Role of Participating Teacher

• Professionally grow and develop, with support, from Induction Mentor, site administrative and instructional leadership team, and implementation and completion of an Individualized Learning Plan

• Identify goals that will guide and facilitate the professional growth process

• Participate in professional growth opportunities, both site and district facilitated

• Actively engage in job-embedded cycles of inquiry by self-selecting a need or interest aligned to a CSTP and practice continual reflection throughout completion of ILP activities

• Regularly meet with the Induction Mentor for guidance, support and reflective conversations.

• Meet with site-based instructional coach, associate principal of teaching and learning, and principal, as appropriate, to ensure continuity with instructional focus and support

• Attend an orientation at school site to learn about school culture, meet with the instructional leadership team, and understand administrative expectations

Role of Induction Mentor

• Provide academic, pedagogical, and emotional support one hour per week (minimum)

• Help with management, procedures and organization, providing “Just in time” support along with longer-term guidance to promote enduring professional skills

• Coach, observe, and provide feedback to the participating teacher, as needed

• Assist with curriculum planning, teaching strategies, and goal setting

• Teach demonstration lessons

• Maintain confidentiality and professionalism

• Model the use of Google Apps, Canvas, and other technological applications for enhanced teaching and learning

• Collaborate with fellow mentors

• Maintain a contact log (activity log) to verify meeting times and purposes

• Set mentoring goals and reflect on those goals throughout the year

• Assist the participating teacher in implementing the district-adopted curriculum

• Support participating teachers in their adjustment to the school community, the rigors of classroom teaching, and development of their ILP

• Meet with site-based instructional coach, associate principal of teaching and learning, and principal to ensure continuity with instructional focus and support

• Provide training and staff development in all phases of induction

• Maintain clear communication with Induction Program Director

Requesting a Mentor

The Director may consider participating teacher input for pairing with a specific mentor if a request is submitted prior to assignments. This information will be used only if the desired mentor meets the following prerequisites:

• Is an Induction trained mentor

• Has been hired by the district as an Induction mentor and has time available for the potential assignment

• The mentor must have the flexibility in their schedule to adequately support the teacher

Requesting a Change of Assigned Mentor

The trusting relationship of the participating teacher and the mentor is vital to the success of the program. If that relationship does not develop properly, a change may be necessary. If a change needs to be made, the participating teacher must submit the Change of Assigned Mentor Form. The Director will thoroughly investigate the issues and consider them before any recommendation is made. The Director may do one or all of the following:

• Meet with participating teacher and mentor and discuss the issues to seek resolution

• Make a new mentor assignment

Role of Site Administrator

• Facilitate interaction between mentors and participating teachers by providing one and/or both of the following: 

  • Coverage for observations/meetings 

  • Additional release time, if needed 

• Provide additional support (if needed) that may include more intensive mentoring, specialized training, team teaching arrangements, and/or paraprofessional assistance. 

• Respect the confidentiality between the mentor and the participating teacher 

• Support participation in professional development activities for mentors and participating teachers 

• Support the development of the ILP, which must be designed and implemented solely for the professional growth and development of the participating teacher and not for evaluation for employment purposes. 

• Provide an orientation meeting at the school within the first 30 days of the school year. To ensure familiarity with specific district/school policies and procedures as well as available school resources, such as:

  • Initial introduction to school site 

  • District/school policies, procedures, and trainings regarding safety, student behavior, federal and state mandates, and instruction 

  • Site administrator expectations 

  • Availability of resources that support instruction