Mentor Resources - Lee County Schools

Mentor Resources

Complied by: Mary Lutz/BT Coordinator

Characteristics of Mentors: A short guide for Administrators (from State Board Policy QP-A-004)

The mentor performs a unique function in the total educational environment. Personnel who function in mentor

roles designed to assist others in professional growth must themselves possess a practicing knowledge of North

Carolina Professional Teaching Standards.

Mentors should possess the following:

a willingness to commit to a mentoring relationship

documented successful experiences relevant to the role of mentoring including:

o teaching successfully for at least 4 years and holding an SPII license

o leading and coordinating activities and/or training for adults in an educational setting

o observing and documenting classroom teaching

o diagnosing and prescribing growth activities based on NC Teaching Standards and PDP

possess effective oral and written communication skills

understand the use of non-verbal behaviors

use questioning techniques and active listening skills on a variety of cognitive levels

be an effective coach

work collaboratively with colleagues at the school, system, and community levels

model effective practices

apply learning theory and research findings to classroom instruction

model effective planning and instruction

utilize instructional resources consistently and effectively

understand the importance of establishing curricular goals and objectives

communicate respect and worth for diverse populations

demonstrate continuous participation in professional growth activities

Phases of First Year Teachers

The first year of teaching is an emotional roller coaster for many new teachers. They go through a variety of

emotions, from the highs of “This is what I have always wanted to do and now I have my own class,” to the

lows of “Why did I ever think I could be a good teacher?” In fact, the path they take is fairly predictable and

the various stages they pass through are distinct and recognizable. Below is a chart showing the various

attitudes new teachers display during the first year and an approximation of when during the school year these

phases are apparent. Mentors should be aware of these stages and the types of support appropriate at each

stage.

AUG SEPT OCT NOV DEC JAN FEB MAR APR MAY JUN JUL

Anticipation Phase

Excited but anxious

Ready to conquer the world of teaching

Support: The mentor should provide the novice with a complete tour of the school facility and introductions to

key personnel. An introduction to the procedures for faculty and students should also be addressed. The mentor

should provide encouragement and confidence building. S/He should serve as a guide and advisor and establish

regular times to meet with the beginner. The mentor should be available to answer questions.

+

_

Survival

Disillusionment

Rejuvenation

Reflection

Anticipation

Anticipation

Survival Phase

Can I really do this?

Making it from one day or one activity to the next

Frustration

I feel like giving up…

Support: The mentor addresses specific questions/needs. Encouragement is given for working on one thing at a time

and daily goal-setting. Assistance is offered as it is requested. The mentor might surprise the novice with notes,

“care packages,” etc.

Disillusionment Phase

Maybe I shouldn’t have become a teacher…

I can’t seem to do anything right…

I’ll never get control of this class…

Support: Mentor builds time for discussion/venting. There is focus on reflection and achievements are highlighted.

Assistance is offered in specific areas of need and the coaching cycle is introduced. During his/her planning time, the

mentor might offer to take the novice’s class to give him/her time to work on something else, to observe, etc.

Rejuvenation Phase

Beginning to see the light at the end of the tunnel

Self-confidence is rising

Sense of relief at being halfway there

Support: The mentor focuses on programs and teaching strategies. S/He encourages the beginner to introduce or try

something new. It should be suggested that the teacher observe some master teachers. The mentor should review

his/her current teaching practices with the novice and encourage him/her to look for new challenges.

Reflection Phase

I made it!!!

Look back on the year’s successes and challenges

Plan ahead for next year

Sense of pride/satisfaction

Support: The mentor continues to give specific assistance where needed or requested. S/He encourages the teacher

to select lesson plans, unit plans, and classroom management strategies that worked well this year and consider

adjustments to them for possible use in the future. The mentor celebrates the end of the school year and the

accomplishments the mentee has made.

Anticipation Phase

Excited but anxious

Ready to face and conquer the second year of teaching

Support: The mentor remains available for support and guidance in closing out the school year. The mentor

discusses the challenges a new year will bring and diffuses anxiety by reflecting on past successes. S/He guides the

teacher toward appropriate staff development opportunities available during the summer.

