Mentor Program

Mentor Office: 716-874-8411

“Not the sage on the stage, just the guide on the side.”

Promoting Excellence in Education since 1989!

Updated 11/2010

2010-2011 Mentor Policy Board Members

Stephen Bovino .………….……………….…..………… Administrative Co-chair John Carlino …….………..………………………………….….……….. Teacher Anita Dixon …….………………………………………………..………. Teacher Alan Erzkus …….…...…………………………………………….. Administrator Renee L. Freda …...…………………………………………….. Teacher Co-chair David King ………………………………………………………… Administrator Pat Kosis …. ………………………………………………….….. Administrator Michael Ray …………………..…………………………………………. Teacher Tracy Wilson ...…………………….………………………………….… Teacher

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TABLE OF CONTENTS

HISTORY ………………………………………………………………….……………….….. 3

POLICY BOARD AND MENTOR PROGRAM GRANT …………….………………..….…. 4

JOB DESCRIPTION ………………………………………….…………………………..…… 5

APPLICATION PROCESS …………………………….………………………..…..…….…... 5

MENTOR COURSE …………………………….……………………………………………... 6

SELECTION OF MENTORS …………….……………………...………………………..……6

ORIENTATION ……………………….…………………………………………………….…. 7

PHASE I ………………………….…………………………………………………………….. 9

PHASE II …………………………………………………………………………………...…. 12

INTERVENTION ……………………………………………………………………...…….... 16

MENTOR RELATIONSHIP WITH SCHOOL ADMINISTRATORS …………………...…. 17

ADMINISTRATIVE COMMUNICATION ………………………………………….………. 17

APPENDIX

KTA Contract Language ……………….………………………………………………..A-2

Application ………………………………………………………………………………..A-8

Essential Competencies Tri-fold …………………………………………………………..A-9

Notice of Instructional Concerns (NIC) Form …………………………………………A-11

Mentoring Phase I Timeline …….……………………………………………………….A-12

Collegial Circle Phase II Lesson Observation ……………………………………………A-15

Mentoring Phase II Timeline ……………………………………………………………...A-17

Remain in Phase I Form …………………………………………………………………..A-18

Transfer from Phase I to Phase II Form …………………………………………………A-19

Completion of Phase II Form ………………………………………………………….A-20

The Art of Teaching ……………………………………………………………………A-21

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HISTORY The Kenmore Town of Tonawanda Teacher Evaluation Committee was formed in 1985 as a response to the Regents Action Plan requirement of an annual performance review for all teachers. The committee’s goal was to improve instructional competencies and student learning through strengthened professional partnerships. Two years later, in 1987, both the Kenmore Teachers Association (KTA) and Kenmore Administrators Association (KAA) approved the plan which was then submitted to the Superintendent and Board of Education. Subsequent contract language established the Mentor Program and clearly defined its goals and the roles of all parties involved. The Kenmore-Town of Tonawanda School Administration and the Kenmore Teachers Association worked collaboratively to develop a Mentor Program that included parallel assessments by administrator and mentor. A grant application was submitted to the State Education Department based on this model. The application was initially denied because of the shared evaluative component. The district showed its commitment to the program by providing full financial support. The KTA showed its commitment by negotiating lower starting salaries for teachers in their initial two years of service. These lower salaries offset the cost of the program. A nine member Professional Performance Review Board, now known as the Mentor Policy Board, was established. The board is made up of five teacher members, appointed by the president of the KTA, and four administrators, appointed by the Superintendent of Schools. One teacher and one administrator, whose roles are clearly defined, serve as co-chairs to the policy board. The Mentor Policy Board’s primary role is to gather information about mentees via evaluative reports by mentors and administrators and to make recommendations to the superintendent. Since the program’s inception, mentors have been assigned to cover all levels of instruction: elementary, middle, and high school. After serving up to a three-year term as a mentor, a teacher must return to the classroom for at least one year before reapplying to be a mentor. Evaluative reports are written by mentors and submitted to the Mentor Policy Board on December 1 and May 1. Mentors attend regular meetings with the Mentor Policy Board to discuss mentees and their performance. A mentor is contractually guaranteed the right to return to his/her original position. The Mentor Program is divided into two phases. Phase I was established for all new teachers entering the Ken-Ton District. Upon successful completion of Phase I new teachers move into Phase II. Another component of the Mentor Program, “Intervention,” was designed to assist tenured teachers exhibiting serious instructional difficulties. *Refer to Contract Language in appendix

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MENTOR POLICY BOARD

The Mentor Policy Board is the governing body of the mentor and intervention programs. It receives reports and may request clarification from the administrators and mentor teachers concerning the instructional competence of mentees. The Mentor Policy Board is made up of nine (9) members. The Superintendent makes four (4) appointments to include the Assistant Superintendent for Human Resources/designee and a building administrator. The KTA President makes five (5) appointments to include the co-chair and teachers representing the primary, intermediate, middle and high schools. It is highly recommended that persons appointed to the Mentor Policy Board receive training in the Mentor Program. Specific Roles of the Mentor Policy Board

Read reports from mentors and administrators Interview, monitor and provide feedback to mentors through mentee feedback form Project mentor needs Monitor ratio of mentors to mentees Assist in planning August orientation Oversee mentor celebration Update handbook

