Mentor Handbook - Colorado Charter School Institute

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Mentor Handbook A Guide for Educator Induction Kimberly Caplan, CSI Induction Coordinator [email protected]

Transcript of Mentor Handbook - Colorado Charter School Institute

Mentor Handbook

A Guide for Educator Induction

Kimberly Caplan, CSI Induction Coordinator [email protected]

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Table of Contents Welcome ............................................................................................................................................... 2

Components of the CSI Induction Program........................................................................................... 3

Mentoring Year at a Glance .................................................................................................................. 5

Building Your Mentoring Skills .............................................................................................................. 6

Resources ............................................................................................................................................. 6

Initial Mentoring Meeting Guidance Mentoring Agreement

Inductee Self-Evaluation Colorado Teacher Quality Standards Colorado Special Services Provider Standards Ideas for Mentoring Discussions Teacher Portfolio Timeline Special Services Provider Portfolio Timeline

NTC Differentiated Coaching NTC Mentoring Language Coaching Questions NTC Collaborative Assessment Log Mentor Contact Log Observation by Mentor Form Model Classroom Observation Form

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Welcome

Thank you for agreeing to be a mentor in the Educator Induction Program for the Colorado Charter School Institute (CSI). CSI is a statewide charter school authorizer serving over 20,000 students in forty-three charter public schools across the state from Durango to Steamboat Springs and Fruita to Colorado Springs.

CSI offers schools the opportunity to participate in a Colorado Department of Education (CDE) Approved Induction Program. The intent of the one year program is to:

• Assist newly-licensed educators, veteran educators new to the school or incoming out-of-stateeducators make a smooth transition into their new environment

• Increase the skills and abilities of new educators and ensure that those educators are knowledgeableabout the state adopted Educator Quality Standards

• Provide support to and retain effective Colorado educators

CSI recognizes that each of our schools have unique missions and instructional programs; therefore, the CSI Educator Induction Program provides a framework that allows schools to meet induction program requirements while customizing ongoing, embedded professional development at the school.

Mentors play a key role in the induction process. You are the inductee’s guide in adjusting to the new school environment and their partner in planning for professional growth and development. The mentor provides

• guidance on the “how to’s” of a new workplace,• emotional support and encouragement during the first year at a new school,• feedback on all aspects of classroom teaching, and• models professional best practices.

CSI mentors are experts in their fields, with an average of 10 years of teaching experience overall and an average of 7 years in the current school setting. We appreciate your commitment to supporting new educators at your school and building capacity for great teaching across the state!

As the CSI Induction Coordinator, I hope to support each of our schools in their commitment to continuous growth and learning for educators. Please do not hesitate to reach out for assistance.

Sincerely,

Kimberly Caplan

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Components of the CSI Induction Program

The CSI Induction Program is an intentional way of planning experiences for educators in the program to orient them to the school’s culture, instructional methodologies, and processes and procedures. Because each CSI school has its own mission, vision and instructional methodologies, the program varies slightly from school to school, with school leaders and coaching staff developing professional learning opportunities that are unique to the school. All CSI schools include the following program components:

School Orientation and Professional Development

Your school leader and/or curriculum and instruction staff develop ongoing professional development experiences that are embedded throughout the school year. These may include start of school orientation and training, professional learning committee meetings, grade level meetings, in-service days, etc. Your school may have additional trainings or meetings that are specifically targeted to your induction program. Each school provides an overview of the orientation and professional development plan to CSI.

As a mentor, you can assist your inductee in navigating the professional development opportunities at your school. These can serve as topics for discussion during mentoring meetings.

Mentorship

Each teacher or special services provider participating in the induction process is assigned a mentor. Some schools use a one-to-one mentor-to-inductee model and others have a single mentor for a cohort of educators in the program. All CSI schools are required to provide thirty hours of mentorship to induction participants. You should track the time spent with your inductee and the topics covered on the Mentor Contact Log. At the end of April, you will submit the log to your Induction Coordinator who will sign off on the hours and provide

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CSI verification of completion. Upon completion of the program, you will receive a professional development certificate for 30 clock hours.

Included in the mentorship portion of the program are two required observations. As the mentor, you must conduct an observation of your inductee, and you will organize an opportunity for your inductee to observe a model classroom or peer. The model classroom/peer observation can be in your classroom, or you can set up an observation of a different educator in your building or another school. Virtual observations are also allowed. These observations are meant to be formative in nature, and should not be part of the inductee’s employee evaluation. You will want to meet with your inductee prior to the observation to discuss the focus of the observation and then follow up afterward to discuss the outcome and lessons learned. While the observations can be scheduled at any time during school year, it is recommended that the mentor observation take place during the first semester. The following forms can be used to document observations. If your school has a different form for observations, you can use school forms. Your inductee will need to upload the completed forms to the Google classroom by April 30th.