Adapted from A Guide to Prepare Support Providers for Work with Beginning Teachers.

BEGINNING TEACHER SUPPORT

2012-2013

Each Beginning Teacher in Lee County Schools is assigned a trained mentor. These mentors were first

recognized by their peers and principals as master teachers and then nominated for training to assist new

teachers. As a beginning teacher, you will be assigned a mentor/buddy for three years who will provide you

with support and assistance as you transition into the profession of teaching. Lee County Schools has an

exemplary mentor program, and we are proud of the assistance our mentors/buddies provide.

In Lee County Schools, your mentor is not your evaluator, and the work you do together is confidential.

Your mentor is someone to whom you can go for assistance and help in all areas of pedagogy and academics for

the success of your students. The mentor will also help you become oriented to your new school and

community. Mentors will conduct cycles of assistance and help you learn how to effectively manage the daily

rigors of teaching including: paper work, data collection, problem solving and the steps of the teacher

performance instrument. Mentors may ask you to keep a journal of reflection, tape lessons, and self reflect on

your achievements. Your mentor will become your most trusted coach.

The mentors/buddies maintain checklists or logs of the services and time they share with you, and these

checklists or logs are kept on file for the purpose of accountability. There are sample checklists in the online

Beginning Teacher Resource Guide and on our LCS Teacher Support webpage. Within each school, there will

be time for BTs to come together to share experiences and concerns with their mentors and administrators.

Additionally, within our school system you will find a support program for all new teachers- Beginning Teacher

Focus Sessions for BT1s, BT2s, and BT3s. These monthly sessions are designed for your professional growth,

and your attendance is required. The sessions are offered to you out of dedication to your needs and the

dedication of the Lee County Schools staff to help you develop into a master teacher. You may not decline the

support and coaching of your mentor or the support sessions; state law and the licensure process require this

assistance for you. Lee County Schools is proud to have you become a part of this master team of educators.

What Does Your Mentor Do???

First and foremost your mentor/buddy is a classroom teacher and has students, too, but will find time to help

you with many things. In the technical assistance support role, your mentor/buddy will want to know your

strengths and weaknesses in order to bridge your student teaching experiences (or prior work experiences) to

your new teaching position. After assisting you with preparations for the first day of school (see Harry Wong’s

The First Days of School) and helping you get the school year planned, the process of coaching will begin. The

mentor/buddy will periodically meet with you, and together you will complete a cycle of assistance. A cycle of

assistance looks like this:

1. Plan to meet

2. Decide on a teaching behavior focus

3. Hold a preconference

4. Determine a data collection method

5. Discuss the lesson plan and teaching objective

6. Mentor comes to observe your class

7. You will self-evaluate how your lesson went

8. Hold a post-conference

9. Discuss focus, objective, data, and changes

10. Plan time for next cycle to begin

You and your mentor will repeat this formal plan as many times as needed and/or time allows. The mentor

will also be available for other informal assistance and should be consulted for any questions you have. Of

course, there are also grade level/team buddies who can offer you assistance as well.

The mentor has access to many resources, ideas, and assistance based on the best practices and will be

able to share this information with you. The mentor will also help you perfect your lesson plans and evaluate

your proficiency with addressing the instructional objectives. Assistance will also be available with

understanding the NC accountability plan and testing. You will come to value the support and encouragement

of your mentor as you experience the stress and success of your first years of teaching.

“We Are All on the Same Team” Principals:

Welcome BTs to your school Provide working conditions for the BTs that facilitate success: minimize special programs, moving

from room to room, multiple preparations, no extracurricular duties unless the BT requests in writing

Clearly articulate to staff that all have the responsibility for informal mentoring of BTs Include support of BTs as component of the school improvement plan and your Performance

Growth Plan Assign mentors to all BTs Assign mentors to do peer observations Attend Day 1 New Teacher Induction Facilitate interaction between mentors and BTs by providing release time for them to plan, reflect,

and observe together. Hire a substitute if necessary to create time for this interaction. Check in frequently with Mentors and BTs to see how things are going and offer your support Let new teachers know the best mode of communication and the best time to contact you Interact with each new teacher face-to-face at least once a week the first semester. Have lunch with BTs once a quarter Have a beginning of year social, mid year check up Q/A, and end of year celebration with BTs Create a school document that provides BTs the essential-to-know information about your school During the first quarter of school, send hand-written notes of encouragement to new teachers Greet BTs by name as often as possible Provide recognition to BTs for their accomplishments. Provide recognition to mentors for their extensive work.