MENTOR TEACHER INTERNSHIP PROGRAM (MTIP) GRANT New York State has supported the concept of mentor teachers by providing grant funds to help defray the cost of salaries for teachers who provide mentor services. Grant amounts have varied over the years. The District will cover the balance of the salaries, additional mentors’ salaries, all benefits, and the other related-expenses through local funding. Purpose of the Grant: The purpose of the grant is to have experienced professionals (full-time teacher mentors) guide and support the new teacher mentees (.8fte or more). The main focus of the mentor in both Phase I and II is the improvement of mentees’ classroom instruction. The mentors and district together provide all new teachers with a four day orientation program prior to the beginning of the school year. Mentor teachers work with mentees for at least the equivalent of one half-day per five or six day instructional schedule cycle. Mentees are provided with release time to observe and collaborate with experienced teachers within the same curricular and grade levels. Mentees also receive support from in-service training and the Ken-Ton Staff Development Center as part of the district’s imperative for continuing professional growth. Reflective practice is required from all mentees. Checks and balances are put in place by mentors to ensure that mentees keep a personal journal as well as submit reflective writings for review. Mentors regularly help mentees as needed to understand how to use reflective practices to improve instruction.

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JOB DESCRIPTION A mentor may serve up to three years (3) at the discretion of the Mentor Policy Board. The mentor will focus on the improvement of classroom instruction. Specifically, the mentor will:

1. Work with non-tenured teachers in the Mentor Program and tenured teachers who are involved in the intervention process. This will include regular observations, written assessments, assistance in obtaining materials, modeling teaching techniques (where applicable), arranging observations of other teachers and discussion time.

2. Establish a rapport and confer with principals, program supervisors, and any

administrative staff who are in direct contact with mentees.

3. Participate in mentor training activities and discussions which comprise Phase I, Phase II and intervention.

4. Monitor the progress of mentees and be responsive to the district development plan.

5. Help craft professional objectives which integrate district, building, and personal goals

for each mentee.

6. Offer and conduct the mentor training course through the Ken-Ton Staff Development Center.

7. Report to the Mentor Policy Board.

8. Attend mentor “Friday Meetings” at which mentors:

• Collegially and collaboratively discuss any concerns about Phase I mentees • Plan Phase I and Phase II trainings • Organize Phase II collegial circles • Contact Human Resources to keep up-to-date with new hires • Contact building principals regarding monthly meetings • Review pertinent reports/paperwork • Aid in establishing connections between mentees and colleagues • Gather teaching materials and resources for mentees • Build collegial relationships among mentors

9. Update Mentor Program website

APPLICATION PROCESS Mentors are selected based on the needs of the program as determined by the Mentor Policy Board for any given calendar year. Interested applicants may apply as per the posting notice from the district.

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Applicants must provide confidential written references from a minimum of one (1) principal and one (1) peer. References should be sent directly to Human Resources, 1500 Colvin Boulevard, Buffalo, New York 14223. Applicants will complete a written application which provides documentation of their specific skills and qualifications. The Mentor Policy Board will make every attempt to interview each qualified applicant for the position. All applications will remain active for three years. * Refer to application in Appendix. MENTOR COURSE A staff development workshop is presented regularly for those teachers who are interested in becoming a mentor. This workshop is open to administrators to familiarize them with the Mentor Program. The workshop includes, but is not limited to:

The history of the Mentor Program. The mentor job description Contract language: the union perspective Contract language: the mentor perspective Contract language: the new teacher perspective, Phase I and Phase II The Mentor Policy Board: makeup and function The written assessment of mentees Testimonials from former participants in the program A question and answer time.

SELECTION OF MENTORS Qualifications Interested applicants must:

Possess valid New York State Teacher certification Have a minimum of five years successful teaching experience in Kenmore Town of

Tonawanda UFSD Complete the mentor training course offered through the Staff Development Center

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ORIENTATION New Mentors: Before the end of the academic school year, current mentors will meet with those who have been newly selected for a day-long review of the Mentor Program in order to assist them in their transition to the position of mentor. Topics for discussion will include: Mentoring styles Post-observation conferences Styles of documentation Working with administrators Calendar keeping Assessments and probes Phase I / Phase II of the program Confidentiality Classroom management Notice of Instructional Concern (NIC) (“Red Flag”) Instruction / modeling Orientation for new teachers Peer coaching requirements Building collegial relationships among mentors The group of mentors for the coming school year will establish a working calendar for themselves for the summer months, during which they will plan and prepare for the new teacher orientation. This process will need to take into account participation in presentations by the Kenmore Teachers Association, central office staff and Curriculum Learning Specialists. The final Mentor Policy Board meeting of the school year will provide the continuing and new mentors guidance as to what the summer orientation content is to include. Mentors who participate in the planning and execution of the New Teacher Orientation will receive a stipend that has been established contractually. New Teachers: Orientation for new teachers occurs during the district’s scheduled New Teacher Orientation in August. During this week new teachers are introduced to their mentor. District information that is generally shared during orientation includes:

Greeting from the Superintendent and Board of Education Greeting from the Kenmore Teachers Association Overview of district policies “Right to Know” seminar Overview of the Welfare Trust program Overview of the substitute calling system Overview of the Mentor Program Overview of Employee Assistance Program Orientation to district buildings

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Other topics of importance to the new teacher are presented in mini-workshop sessions. Topics of the mini-workshops have included:

Current district initiatives Improving lesson planning Literacy initiatives ELA overview Meeting with CLS Special Education in the Kenmore-Tonawanda UFSD Beginning of the year classroom management Journaling and reflection Use of anticipatory sets Assessment Instructional methods and techniques Using the Internet Using district email Staff Development Center and professional development

There is a lot to learn and much to absorb for new teachers in order to be prepared for the first day of the school year. These workshops provide important information that is geared towards the practical skills needed for success in the first weeks of the school year and beyond.