Observation by Mentor Form

Model Classroom/Peer Observation Form

CSI Online Modules

The CSI Induction Program is based on the Colorado Educator Quality Standards (teacher, special services provider) which describe the knowledge and skills that are demonstrated by effective teachers and special services providers in Colorado. In order to ensure a common understanding of the state standards, CSI provides online modules to cover this content. Self-paced video modules provide an overview of the Colorado Educator Quality Standards, the Colorado Academic Standards and the Colorado Model Evaluation System. In addition, a fourth video module provides an orientation to CSI. While your school may have its own process for evaluation and may utilize a curriculum based on alternate core competencies or standards for instruction, it is important for all educators to understand the state-wide system. Mentors can assist inductees in comparing and contrasting the state system and the school’s evaluation and curriculum.

The Google classroom also serves as a repository for a professional portfolio. Inductees must demonstrate understanding of the Educator Quality Standards and proficiency in implementing the Standards in the classroom. Your inductee will be asked to upload artifacts to the online portfolio by the last day of each month and reflect on how the artifacts represent proficiency in the Standard. A single artifact may be submitted for multiple standards and a maximum of five artifacts can be submitted for a standard. Reflections should be 1 – 3 paragraphs in length. The Portfolio Timeline (teacher, special services provider) provides examples of the types of artifacts that your inductee may consider submitting. You may wish to use the monthly portfolio assignment as a point of discussion for mentor meetings and you can provide support in selecting artifacts and connecting them to the Standards.

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Mentoring Year at a Glance

Start of School

•Hold initial meeting•Identify areas for support•Plan mentoring schedule

First Semester

•Meet regularly and provide support•Conduct a formative observation

Mid-Year

•Reflect on first semester•Celebrate successes

•Identify continuing support needs

Second Semester

•Meet regularly and provide support•Set up model classroom observation

Final Meeting

•Reflect on school year •Celebrate successes

•Assist in setting professional goals for next year

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Resources The following pages provide a variety of resources that mentors may find useful in working with their inductees. Many of them are borrowed or adapted from CSI Schools, other Colorado districts or other states.

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What is the Induction Portfolio? The CSI Induction Program is based on the Colorado Educator Quality Standards which describe the knowledge and skills that are demonstrated by effective educators in Colorado. In order to ensure a common understanding of the state standards, CSI provides online modules to cover this content. Self-paced video modules provide an overview of the Colorado Educator Quality Standards, the Colorado Academic Standards and the Colorado Model Evaluation System. In addition, a fourth video module provides an orientation to CSI. While your school may have its own process for evaluation and may utilize a curriculum based on alternate core competencies or standards for instruction, it is important for all educators to understand the state-wide system.

After completing the video modules in September, you will use Google Classroom to build a professional portfolio that demonstrates your understanding of the Educator Quality Standards and your proficiency in implementing the Standards in the classroom. You will be asked to upload artifacts to the online portfolio by the last day of each month (October – April).

Online Submission Guidance By the last day of each month, you must complete an artifact submission in the CSI online system. The submission is comprised of two parts:

1. Uploading artifact documents - work samples that create a snapshot of yourpractice in the classroomA single artifact may be used to provide evidence for multiple standards, and up to five artifactscan be submitted each month. The Artifact Ideas section below lists some artifacts that you maywant to consider. Please note that the list is not comprehensive. You are welcome to use yourcreativity in selecting artifacts.

2. Describing how these artifacts represent your skills and knowledge for eachelement and for the overall standard by reflecting on the following guidingquestions:• Why did you choose this artifact or collection of artifacts?• How do the artifacts selected demonstrate your understanding of the standard

and your ability to implement each element of the standard in yourprofessional practice?

• What challenges did you encounter in implementing the standard or whichcomponents of the standard would you like to strengthen in the future?Reflections should be 1 – 3 paragraphs in length.

Portfolio Timeline for Teacher Induction

You can upload to any Standard at any time. It is a great way to collect samples of your work product as you complete them. Work you do in August and September on unit planning may generate great artifacts for Quality Standard I, but the artifact isn’t due until March. You can upload it early if you’d like. You can also remove it, if you get to March and decide you want to submit something else.

Artifact Ideas for Each Month

October: Quality Standard II, Elements A & D Classroom Management Parent Communication Classroom rules/expectations posted Classroom webpage Classroom behavior agreement/compact Classroom newsletter Behavior chart Daily planner Classroom layout design (photo) Weekly folder Lesson plan related to classroom culture Letters/e-mails home Check out slip Parent contact log Job charts Copy of progress report Seating chart Student portfolio for parent conference Bulletin boards Report Card Bell ringer activity Daily agenda posted (photo)

November: Quality Standard II, Elements B & C Diverse Learners Modification/accommodation plans Survey results from students Choice menus for student projects Lesson plans reflecting differentiation of instruction Differentiated assessments Demographics of diverse learners in your classroom including IEP,504,ALP, ELLs Student Interest Inventories Agendas/notes from trainings on diverse learners Bulletin boards/PowerPoints, etc. reflecting diversity