“We Are All on the Same Team” Lead Mentors:

Attend Day 3 New Teacher Induction if BT1 is assigned to your school

Welcome BTs to your school and introduce new teachers to staff members including office and

custodial staff

Develop PDP with BT2 & BT3 – sign initial, midyear, and EOY

Collaborate with mentors in your building and meet as needed

Keep your principal informed- communicate often

Collaborate with principal and mentors to organize building level support for BTs- beginning of

year, mid year, and end of year

Encourage teams to share plans as well as unwritten customs and norms of behavior, and provide a

“big picture” of how the team functions

Maintain confidential relationship

Provide a variety of perspectives, not just your own

Avoid negativity

Serve as the “go-to” person

Model analytical and reflective practice

Meet consistently with BTs to accomplish activities on Quarterly Mentor Checklist and give to BT

Coordinator

Complete Cycles of Observation with BT

Encourage BT to attend Monthly Focus Sessions

Attend quarterly Lead Mentor meetings with Beginning Teacher Coordinator

Encourage BT to keep copies of signed, dated, required documentation

“We Are All on the Same Team”

Beginning Teacher:

Attend 3-day New Teacher Induction if BT1

Develop PDP with mentor – sign initial, midyear, and end of year

Meet consistently with mentor to complete quarterly checklist and cycles of observation

Meet with principal to sign PDP and Summative Evaluation

Seek out help

Demonstrate willingness to watch, listen, and learn

Self-assess and self-adjust

Set quarterly professional goals and reflect on your accomplishments

Participate in professional development opportunities

Share your own expertise gained from recent university experiences

Take initiative in getting to know your administrators and colleagues

Avoid negativity

Actively participate in BT support sessions

Print CEUs from Tracker at end of year

Adapted from:

The 21st Century Mentor’s Handbook

by: Paula Rutherford (2005)

Mentor Program 2012-2013

Mentor/BT Assignments Assign:

Most BT1s to Beginning Teacher Coordinator- Mary Lutz

o All BT1s assigned trained Mentor at school level as touchstone

o All BT1s may be assigned additional buddy on grade level/in content area

All BT1-LE to Lateral Entry Mentor/Lead Teacher- Wendy Perrell

All BT2s assigned to Lead Mentors and/or trained Mentors at respective schools

o All BT2s may be assigned additional buddy on grade level/in content area

All BT3s assigned to trained Mentor at respective schools

o Same grade level/content area

All BTs teaching ESL to Lead Teacher- Angel Mills

o All assigned additional buddy on grade level OR Lead Mentor

Mentor Program 2012-2013

Roles and Responsibilities

Mentors assigned to BT1s:

Observe minimum once each quarter- minimum of 2 per year required

o Document using NTAI or Optional Classroom Evidence form- (not online)

o Post conference recommended

o Documented feedback to BT required- electronic or hard copy

Complete Quarterly Checklist with BT in collaboration with Lead Mentor

Develop/Maintain/Update/Sign-off:

o PDP

Initial

Mid-year

End-of-Year

Lead Mentors:

Serve as assigned mentor-preferably BT2s at your school

o Observe BTs at least once each semester

o Develop/Maintain/Update/Sign-off:

PDP

Initial

Mid-Year

End-of-Year

Meet Quarterly with BT1s and BT2s at your school to discuss topics/issues and collect and sign-off

on Quarterly Checklists/Contact Logs (meet individually and/or as group)

Attend quarterly meeting with Beginning Teacher Coordinator for Lead Mentor Support to deliver

documentation, discuss relevant topics/issues, etc (individual and group)

Serve as touchstone for all BT1s at your school

Trained Mentor:

Serve as assigned mentor to a BT2 or BT3 at your school

Develop/Maintain/Update/Sign-off:

o PDP

Initial

Mid-Year

End-of-Year

Maintain a contact log to document ongoing support you provide to the BT2 or BT3

Submit Quarterly checklist and contact log to Lead Mentor at end of each quarter (minimum 1 hr

each quarter)

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Creating S.M.A.R.T. Goals

Specific

Measurable

Attainable

Realistic

Timely

Specific - A specific goal has a much greater chance of being accomplished than a general goal. To set a

specific goal you must answer the six "W" questions:

*Who: Who is involved?