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MENTOR PROGRAM PHASE I Overview Phase I of the Mentor Program will facilitate and enhance the professional development of the novice teacher, acclimate experienced teachers to the climate of the Ken-Ton district, and ensure we are bringing the highest quality teachers on board. Every teacher that is new to our district, regardless of prior experience, will begin in Phase I. While Phase I is usually two semesters, teachers .8 fte or greater may remain in Phase I for three full semesters. Teachers that come to our school district with previous teaching experience may move to Phase II at the end of one semester in their placement. As part of Phase I of the Mentor Program, mentors will visit classrooms the equivalent of one half-day per five or six day instructional cycle. During these visits mentors will work with the mentees in a variety of ways including:

Observing lessons and classroom activities in order to provide constructive criticism and suggestions for improvement

Lending general support and guidance Ensuring that curriculum is followed Modeling lessons for the novice teacher Setting long and short term goals Gathering materials Sharing knowledge Encouraging professional growth Explaining school and district culture Introducing new strategies Offering practical and encouraging advice Facilitating guided observation of other classrooms

Communication is key between mentors and administrators in order to reinforce building procedures and provide clear expectations for teachers. This responsibility to communicate belongs with the mentor, who will initiate contact with administrators within the first week of school. During Phase I of the Mentor Program the mentees will receive two (2) formal assessments by their mentor and two (2) formal assessments by a building administrator. These assessments will be submitted to the Mentor Policy Board by December 1 and April 1, or as established by the Mentor Policy Board. The Board then compares the two assessments. The comparison of these two independently written assessments helps determine the level of performance of the mentee in the Mentor Program. The assessments by the mentors will be based on the following established teacher performance criteria:

1. Use of effective instructional techniques

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2. Knowledge of subject matter 3. Classroom management 4. Professional skills and responsibilities

*Refer to Essential Competencies Trifold in appendix. On the basis of these assessments the Mentor Policy Board will:

1. Determine the appropriate placement of the teacher in Phase I or II 2. Recommend to the Superintendent of Schools:

a. Continued employment in the District b. Dismissal

Notice of Instructional Concern (NIC) A Notice of Instructional Concern (NIC) is an indicator to the Mentor Policy Board that a mentee is experiencing significant instructional difficulties. The ultimate goal is to pinpoint potential problems, clearly identify them, and work on them together to strengthen teaching methods in our district. The following steps are part of the NIC process:

1. Mentor or building administrator documentation noting significant instructional difficulties

2. Mentor or building administrator informs all necessary parties of concern including mentee, building administration and Mentor Policy Board through the NIC form

3. The mentor, building administrator, and mentee meet to establish an improvement plan.

4. Mentoring continues and improvement plan is monitored.

Following the normally prescribed assessment process the Mentor Policy Board will:

1. Determine the appropriate placement of the teacher in Phase I or II 2. Recommend to the Superintendent:

a. Continued employment in the District b. Dismissal

*See NIC form in appendix Phase I Timeline August Teachers new to the Ken-Ton district attend an orientation that is facilitated by mentors. At this orientation they will be introduced to district policies, instructional strategies, ideas which facilitate a steady and smooth start to the school year, and a clear explanation of district benefits. New teachers will also get the opportunity to meet district administrators, Curriculum Learning Specialists, and their mentor.

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September – December Classroom visitations by the mentor commence at the beginning of the school year. The mentee and the mentor work closely together to build trust and establish a strong working relationship. Visitations occur weekly during Phase I. The mentor works collaboratively with the mentee observing, assessing, and providing feedback on the mentee’s proficiency with instructional strategies, knowledge of subject matter, classroom management, and professional responsibilities. In mid-November the new teacher will complete a self-assessment tool. Based on ongoing observations, discussions, and information in the self-assessment, the mentor will write the formal assessment that is due on December 1. The mentor will share and discuss the assessment with the new teacher prior to both signing off on it and submitting it to the superintendent. As part of the assessment, the mentor will recommend: a continuation in Phase I, a move to Phase II, or a movement out of the Mentor Program. January - June Formal assessments are submitted on December 1 for review by the Mentor Policy Board. Mentors and new teachers continue working together during weekly visitations. The assessment process begins again. Probes are completed by the new teachers in March. The mentors write the second assessment and discuss it with the new teachers. Formal assessments are submitted on April 1 for review by the Mentor Policy Board. The mentor will continue to visit the classroom to help new teachers with such issues as exam review, end of the year responsibilities, and any other areas where they can offer help to our new teachers. Mentees who completed Phase I are arranged in Phase II groups for September. * See Mentoring Phase I Timeline in appendix.

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MENTOR PROGRAM PHASE II Overview The purpose of Phase II of the Mentor Program is to help mentees begin a process of continual professional development, self-reflection, and demonstrated commitment to their role as an instructional leader. The mentees who have successfully demonstrated the essential competencies of Phase I are approved for transition into Phase II. Before recommending a mentee for Phase II, the mentor must be completely confident in the ability of the mentee to meet the challenges of teaching without the weekly classroom support of the mentor. First Semester Phase II Phase II involves direct observation in the first semester, which is the equivalent of one-half day a month. The mentor will write a brief narrative of what has been observed in the mentee’s classroom, due December 1. Second Semester Phase II Phase II, second semester, was designed to give mentees experience in a clinical supervision model called Peer Coaching. Mentees are placed into smaller groups according to common grade levels and/or subject areas. They are then further grouped into three to five person collegial circles. Phase II, second semester, begins with an orientation seminar, which introduces mentees to their assigned circles. The clinical supervision model is introduced as mentees and mentors observe an authentic lesson. Mentees learn how to support one another as they exchange the roles of instructor, coach, and coach’s coach. The mentor will again write a brief narrative of what has been observed during collegial circles. Participation Roles The instructor leads the lesson. Prior to this time, he/she should have thought about what the other group members might observe. Some examples of focus of observation might be answers to the following questions:

