship oriented. It seeks to provide a safe environment where

the mentee shares whatever issues affect his or her professional and personal success. Although specific learning goals or competencies may be used as a basis for creating the relationship, its focus goes beyond these areas to include things, such as work/life balance, self-confidence, self-perception, and how the personal influences the professional.

Mentoring is always long term.

Mentoring, to be successful, requires time in which both partners can learn about one another and build a climate of trust that creates an environment in which the mentee can feel secure in sharing the real issues that impact his or her success. Successful mentoring relationships last nine months to a year.

Mentoring is development driven. Its purpose is to develop the individual not

only for the current job, but also for the future. This distinction differentiates the role of the immediate manager and that of the mentor. It also reduces the possibility of creating conflict between the employee's manager and the mentor.

Mentoring & Feedback

Feedback 0.79 effect size—in the top 10 influences on

achievement Increases effort, motivation and engagement Components of Feedback

Where am I going? How am I going there? Where to next?

Visible Learning, Hattie, 2012

Mentor Teachers

One out of every five new teachers leaves the teaching profession after only three years.

About 50% leave within the first five years.

A helpful mentor significantly reduced the number who leave during the first year.

(NCES and Staffing Survey, 2000) 

Roles & Responsibilities

Support New & Struggling Teachers Support Administration in the Teacher

Evaluation Mentor to teachers on Professional

Improvement Plans (optional)

Learning Goal

Mentor Teachers will be able to effectively apply research-based strategies related to the Teacher Evaluation System and consistently provide coaching and feedback when working with mentees.

Teacher Evaluation Domains 1-4 Review of rubric & Resources

Routine Events (is/is not using T Chart) Video/Coaching & Feedback (Bunning)

Addressing Content (is/is not using T Chart) Video/Coaching & Feedback (Briggs)

Enacted on the Spot (is/is not using T Chart) Video/Coaching & Feedback (Clark)

Domain 2, 3, & 4 (is/is not using T Chart) Scenarios/Coaching & Feedback

Wrap it up!

Mentor Teacher Roster Mentor Teacher Log Requested Training Guidelines

Book Review Activity

Mentoring Matters!

Mentor Teachers