*What: What do I want to accomplish?

*Where: Identify a location.

*When: Establish a time frame.

*Which: Identify requirements and constraints.

*Why: Specific reasons, purpose or benefits of accomplishing the goal.

EXAMPLE: A general goal would be, "Get in shape." But a specific goal would say, "Join a health club and

workout 3 days a week."

Measurable - Establish concrete criteria for measuring progress toward the attainment of each goal you set.

When you measure your progress, you stay on track, reach your target dates, and experience the exhilaration of

achievement that spurs you on to continued effort required to reach your goal.

To determine if your goal is measurable, ask questions such as......How much? How many? How will I know

when it is accomplished?

Attainable - When you identify goals that are most important to you, you begin to figure out ways you can

make them come true. You develop the attitudes, abilities, skills, and financial capacity to reach them. You

begin seeing previously overlooked opportunities to bring yourself closer to the achievement of your goals.

You can attain most any goal you set when you plan your steps wisely and establish a time frame that allows

you to carry out those steps. Goals that may have seemed far away and out of reach eventually move closer and

become attainable, not because your goals shrink, but because you grow and expand to match them. When you

list your goals you build your self-image. You see yourself as worthy of these goals, and develop the traits and

personality that allow you to possess them.

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Realistic - To be realistic, a goal must represent an objective toward which you are both willing and able to

work. A goal can be both high and realistic; you are the only one who can decide just how high your goal

should be. But be sure that every goal represents substantial progress. A high goal is frequently easier to reach

than a low one because a low goal exerts low motivational force. Some of the hardest jobs you ever

accomplished actually seem easy simply because they were a labor of love.

Your goal is probably realistic if you truly believe that it can be accomplished. Additional ways to know if your

goal is realistic is to determine if you have accomplished anything similar in the past or ask yourself what

conditions would have to exist to accomplish this goal.

Timely - A goal should be grounded within a time frame. With no time frame tied to it there's no sense of

urgency. If you want to lose 10 lbs, when do you want to lose it by? "Someday" won't work. But if you anchor it

within a timeframe, "by May 1st", then you've set your unconscious mind into motion to begin working on the

goal.

T can also stand for Tangible - A goal is tangible when you can experience it with one of the senses, that is,

taste, touch, smell, sight or hearing. When your goal is tangible you have a better chance of making it specific

and measurable and thus attainable.

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Mentor Timeline/Checklist School year ________________ BT1, BT2, BT3 Name of BT_____________________________

Name of Mentor _________________________ School _________________________________

Please check the following as you complete them with your BT:

First Nine Weeks:

Familiarize BT with facility (i.e., tour of building).

Familiarize the BT with the faculty, staff and/or service personnel.

Discuss the LEA/school’s policies regarding dress, teacher workdays, early release days, and inclement

weather policies.

Make sure the BT has the North Carolina Standard Course of Study (NCSCOS) and other curriculum

guides.

Familiarize the BT with the format and use of the NCSCOS in planning (and end-of-grade or end-of-

course testing when appropriate).

Assist BT with location, selection and access to instructional materials.

Assist BT with creating a substitute folder of pertinent information (rosters, lesson plans, procedures,

etc.).

Meet with BT an average of one time each week and document the date, time and contents of each

meeting.

Assist BT with information about services offered by school, school system, DPI, community agencies,

etc.

Assist BT with record keeping (grades, monies, parent contacts, discipline).

Assist BT with strategies and/or procedures to identify and appropriately serve special needs students.