• Is the class interactive? • Am I covering too much/too little content? • How are my presentations skills of voice, gestures, movement, clarity of information, and

use of technology? • Am I targeting instruction toward student responses and needs? • How do I handle any unforeseen events? • Are my students actively engaged in the lesson? • How are my organization and time management of the lesson? • Does my lesson include important information and concepts which are reflective of the

required curricula?

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• Does my lesson promote students achievement as per my instructional objectives?

The instructor will meet with the other members of the collegial circle prior to the lesson. The group will briefly discuss the lesson, and the instructor will share what he/she would like the observers to pay particular attention to. The coach listens to the instructor and will facilitate the observation activity. During the lesson, the coach will adhere to what the instructor has designated to be observed. A Phase II observation form is used. All members complete the front of the form during the pre-observation conference. The back of the form is used by all participants as they record their observations and comments during the lesson. * See Phase II Observation Form in the appendix. The coach’s coach is used for members who will also participate as a peer observer. His/her role helps establish and promote a collegial atmosphere that provides for a non-threatening experience as well as to the opportunity for all mentees to give quality feedback to the instructor. The expectation is that colleagues will create a positive atmosphere of trust and honesty. The coach’s coach will provide additional comments and suggestions that are in keeping with the philosophy of the model. They can listen and report on any positive interactions which they observe. Training during Orientation After participants have watched the classroom lesson video, mentors work with the mentees. They model how to give constructive, positive feedback which will ensure that a trusting atmosphere is upheld in the peer coaching model. The collaborative nature is critical because it enhances a mentee’s ability to be open and reflective. An expected outcome might be for the mentee to consider future modifications to improve instruction and/or class management. Additional Requirements Another valuable component of the collegial circles is that mentees are required to share professional articles that they feel are interesting to the group. The articles are sent in advance of the meeting and all participants come prepared to discuss the relevance of the content. The final component of the model is an ice breaker activity entitled “Bag o’ Tricks”. “Bag o’ Tricks” is usually in the form of an instructional or classroom management strategy which a mentee chooses to share. He/she brings copies and comes prepared to explain how the strategy has been beneficial. Scheduling Each group member in a collegial circle of three to five mentees will be observed twice throughout the year. Lessons will be thirty to forty minutes in length and take place in the home school of the mentee who will be in the role of instructor. Each session of observation, feedback,

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and sharing of articles and strategies, takes one-half day. Groups may complete two observations in one day to minimize the number of times they will be out of their classrooms. In that case, the peer coaching would be one day long in which two cycles are completed. Notice of Instructional Concern (NIC Form) At any time during the Phase II experience that the building administrator or mentor has a concern about professional performance, they will file a NIC form with the Mentor Policy Board. Phase II Timeline September - November Direct classroom observations begin immediately. Mentors will make classroom visits to their mentees to introduce themselves, welcome mentees to Phase II, and begin developing a rapport. This is especially important if the mentor and mentee were not together in Phase I. December A brief narrative based on classroom observation is due to the Mentor Policy Board by December 1. Teachers are grouped into collegial circles by similarities in teaching assignments. Groups usually range from three to five teachers with the assigned mentor being the facilitator. Collegial circle training takes place in early December. Phase II mentees will be divided into two sections: half of them will be trained in the morning and the other half will be trained in the afternoon on the designated date. Phase II mentees are emailed this information so they can make arrangements for substitute teachers for that half-day out of the building. Collegial circle training begins with the Mentor Program’s history and the evolution of the Phase II component. Within each collegial circle there will be a demonstration of a typical classroom observation. Examples of professional literature and classroom strategies are shared to promote a clear understanding of the expectations held for each mentee during this phase of the program. Each group will decide on meeting dates, times, and locations for peer observations. Responsibilities for professional article submission and strategies will be determined at this time. A master schedule of these dates is available in the mentor office. January – April Collegial circle groups meet on scheduled dates. Each member is observed twice and is responsible for presenting one professional article and one classroom strategy during the year. Peers observe one lesson and feedback is provided. The process is repeated in the afternoon session.

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Each mentee has the responsibility to share their selected article with their collegial circle a week in advance of their meeting. Mentors remind mentees one week in advance of the upcoming meeting date. Narratives are written for participants who have completed one semester of direct observation and one semester of collegial circles. The report will be submitted on April 1 for review by the Mentor Policy Board. May Mentees are invited to the Mentor Celebration. June Those Phase II mentees that began in January will continue in Phase II through the fall semester. * See Mentoring Phase II Timeline in appendix.

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INTERVENTION Overview The Mentor Policy Board may be requested by a building administrator to place a tenured teacher in a Mentor Intervention Program. This program will be directed at correcting serious instructional deficiencies. An administrator requesting placement of a teacher in Intervention must have completed at least two formal assessments using the criteria adopted for the Phase I and Phase II teacher evaluation program. These assessments must have been completed during the preceding twenty-week period. If an administrator determines that a teacher needs placement in Intervention, the teacher shall have the option of accepting or declining placement. If the teacher accepts, a mentor is assigned by the Mentor Policy Board to work with him/her on a regular basis on any issues that will improve that teacher’s performance. The mentor provides verbal updates to the Mentor Policy Board on the progress of the teacher. There is ongoing communication between the building administrator and the mentor. At no time is any formal written evaluation submitted by the mentor. A mentor will work with the teacher until intervention is deemed no longer necessary or helpful by the Mentor Policy Board. Intervention Process The following steps constitute the Intervention Process:

1. Assessment made by the building administrator indicates serious instructional deficiencies and the suggestion of possible intervention are discussed with the involved teacher.

