February 18, 2008
Professional Development Induction and Mentoring Program |
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The goal of the MVPS Induction Program is to provide teachers with a systematic structure of support that helps them become familiar with their school and the Island, refine their practice and better understand their professional responsibilities. This program is an integral part of a teacher’s first year of teaching and is the beginning of a teacher's professional development activities.
MVPS Induction Program includes:
A school based orientation program for beginning teachers and all other incoming teachers.
Assignment of all beginning teachers to a trained mentor within the first two weeks of teaching
o Release time for the mentor and beginning teacher to engage in regular classroom observations and other mentoring activities.
Assignment of a support team that shall consist of, but not be limited to, the mentor and an administrator qualified to evaluate teachers.
New Teacher Workshops
Program Steering Committee
A committee established to support, review and evaluate the MVPS Induction Program will meet three times each school year.
Members:
Jeff Caruthers, MRHS Teacher /Mentor Trainer
Laurie Halt, Assistant Superintendent
Carlin Hart, Principal Oak Bluffs School
Barbara Jones, Oak Bluffs Teacher-Mentor
Donna Lowell Bettencourt, Edgartown School Librarian, Mentor Trainer
Justine Shemeth, MVRHS- Teacher
Orientation Program
As part of the licensure regulations, prior to the start of the school year, schools provide an orientation program to both beginning and incoming teachers. Suggested elements:
• An introduction to the community (with maps and demographics)
• A presentation of district and school information, policies and procedures
• Presentation of school and district improvement goals as well as curriculum alignment
• Introduction to the components of the induction program including the mentor program structure and policies
• An overview of the expectations of beginning teachers
• An overview of evaluation procedures and standards
• A tour of the school
• An introduction to key district personnel and members of the parents' association and the school council
• Information on how and where to access school’s resources and supplies
MVPS Mentoring Program
Mentoring provides the beginning teacher with a one on one relationship with an experienced teacher. The mentoring relationship can be very rewarding, both professionally and personally, for the beginning teacher and the mentor. While the beginning teacher acquires one on one support and a practical understanding of teaching through the mentoring relationship, the mentor teacher is able to reflect upon and improve his/her own practice by sharing experiences and expertise.
Core Mentoring Activities
The mentoring relationship is shaped by the activities that the mentor and beginning teacher participate in together. As part of the licensure regulations, districts are required to provide release time for both the mentor and the beginning teacher to engage in regular classroom observations and other mentoring activities These activities should help the beginning teacher improve upon practice and develop an understanding of the Professional Standards for Teachers. The activities may include:
• Meeting frequently during the school year to plan curriculum and lessons
• Observing one another's classroom
• Co-teaching the beginning teacher’s class
• Analyzing and assessing the beginning teacher's practice in relation to evaluation criteria in order to help the beginning teacher improve.
Mentor Selection, Preparation, and Assignment
The proper selection, preparation, and assignment of mentors are crucial to a successful mentoring relationship.
Recruitment and Selection
Excellent veteran teachers who possess a professional license should be recruited from all subject areas to serve as mentors.
Principals select mentors who are:
• Outstanding, experienced teachers whose teaching reflects excellent content knowledge of the state curriculum frameworks
• Able to maintain a confidential relationship
• Energetic and friendly
• Aware of the merits of different teaching styles and pedagogical strategies/methods
• Able to teach to the diverse learning styles of students
• Knowledgeable about the professional and community resources in the school and district
• Willing and able to invest time to develop mentoring skills and participate in the program for the duration of the year.
Mentor Training
All mentors need to be trained because good teachers of children do not necessarily make good coaches for adults. Mentors must receive training in the skills of effective mentoring and strategies for supporting new teachers to be successful in a standards-based classroom. This training will be managed at the district level because at this level we can ensure the same quality of training for all of our mentors. The training includes:
• Role of a mentor
• Analysis of teaching strategies
• Observation skills
• Strategies for conferencing and feedback
• Diagnosing and analyzing classroom management issues
• Broad problem solving skills
• Designing portfolios and preparing for professional performance evaluation
• Reflective practice
• Using student work to evaluate and inform practice
• Standards-based curriculum
• Instruction and assessment.
The mentor-training schedule can be found on the MVPS Curriculum and Instruction Web site.
Mentor Assignment
Principals are required to assign all beginning teachers to a mentor within the first two weeks of teaching Mentor assignments should not be decided until after the beginning teacher is hired and his/her individual needs are considered in the match. The mentor and new teacher should, where possible, be paired according to content area, grade level and location. The subject matter match should be the foremost priority.
Mentor Peer Support
For the mentor, participation in the mentoring relationship is an important form of professional development for experienced teachers. Meetings with other mentors will enable experienced teachers to build upon their mentor training and work with the beginning teacher to enhance their own practice. The MVPS Mentor group meets 4 times during the school year. See Curriculum and Instruction web site for dates, times and locations
Compensation
Due to the increased responsibility and time commitment required of mentors, they are financially compensated. Each individual school is responsible for compensating the Mentors for $500/ mentee. The Mentor Trainer will be paid $1000. Mentors may receive 15PDPs
New Teacher Workshops
New teachers to the Martha’s Vineyard Public School system are required to take the “Right Start: New Teachers Workshops” in their first year of teaching.
Teachers are not required to take the workshops if they
• Hold a professional teaching license, or
• Have taught for three years under an initial teaching license in another school system.
Topics:
o Classroom Management
o Meeting the Needs of All Learners
o Communication
o Instructional Strategies
o Assessment Strategies
o Literacy Strategies
Induction Program Evaluation
Systematic data collection on program design, implementation, and outcomes of the induction program, including educator retention rates, is necessary to determine program effectiveness. Participants - beginning teachers, mentors and principals, will be surveyed to determine levels of satisfaction and to understand the strengths and weaknesses of the program.
The Assistant Superintendent for Curriculum and Instruction will maintain records of participants, program activities and resources used for the program. This information will include how many participated and the amount of time spent in induction/mentoring activities.
The Program Steering Committee will be responsible for conducting an annual evaluation of the program's effectiveness, using the records and survey instruments, and analyzing the data collected.
The Assistant Superintendent for Curriculum and Instruction will submit an annual report to the Department of Education that includes information on:
⎫ Program activities.
⎫ Number and complete list of beginning teachers served.
⎫ Number and complete list of trained mentors.
⎫ Number of classroom observations made by mentors.
⎫ Number of hours mentors and beginning teachers spend with each other.
⎫ Hiring and retention rates for beginning teachers.
⎫ Participant satisfaction.
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