Review the Professional Teaching Standards and the role of these standards in the classroom, the

Professional Development Plan, and the Teacher Evaluation Process.

Remind the BT to complete the Teacher Self-Assessment.

Assist BT with lesson planning and pacing.

Assist BT in development of a Professional Development Plan.

Informally observe the BT and provide verbal or written feedback in a post conference.

Have BT observe Mentor teaching a lesson to model effective teaching practices.

Explain formal observation procedures and annual evaluation.

Assist BT in interim reports and ending grading period including demonstrating the use of a

computerized grading system, use of comments, etc.

Celebrate accomplishments.

Other___________________________________________________________________

Mentor Signature______________________________________Date______________________

BT Signature_________________________________________Date_______________________

You may use this form as it appears or you may adjust it to accurately document the support provided to

the beginning teacher.

Mentor Timeline/Checklist

School year _______________ BT1, BT2, BT3 Name of BT__________________________________

Name of Mentor ___________________________ School ______________________________________

Please check the following as you complete them with your BT.

Second Nine Weeks:

Meet with BT an average of one time each week and document the date, time, contents of each meeting.

Informally observe BT and provide verbal or written feedback in post conference.

Review lesson plans and pacing for adherence to NCSCOS.

Review lesson plans for inclusion of multiple learning strategies and for evidence of meeting the needs

of all diversities.

Discuss progress in identifying and soliciting services for unique learners.

Encourage BT to use assessments and practice end-of-grade or end-of-year test with their students.

Review progress on these assessments, disaggregate data, and formulate a plan for remediating any

weak areas.

Discus policies and impact of holidays and scheduling between now and winter break.

Discuss organizational and record keeping procedures.

Encourage parental contact.

Review classroom management and discipline strategies.

Spend informal social time with BT.

Discuss semester exam schedule and/or testing schedule and procedures.

Assist BT in interim reports, ending the grading period, and semester records.


Other

________________________________________________________________________________

Other

_______________________________________________________________________________

Notes:

Mentor Signature_______________________________ Date___________________________________

BT Signature __________________________________ Date___________________________________




School year _______________ BT1, BT2, BT3 Name of BT__________________________________



Third Nine Weeks:

Meet with BT an average of one time each week and document the date, time, contents of each meeting.

Encourage parental contact.

Remind BT about LEA/school’s retention and failure policies.

Encourage BT to reflect on their teaching experience at mid-point. Set goals for the rest of the year.

Review progress on the PDP.

Informally observe BT and provide verbal or written feedback in post conference.

Review procedures for field trips.


Assist BT in interim reports and ending the grading period.

Videotape at least one lesson and review it with BT.


Other

___________________________________________________________________________________

Other

____________________________________________________________________________________

Notes:






School year ______________ BT1, BT2, BT3 Name of BT__________________________________



Fourth Nine Weeks;

Meet with BT an average of one time each week and document the date, time, and contents of each meeting.

Review progress on completion of the goals from the NCSCOS, and review pacing .

Encourage BT to use assessments and practice end-of-grade or end-of-course tests with their students. Review

progress on the assessments, disaggregate data, and formulate a plan for remediating any weak areas.

Review plans for end of year activities.

Give suggestions for keeping momentum and interest at the end of the year for students and teachers.

Review progress on the PDP.

Remind Bt about LEA/school’s retention and failure policies.

Discuss procedures for ending the school year (collecting books, fees, technology, returning teaching materials,

graduation, etc.).

Help BT with end of year administrative forms, policies, and procedures.


Celebrate accomplishments the BT achieved during the year.

Other_______________________________________________________________________________________

Notes:





Mentor/BT Documentation of Support

Name of BT: BT Status (Circle one): BT1, BT2, BT3

Name of Mentor: School: School year:

Meet with BT bimonthly if they are a BT1 or BT2. Meet with BT3s at least once a month. Be sure to

document the date, topic, and reflection shared at the meeting.

Date Topic/Content of Meeting or Training Reflections

Shared

(Y/N)

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

_______________________________________________ __________________________________

Mentor Signature Date

_______________________________________________ __________________________________

BT Signature Date

Calendar of Needs and Concerns of Novice Teachers

November December January

Motivation (reports cards

have been received)

Thanksgiving schedule

Interference from football,

volleyball, etc.