December: Quality Standard III, Elements A, C, D, E, F Instructional Strategies Lesson plans reflecting teaching/reinforcing expectations Graphs showing variety of assessment results and plans for using assessment data Audio of questioning strategies used during lesson Activities to address learning styles Objectives posted and/or on student materials Agendas/notes from trainings, PLCs that demonstrate continued professional development in content area/instructional methodology Photos of student and/or teacher using technology Web content developed for a lesson Bell Ringers/Exit Tickets/KWL/Graphic Organizers Roles for Group Work Log of Articles/Books/Websites used to improve instruction List (including dates) of activities or cooperative learning projects where different instructional levels of learning styles are being addressed

January: Quality Standard III, Element B Assessment & Data Sample classroom assessments Pre-test/post-test data Notes from meeting that reviewed interim or state assessments Rubrics Assessment results reflected in lesson plans Student goal charts Child study team/ problem solving and/or instructional decision making notes Team meeting notes Graphs of student growth Screen shot of grade book Procedures for grading, reviewing and returning work Lesson plans modified to reteach concepts or skills that weren’t attained

February: Quality Standard I, Elements A, B, C Curriculum Curriculum maps Lesson plans aligned to standards/scope & sequence Standards/Pacing Guides with notations Units of Study Reading, writing, listening, speaking embedded in lesson plan Word wall, sentence stems, protocols for group work that demonstrate reading, writing, listening and speaking expectations Activities that include mathematical concepts – understanding/creating graphs/charts, recognizing patterns, analyzing data Interdisciplinary lesson plans KWL, Pre-test data used for lesson planning

March: Quality Standard IV, Elements A & D Teaming Structures & Leadership Organizational chart of school teams PLC Meeting Agendas/Minutes Grade-Level or Content Meeting Agendas/Minutes Study Group Agendas/Assignments Screen shot of online community related to content, instructional strategies RtI/MTSS Meeting Agenda/Minutes Log of team meetings attended School project/committee work Handouts/presentation from professional development you facilitated Evidence of participating in a PTO meeting, Board meeting, or other outside of classroom school advocacy

April: Quality Standard IV, Elements B & C Reflection on Practice Mentor Observation Form Observation of a Model Lesson Form End of Year Self-Assessment

What is the Induction Portfolio? The CSI Induction Program is based on the Colorado Special Services Provider Quality Standards which describe the knowledge and skills that are demonstrated by effective Special Services Providers in Colorado. In order to ensure a common understanding of the state standards, CSI provides online modules to cover this content. Self-paced video modules provide an overview of the Colorado Special Services Provider Quality Standards, the Colorado Academic Standards and the Colorado Model Evaluation System. In addition, a fourth video module provides an orientation to CSI. While your school may have its own process for evaluation and may utilize a curriculum based on alternate core competencies or standards for instruction, it is important for all educators to understand the state-wide system.

After completing the video modules in September and your Growth Plan in October, you will use the CSI online platform to build a professional portfolio that demonstrates your understanding of the SSP Quality Standards and your proficiency in implementing the Standards in the classroom. You will be asked to upload artifacts to the online portfolio by the last day of each month (November – April).

Online Submission Guidance By the last day of each month, you must complete an artifact submission in the Google classroom. The submission is comprised of two parts:

1. Uploading artifact documents - work samples that create a snapshot of yourpractice in the classroomA single artifact may be used to provide evidence for multiple standards, and up to five artifactscan be submitted each month. Ideas for artifacts can be found in the online Resource folderrelated to your job position (i.e. School Counselor, SLP, OT, etc.) You are welcome to use yourcreativity in selecting artifacts.

2. Describing how these artifacts represent your skills and knowledge for eachelement and for the overall standard by reflecting on the following guidingquestions:• Why did you choose this artifact or collection of artifacts?• How do the artifacts selected demonstrate your understanding of the standard

and your ability to implement each element of the standard in yourprofessional practice?

• What successes or challenges did you encounter in implementing thestandard?Reflections should be 1 – 3 paragraphs in length.

Portfolio Timeline for Special Services Provider (SSP) Induction

In the Google classroom, you can upload to any Standard at any time. It is a great way to collect samples of your work product as you complete them. Work you do in August and September on may generate great artifacts for Quality Standard I, but the artifact isn’t due until February. You can upload it early if you’d like. You can also remove it, if you get to February and decide you want to submit something else.

Month Focus & Quality Standard

November Learning Environment & Diverse Learners Quality Standard II, Elements A,B,C,D

December Specialized Instruction Quality Standard III, Elements A,C,D,F

January Data & Student Outcomes Quality Standard III, Elements B,E

February Expertise in the Field Quality Standard I, Elements A,B,C

March Ethics & Leadership Quality Standard IV, Elements A,C,D

April Reflection Quality Standard IV, Element B

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