2. Prescriptive measures and a time frame for correction are given to the teacher. 3. Results are assessed by the principal. 4. Intervention is recommended by the principal to the Assistant Superintendent for

Personnel, the teacher and the Mentor Policy Board. 5. The Mentor Policy Board determines the viability of the intervention. 6. A meeting of a designee of the Mentor Policy Board and the involved teacher will be held

to discuss the process and explain the voluntary nature of the program. 7. The Teacher will be given ten days to accept or decline the offer of a mentor. 8. If the response is positive, the Mentor Policy Board will assign a mentor. 9. The mentor will meet with the teacher to discuss the objectives of the Intervention. 10. The mentor will meet with the principal to discuss the objectives of the Intervention. 11. The mentor, principal, and the teacher will meet to discuss the objectives of the

Intervention. 12. Mentoring will continue until it is deemed no longer necessary or helpful by the Mentor

Policy Board. This determination will be based on: a. The judgment of the mentor (no formal assessment or evaluations will be written

by the mentor); b. Reports the principal may wish to submit to the Mentor Policy Board.

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MENTOR RELATIONSHIP WITH SCHOOL ADMINISTRATORS Mentors and administrators share a unique role in the Professional Performance Review process. Administrators and mentors evaluate non-tenured mentees twice a year independently of each other. It is imperative that the mentors and administrators work closely with one another and share insights, concerns and general observations concerning the mentees. Mentors are expected to schedule appointments with principals at the beginning of each year to discuss mentees and establish a professional and cordial working relationship with building administrators. Building administrators are expected to work closely with mentors and make regular contact, particularly when there is an area of concern. Mentors and administrators also share information with the Mentor Policy Board which strives to develop a uniform and systematic method of teacher evaluation. Only mentees have the right to share confidential reports with others. Together, administrators and mentors comprise a team that provides a powerful feedback system for mentees, giving these teachers four opportunities a year to receive detailed feedback on their performance. Mentors must also work closely with administrators when working with a teacher who may not be performing as expected. If the mentor notices instructional deficiencies, such issues will be discussed with the mentee. If the deficiencies continue, the building principal must be informed. If no further progress is made, the mentor or administrator completes a NIC form and discusses the problem at the next Mentor Policy Board meeting. Building administrators are expected to contact mentors when they identify instructional deficiencies so that the mentor and administrator can collaboratively evaluate and determine a course of action in conjunction with the Mentor Policy Board. Mentors also work closely with building administrators when working with teachers who have been approved for Intervention. Both mentors and administrators recognize that these situations are often sensitive and do involve the highest levels of professionalism, integrity, and confidentiality to ensure the best opportunity for the success of each teacher participant. ADMINISTRATIVE COMMUNICATION During the first week of school the mentors set a schedule to visit each building in which they are assigned a mentee. The mentor meets with the administrative team to set expectations for the year. Consistent communication is an expectation of the Mentor Program. Administrators and mentors are to contact each other immediately upon notice of any instructional or professional concerns about a mentee. At the end of the school year, a meeting takes place and if the mentee has progressed to the satisfaction of the mentor and administrator, change of phase forms are discussed and signed. * See change of phase forms in appendix.

APPENDIX

A 1

KTA CONTRACT LANGUAGE REFERENCING THE MENTOR PROGRAM AND NENTOR POLICY BOARD (PROFESSIONAL PERFORMANCE REVIEW BOARD) Section 4.6 Professional Performance Review Professional Performance Review in this District shall be conducted annually for each Teacher. The goal of this annual assessment is to improve the instructional skills of the staff. It shall consist of two models: A and B. Model A is designed to meet the need of the non-tenured Teacher. Model B is designed to accomplish the task of improving the skills of the tenured Teacher. A Performance Review Board, established by the District and Association, shall oversee and manage the various components of these assessments methods. 4.6.1 Review of Non-Tenured, Full-year Substitute and Part time Teachers (Model A). In addition to teachers for whom mentoring is required under applicable law or regulation, mentoring shall be provided to full-year non-tenured probationary teachers, full-year term substitute teachers and full-year part time teachers with a .8 FTE or greater assignment. Non-tenured, full-year substitute and part time teachers shall be placed in Phase I or Phase II of Model A of the performance review process on the basis of their teaching experience.

A All Teachers with no previous experience will be placed in Phase I for their entire first year of teaching.

B All Teachers with at least one semester (or the equivalent in number of days) but

less than three years of teaching experience will be placed in Phase I. Such individuals may move to Phase II after one semester of placement in Phase I.

C Teachers with three years or more of teaching experience may be placed in Phase

II, if this is considered the appropriate placement by the Performance Review Board.

D Phase I of Professional Performance Review is created to facilitate and enhance

the professional development of the novice Teacher. Phase I mentoring shall be limited to no more than one school year, unless an extended Phase I mentoring program is approved in writing by the Superintendent or designee. A mentor will be assigned to a Teacher in Phase I to advise, counsel, and model classroom techniques. Mentors will stress the importance of developing successful teaching skills and attitudes that will fulfill the Teacher performance criteria of the school district. Teachers assigned to Phase I shall be referred to as intern teachers and will be assigned a regular Teacher load.