Curriculum alignment

Formal evaluations

Fatigue

Grades

Exams

End-of-course tests

Exhaustion

Money—Christmas is here!

Vacation

Holiday programs

Discipline—Christmas is

here!

Self-doubt

Mid-year crisis

Second semester

Finishing this term

Pass/Fail rates

Apathy (the students’ and

their own!)

Student motivation

Are my students learning…?

Back on task—vacation is

over!

Students’ progress—Are they

where they need to be?

Possible retention (letters to

parents)

Writing tests

Illness and absences

(students’ and teacher’s)

Disillusionment—again.

Is this all there is?

August September October

Orientation Issues:

Mentor assignment

School layout

Resources

Procedures & Policies:

Class assignments

Schedules

Grade books

Duties

Pay day

Lesson plans

Dress code

Discipline

Principal’s expectations

School and District Policies

Instruction:

First day plans

Curriculum guide

EOC and EOG testing

Am I Ready?

The first observation

Grading

Pay day

Discipline and classroom

management

Resources

Lesson plans

Time management

Non-instructional duties

Parent contacts and

conferences

Paperwork, paperwork, and

more paperwork!!

Time management

Staff development (vs.

workdays)

The end of the grading

period

Regrouping for instruction

Report cards

Progress reports

Parent conferences

New instructional units

Homework vs.

extracurricular activities

Procedural questions

Field trips

Halloween!

Book fairs

Exhaustion and

disillusionment

Self-confidence

Instructional funds (or lack

of)

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February March April

Testing—EOG, Writing

Retentions

Final evaluations

Easter vacation & the

weather

Summer employment

Cabin fever (students’ and

their own!)

Classroom management

Changes in student

behavior…(See cabin fever)

THEIR JOB

End-of-grade testing

Class academic standing

Retention policy

Spring Break!

The weather!

THEIR JOB

Covering the curriculum

Cumulative folders

Testing—EOG, EOC

Exams

End of school timelines

Retention—again! Parent

conferences

Observations and evaluation

Professional development

plan

THEIR JOB

Summer jobs

Chaperoning end-of-year

field trips

May June July

Testing—still!!

Class standing

Pass/Fail rates; retention

Next year’s supply order

Parent concerns

Classroom motivation

End-of-year reports

Cumulative records

Constant disruptions—

field trips, the intercom,

end-of-year programs

THEIR JOB

Paperwork, paperwork,

and more paperwork!!

Book counts

Fines

Report cards

Check-out list

Classroom management

Cumulative folders

Summer employment

Next year’s assignment

Next year’s students

Pay day

AM I READY?

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LEAD MENTORS 2012-2013 Mentor School Electra Johnson Broadway Callie Hammond BSA Tim Burris Bullock Beth Ann Smith Deep River Tiffany Harris Warren Williams Danny Hester/Diane Baker Edwards Pedro Anzola/Guadalupe Trabold ELMS Wendy Cole Greenwood Jennifer Koneski Ingram Jessica Hamilton LCHS Wendi Wicker/Cynthia Wicker SLMS Jessica Jackson Tramway Kathy McNeill WLMS Wendy Perrell LE and WLMS Karen Kershner SLHS Teresa Pilson Floyd L. Knight Angel Mills ESL teachers Rodney Schmitz/Tonya Comeaux LEC

Evidence and observations:

Teacher Actions (Cause) Impact on Student Learning (Effect)

Notes: Classroom Observation # ______ Date: _____________________

Observer: ________________________________________

Grade and room #: Teacher:

Subject

time or period

Number of students

Type of class ( ) Gen Ed. ( ) Exceptional Children (EC)

( ) Limited English Proficiency (LEP) ( ) Other:

Lesson Objective:

Teacher Actions (Cause) Impact on Student Learning (Effect)

Key Strengths:

Key Areas for Improvement:

Notes and Quotes for Coaching Conversations:

Connections to Professional Development Plan and Self-Assessment:

Evidence in this Observation: Standard I: Teachers Demonstrate Leadership

Teachers lead in their classrooms.

Take responsibility for all students’ learning

Communicate vision to students

Use data to organize, plan, and set goals

Use a variety of assessment data throughout the year to

evaluate progress

Establish a safe and orderly environment

Empower students

Teachers lead the teaching profession.

Strive to improve the profession

Contribute to establishing positive working conditions

Participate in decision-making structures

Promote professional growth

Teachers advocate for schools and students.

Advocate for positive change in policies and practices

affecting student learning

Participate in the implementation of initiatives to improve

education

Teachers demonstrate leadership in the school.

Work collaboratively with all school personnel to create a

professional learning community

Analyze data

Develop goals and strategies through the school

improvement plan

Assist in determining school budget and professional

development

Participate in hiring process

Collaborate with colleagues to mentor and support teachers

to improve effectiveness

Teachers demonstrate high ethical standards.

Demonstrate ethical principles

Uphold the Code of Ethics and Standards for the

Professional Conduct

Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students

Teachers provide an environment in which each child has a

positive, nurturing relationship with caring adults.

Encourage an environment that is

inviting,

respectful,

supportive,

inclusive, and

flexible

Teachers treat students as individuals.

Maintain high expectations for all students

Appreciate differences and value contributions by building

positive, appropriate relationships

Teachers adapt their teaching for the benefit of students with

special needs.

Collaborate with specialists

Engage students

Ensure student needs are met through inclusion and other

models of effective practice

Teachers embrace diversity in the school community and in the

world.

Demonstrate knowledge of diverse cultures

Select materials and develop lessons that counteract

stereotypes and incorporate contributions.

Recognize the influences on a child’s development,

personality, and performance

Consider and incorporate different points of view

Teachers work collaboratively with the families and significant

adults in the lives of their students.

Improve communication and collaboration between the

school and the home and community

Promote trust and understanding and build partnerships with

school community

Seek solutions to overcome obstacles that prevent family and

community involvement

Standard III: Teachers Know the Content They Teach

Teachers align their instruction with the North Carolina

Standard Course of Study.

Teach the North Carolina Standard Course of Study

Develop and apply strategies to make the curriculum

rigorous and relevant

Develop literacy skills appropriate to specialty area

Teachers know the content appropriate to their teaching

specialty.

Know subject beyond the content they teach

Direct students’ curiosity into an interest in learning

Teachers recognize the interconnectedness of content

areas/disciplines.

Know links between grade/subject and the North Carolina

Standard Course of Study

Relate content to other disciplines

Promote global awareness and its relevance

Teachers make instruction relevant to students.

Incorporate life skills which include leadership, ethics,

accountability, adaptability, personal productivity, personal

responsibility, people skills, self-direction, and social

responsibility

Demonstrate the relationship between the core content and

21st century content that includes global awareness,

financial, economic, business and entrepreneurial literacy;

civic literacy; and health and wellness awareness

Standard IV: Teachers Facilitate Learning for Their Students

Teachers know the ways in which learning takes place,

and they know the appropriate levels of intellectual,

physical, social, and emotional development of their

students.

Know how students think and learn

Understand the influences on student learning and

differentiate instruction

Keep abreast of evolving research

Adapt resources to address the strengths and

weaknesses of students

Teachers plan instruction appropriate for their students.

Collaborate with colleagues

Use data for short- and long-range planning

Engage students in the learning process

Monitor and modify plans to enhance student learning

Respond to cultural diversity and learning needs of

students

Teachers use a variety of instructional methods.

Choose methods and materials as they strive to

eliminate achievement gaps

Employ a wide range of techniques using:

o information & communication technology,

o learning styles, and

o differentiated instruction

Teachers integrate and utilize technology in their

instruction.

Know appropriate use of technology to maximize

student learning

Help students use technology to learn content, think

critically, solve problems, discern reliability, use

information, communicate, innovate, and collaborate

Teachers help students develop critical thinking and

problem-solving skills.