In order to address concerns of time commitment, the building principal, intern Teacher, and mentor must agree to accept college junior participants before they are assigned to an intern Teacher.

A mentor teacher will be assigned to each intern teacher. The mentor Teacher will work with the intern Teacher at least the equivalent of one half-day per five or six day instructional schedule cycle. Mentor teacher meetings are to be held one-half day per five or six day instructional schedule cycle.

A 2

Attempts will be made by the Review Board to assign mentors from the same level and/or subject area as the intern Teacher. An assessment based on the Teacher performance criteria will be submitted to the Review Board by December 1 and April 1.

Phase I will include informal classroom observations as well as at least one formal classroom observation per semester by the building principal or immediate supervisor. These assessments will be based on the Teacher performance criteria. Assessment of the Phase I participant will be done by the mentor and the principal or supervisor. Assessments by the mentor teachers shall be submitted to the Review Board and the intern Teacher by December 1 and April 1, or on the dates established by the Mentor Board. Assessments by the principal or immediate supervisor shall be submitted to the Superintendent’s Office by December 1 and April 1. The assessments will be based only on the established Teacher performance criteria. On the basis of the Phase 1 assessments and prior to the conclusion of one full year of mentoring service, the Mentor Review board will recommend to the Superintendent:

Continuation of Phase 1 mentoring; or Promotion to Phase II mentoring; or Dismissal of the intern teacher

Phase II of Model A is designed to meet the needs of the experienced intern Teacher. The Review Board will determine the placement of intern Teachers in Phase II based on their successful performance in Phase I or the quality of their previous teaching experience. The experienced intern Teacher will be assigned a full teaching load. Phase II mentoring shall primarily consist of group meetings to discuss relevant instructional practices and common readings as assigned by the mentors, with the goal of strengthening the culture of collaboration and life-long learning. Phase II meetings with intern teachers shall not exceed nine (9) half-day sessions per year and shall be held during the school day. Phase II mentoring shall be limited to no more than two semesters.

E In both Phase I and II, professional responsibilities other than instructional skills shall be assessed by the building principal or immediate supervisor based on criteria developed by the administrators and approved by the Superintendent. These reports shall be submitted to the Superintendent.

F The Superintendent will discuss with the Review Board decisions contrary to

Review Board recommendations. 4.6.2 Review of Tenured Teachers (Model B)

A. N/A

A 3

B. The Performance Review Board may be requested by a building principal to place a tenure Teacher in a Mentor-Intervention-Program. This program will be directed at correcting serious instructional deficiencies.

1 A principal requesting placement of a Teacher in a Mentor-Intervention-

Program must have completed at least two formal assessments using the criteria adopted for the Phase I and Phase II Teacher evaluation program. These assessments must have been completed during the preceding twenty-week period. The principal must document the prescriptive measures given to the Teacher following the first assessment and the results of those corrective measures. The Teacher will receive a copy of each assessment and may file a response.

2 The Performance Review Board will determine the appropriateness of

placing the Teacher in a Mentor-Intervention-Program. The Performance Review Board or a designated member of it will meet with the Teacher and explain the purpose and operation of the Mentor-Intervention-Program. The Teacher shall have the option of accepting or declining placement in a Mentor-Intervention-Program. A mentor will work with the Teacher in the Mentor-Intervention-Program until it is deemed no longer necessary or not helpful by the Performance Review Board. A copy of all reports filed by the mentor shall be given to the Teacher.

C. If an Administrator determines that a teacher needs improvement, the teacher may

select the administrator’s Performance Improvement Plan or elect the Mentor-Intervention-Program. In either event, it shall be the responsibility of the Administrator to conduct at least two formal follow-up assessments of the teacher. If it is determined that the teacher continues to need improvement after participating in the Mentor-Intervention-Program, the administrator will prescribe a Performance Improvement Plan.

D. It shall be the sole responsibility of the District to initiate any proceedings to

discipline or terminate any Teacher. The one responsibility of the Performance Review Board and its agents is to provide assistance in improving instructional skills. The District agrees that it shall not call a mentor as a witness in a tenure hearing and will not use the written reports generated by the mentor in the Mentor-Intervention-Program.

4.6.3 The Mentor Review Board.

The Mentor Review Board shall be the governing structure of the mentor and intervention programs. It shall receive reports and may request clarification from administrators and mentor Teachers concerning the instructional competence of probationary Teachers. It shall oversee the functioning of the various assessment options for tenured Teachers and attempt to resolve conflicts arising from them.

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The Mentor Review Board shall be composed of nine (9) members appointed annually. Four (4) shall be appointed by the Superintendent of Schools to include the Assistant Superintendent for Human Resources/designee and a building administrator. Five (5) shall be appointed by the President of the Kenmore Teachers’ Association to include the President/designee and Teachers representing the primary, intermediate, middle and high schools. It is recommended that persons appointed to the Mentor Review Board should receive training in the mentor program.

4.6.4 The Mentor

A. Job Description. In general, the job of the mentor will be to focus on the improvement of classroom instruction. Specifically, the mentor will: 1 Work with both non-tenured and tenured Teachers. This will include

systematic and regular observations, written assessments, assistance in obtaining materials, modeling teaching techniques (where applicable), arranging observations of other Teachers and discussion time.

2 Confer with principals, Curriculum Learning Specialists, department chairs

and program supervisors on the progress of probationary Teachers.

3 Participate in mentor training activities and mentor discussions.

4 Assess the effectiveness of the program.

5 Meet with the Review Board. B. Selection, Qualifications, Guarantee.

1. Selection shall be by application to the Performance Review Board.

a The application process will include written references from a principal and two (2) peers and an interview by the Review Board.

b To be eligible to apply, a Teacher must have completed a minimum of

five (5) years of successful teaching in Kenmore.

c Mentors may serve for three (3) academic years, if desired, and must return to the classroom for one (1) year before reapplying.

d A mentor shall be prohibited by the District from accepting an

administrative position in the District during the period he/she is serving as a mentor.

e There shall be no more than two (2) retired teachers as mentors and

each is subject to the application process contained in this section.

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f Retired teacher mentors shall receive a one (1) year assignment.

g Retired teachers serving as mentors shall be paid a per diem rate of

two hundred forty dollars ($240.00) and shall receive a prorated portion of the premium of a health plan. Retired teachers who are assigned as part-time mentors shall receive a prorated per diem payment. The District’s contribution to the premiums for such insurance shall be in the same proportion as the mentor’s schedule is to a full-time Teacher’s schedule.

h The whole number of individual full-time active teachers serving as

full-time mentors (a “teacher on special assignment” or TOSA assignment) is not to exceed (or be less than) the total number derived by dividing the current total Phase I intern FTEs by nine (9). The computation shall be performed by the Mentor Board as soon as possible after completion of the August school board meeting. As an example, if as a result of this computation, the Mentor Board determines that there is a need for 4.4 mentors (40 intern FTEs / 9 = 4.4), a total of four full-time mentors shall be provided by the District for that school year upon the recommendation of the Mentor Board to the Superintendent. Additional part-time mentors (the .4 in the above example) may be recommended by the Superintendent to the school board, but there is no District obligation to add mentors beyond the whole number that results from the calculation described herein. The assignment of Phase II interns shall not be included in the mentor load computations described herein.

i Teachers serving as mentors are responsible for planning and

participating (with the Human Resources office) in the annual August new teacher orientation. Those mentors responsible for planning the new teacher orientation will each receive a stipend of fifteen hundred dollars ($1500.00). All mentor teachers are expected to participate fully in the August new teacher orientation.

2 Mentors shall be:

a Considered full-time Teachers at regular Teacher pay and benefits with all accumulated seniority rights and shall remain a member of the Teacher’s bargaining unit.

b Mentors assigned to less than a full-time mentor assignment shall

receive additional salary for a half-time position (prorated at that rate for less than 50%) at the following rate: $2455.00.

c Guaranteed the availability of their previous teaching position within

their seniority rights.

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d The provisions of paragraph B(2)(a)(b)(c) shall not apply to the retired

teachers hired as mentors.

C. Performance Criteria. Performance criteria will be developed following the appointment of the Review Board. Criteria should include items from the following general areas of teaching effectiveness: 1 Use of effective instructional techniques and strategies

2 Knowledge of subject matter

3 Classroom management

4 Professional skills

D. Documentation. In the event of an unsatisfactory probationary evaluation, the Teacher will be given written documentation as soon as the problem becomes apparent. The Teacher will receive two (2) copies of the documentation and may transmit one of these to the Association.

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KENMORE-TOWN OF TONAWANDA UNION FREE SCHOOL DISTRICT

•APPLICATION FOR MENTOR POSITION•

Directions: Applicant must provide confidential written references from a principal and one peer. Complete all parts of application and send to:

Please request your confidential references be sent directly to Human Resources:

Assistant Superintendent for Human Resources Administration Building 1500 Colvin Boulevard Buffalo, New York 14223

Applicant Information

Last Name First M.I.

Street Address Apartment/Unit #

City State ZIP

Phone E-mail Address

Certification Area(s) Date of Mentor Awareness Training

Date of Application

Years of Teaching Experience Grade(s) /Subject(s) Taught Scores

Provide the following information on a separate sheet of paper and attach to this form:

Part I

A. Describe what you have done to improve teaching and learning among your colleagues in your building.

B. Describe what you have done to exhibit educational leadership. Include any district, state, and/or national activities in which you have participated.

Part II

A. Indentify any areas in which you have had training and how you incorporated this in your classroom teaching. These areas might include essential elements of instruction, cooperative learning, learning styles, multiple intelligences theory, etc.

B. Explain why you are interested in becoming a mentor. Identify characteristics you possess which would help you perform your task as a mentor.

We educate, prepare, and inspire all

students to achieve their highest potential…

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Kenmore-Town of Tonawanda UFSD Teacher: ___________________ Notice of Instructional Concerns Date: ___________________

Instruction Planning Dec. 1 Mar. 1 Dec. 1 Mar. 1 Meets Individual Needs Knowledge of Subject Meets Curricular Demands Clarity of Instruction Teaching Aids Motivation Uses a Variety of Strategies Enthusiasm Sets Appropriate Expectations Properly Placed Assessment Precision / Accuracy Assignments Uses Closure Short Term Questioning Techniques Long Range Prepared Ahead of Time

Classroom Management Classroom Procedures Classroom Control Dec. 1 Mar. 1 Dec. 1 Mar. 1 Time on Task Fair Smooth Transitions Consistent Rules / Consequences Clearly Stated Leads to Student Self-Discipline Reinforcement System in Place

Physical Setting Record Keeping Dec. 1 Mar. 1 Dec. 1 Mar. 1 Positive Climate Systematic Safe Environment Effective