Encourage students to ask questions, think creatively,

develop and test innovative ideas, synthesize

knowledge and draw conclusions

Help students exercise and communicate sound

reasoning; understand connections; make complex

choices; and frame, analyze, and solve problems

Teachers help students work in teams and develop

leadership qualities.

Teach the importance of cooperation and collaboration

Organize learning teams in order to help students

define roles,

strengthen social ties,

improve communication and collaborative skills,

interact with people from different cultures and

backgrounds, and

develop leadership qualities

Teachers communicate effectively.

Communicate clearly with students in a variety of ways

Assist students in articulating thoughts and ideas

clearly and effectively

Teachers use a variety of methods to assess what each

student has learned.

Use multiple indicators, both formative and

summative, to evaluate student progress

Provide opportunities for self-assessment

Use assessment systems to inform instruction and

demonstrate evidence of students’ 21st century

knowledge, skills, performance, and dispositions

Standard V: Teachers Reflect on Their Practice

Teachers analyze student learning.

Think systematically and critically about learning in

their classroom: why learning happens and what can be

done to improve student achievement

Collect and analyze student performance data to

improve effectiveness

Teachers link professional growth to their professional

goals.

Participate in continued, high quality professional

development

Implement methods learned in professional

development

Teachers function effectively in a complex, dynamic

environment.

Adapt their practice based on research and data to best

meet the needs of their students.

Actively investigate and consider new ideas that

improve teaching and learning

Adapt practice based on data

2012-2013 LCS Lead Mentor Meetings

First Quarter: Wednesday, August 22 3:00-4:00 Tramway Elementary Second Quarter: Thursday, November 8 3:30-4:30 Tramway Elementary Third Quarter: Thursday, March 14 3:30-4:30 Tramway Elementary Fourth Quarter: TBD

Due Dates

First Quarter Checklists/Contact logs Friday, October 26, 2012 Second Quarter Checklists/Contact logs Friday, January 11, 2013 Third Quarter Checklists/Contact logs Friday, March 15, 2013 Fourth Quarter Checklists/Contact logs Friday, May 31, 2013 *Checklists and contact logs should be kept for BT1s, BT2s, and BT3s **Please turn in Mentor/BT school site meeting agendas and attendance for the December and April meeting. December meeting due January 11, 2013 April meeting due May 31, 2013

Mentor Sustainability via Edmodo

Code: osh9ce Due Dates: 1st quarter=10/11/12 2nd quarter=1/10/13 3rd quarter= 3/8/13 4th quarter=5/31/13

Lead Mentor Check-off List

First Quarter: _____ Attend Lead Mentor meeting (Aug. 22, 2012) _____ Meet with Mentor team/BTs _____ Complete Mentor Sustainability Modules as a school team (10/11/12) _____ Sign off on PDPs (BT2 and BT3 only) _____ Send Quarterly Checklists /Contact logs to M. Lutz @ TWAY (10/26/12)

Second Quarter: _____ Attend Lead Mentor meeting (Nov. 8, 2012) _____ Complete Mentor Sustainability Modules as a school team (1/10/13) _____ Meet with BTs in December to celebrate their successes (this is in place of Dec. Focus Session meetings) _____ Send Quarterly Checklists/ Agenda & attendance/Contact logs to M. Lutz @ TWAY (1/11/13) _____ Mid-Year sign off on PDPs (BT2 and BT3 only)

Third Quarter: _____ Attend lead Mentor meeting (March 14, 2013) _____ Meet with Mentor team/BTs _____ Complete Mentor Sustainability Modules as a school team (3/8/13) _____ Send Quarterly Checklists/Contact logs to M. Lutz@ TWAY (3/15/13)

Fourth Quarter: _____ Attend lead Mentor meeting (TBD) _____ Meet with Mentor team/BTs to celebrate successes (this is in place of April Focus Sessions) _____ Complete Mentor Sustainability Modules as a school team (5/31/13) _____ Send Quarterly Checklists/Contact logs and agenda/attendance to M. Lutz @ TWAY (5/31/13) _____ Final sign-off on PDPs (BT2 and BT3 only)

Mentor Resources - Lee County Schools

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Transcript of Mentor Resources - Lee County Schools