Building on Excellence Communication Personal Growth Dec. 1 Mar. 1 Dec. 1 Mar. 1 Conferences with Parents School Involvement Conferences with Children Develops New Ideas Positive Collegial Interaction In-service Courses Graduate Work

Key C = Competent IC = Inconsistently Competent N = Needs Work N/A = Not Applicable Distribution Original Human Resources Copies Mentor Board Mentor Principal Teacher

Teacher: _________________________________________________ Date: __________

Mentor or Principal: ________________________________________ Date: __________ (Originator of Form)

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Mentoring Phase I Timeline First Week of School

initial meeting with mentee initiate meeting with building principal

- establish meeting calendar - discuss expectations for new teacher

September stop by mentee’s room and discuss:

- classroom arrangement - class lists - classroom rules/procedures - schedule/specials - bulletin boards

continue trust building get a copy of mentee’s schedule classroom management and organization

- instructional time - work time - transitional time - student discipline - is there a system in place with clear expectations/rules/consequences - is system negative based or positive based - awareness of school discipline policies

planning - short term - daily/weekly plans - grading and record book

elements of instruction - motivation - direct instruction - guided practice - independent practice - closure

by end of the month, have a copy of your schedule to share with other mentors October

planning - weekly/monthly - lessons - grading/record keeping - materials/resources - report cards

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begin using observation tools - video tape

- student/teacher question patterns - on task behavior - reinforcement and feedback - class movement pattern - verbatim transcript

November prepare for Mentor Policy Board meeting continue with observation tools planning instruction assessment due December 1 (allow time to develop these reports)

- dialogue with teacher about background info - dialogue with teacher about strengths, weaknesses, and goals - include examples of lessons taught, units developed, resources used, etc. - collect signatures - submit to Personnel Office

reinforcement and feedback

December assessment due on December 1 mentor/teacher conference

- explain report - address concerns/suggestions/goals

attend Mentor Policy Board meeting - discuss December 1 reports

reinforcement and feedback

January model lessons - improve curriculum awareness - strengthen any weak areas meet with administrator complete assessment checklist - share and discuss similarities/differences - set goals for second semester reinforcement and feedback

February visitations to other classrooms

- observe other teaching strategies and classroom management techniques

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- mentor arranges for visits and can cover teachers’ class continue developing trust relationship reinforcement and feedback support school culture

March

reports may need to be written at this time on those teachers with difficulties - mentor shares report with teachers - report is shared with the Mentor Policy Board

assessment due April 1 (allow time to develop these reports) - dialogue with teacher about background info - dialogue with teacher about strengths, weaknesses, and goals - include examples of lessons taught, units developed, resources used, etc. - collect signatures - submit to Personnel Office

reinforcement and feedback April

assessment due on April 1 mentor/teacher conference

- explain report - address concerns/suggestions/goals

attend Mentor Policy Board meeting - discuss April 1 reports

reinforcement and feedback May

continue working in classroom - provide feedback - assist with developing long range professional goals reinforcement and feedback support school culture attend Mentor Celebration

June

assist with end of the year recording complete mentor survey veteran mentors meet with new mentors

July-August

plan New Teacher Orientation facilitate New Teacher Orientation

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PHASE II Lesson Observation

Teacher: _____________________ Lesson Date/Time: ____________

Coach: _____________________ Pre. Conf. Date/Time: ____________

Post Conf. Date/Time: ____________

1) What is your lesson about?

2) What are your objectives

3) What activities are you planning to use?

4) What would you like to have observed? Examples:

A particular technique Student behavior / participation Classroom management

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FEEDBACK

The lesson had the following specific strengths:

Ideas I might add / change for this lesson:

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Mentoring Phase II Timeline September-December

Phase II collegial circles created based on similar teaching assignments (3-5 teachers per group)

Teacher informed about December training session Classroom observations through December Principal visit

December

Narratives due Groups brought in for half-day training session

- Phase II program explained - Observation modeled - Observation dates scheduled

January – April

Groups meet on scheduled days. Each teacher is responsible for the following: - observed teaching twice (1/2 day visits) - one educational article to share - sharing a classroom strategy

April 1 report due Phase II completion form signed

May

Phase II Program Evaluation – mentors facilitate half-day meeting with teachers to discuss program’s positives and suggestions for improvement

Phase II completion form signed Teacher released from Mentor Program; at least one semester on his/her own Mentor Celebration

June Phase II mentees that begin in January will continue through the fall semester

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Mentor Program To: Mentor Policy Board Subject: Remain in Phase I The building principal and mentor are in agreement that the Phase I teacher named below shall remain in Phase I of the mentor program. Comments:

Teacher Principal

Teacher Signature Principal Signature

Date Mentor Signature

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Mentor Program

To: Mentor Policy Board

Subject: Transfer from Phase I to Phase II

The building principal and mentor are in agreement that the Phase I teacher, named below, will

be moved to Phase II of the Mentor Program.

Teacher Principal

Teacher Signature Principal Signature

Date Mentor Signature

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Mentor Program

To: Mentor Policy Board Subject: Completion of Phase II The Phase II teacher named below has successfully completed the requirements of the Phase II program and has met the expectations of the following: _____ Participant has attended the required Phase II collegial circle sessions. _____ Participant has prepared and presented lessons which were observed by his/her collegial

circle peers, as well as engaged in communication regarding peers’ lessons. _____ Participant has contributed to the collegial circle by providing and discussing

educational literature with the group.

Current Assignment Date

Teacher Principal

Teacher Signature Principal Signature

Mentor Signature

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