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TRANSCRIPT
Induction Program
Mentor/Protégé Handbook
2019 – 2020
Randolph Public Schools “Building Tomorrow, Today”
District Core Values: We C.A.R.E.
• Continuous Reflection and Improvement
• Academic Excellence and Innovation
• Respectful and Responsible Relationships
• Engaged and Equitable Community
Randolph Public Schools
Induction Program Meeting Schedule
2019-2020
Orientation Day
For both mentors
and protégés
August 22, 2019 Thursday
RCMS Cafeteria 225 High St.
Orientation Day 8:00 AM – 12:45 PM at RCMS; 12:45 PM – 3:00 PM at your respective school.
Protégé Meetings All meetings take
place from 3:45-5:00 pm
September 19, 2019 Thursday
RHS Lecture Hall 1 70 Memorial Pkwy.
Thursday October 17, 2019
RCMS Library 225 High St.
Thursday November 14, 2019 Donovan Media Center 123 Reed St.
Thursday January 16, 2020 Lyons Media Center 60 Vesey Rd.
Thursday March 12, 2020 JFK Media Center 20 Hurley Dr.
Thursday April 30, 2020 Young Media Ctr. 30 Lou Courtney Dr.
Thursday May 28, 2020 RHS Lecture Hall 1 70 Memorial Pkwy.
The protégé meetings are mandatory in order to obtain a certificate that you have completed the
Induction Program. The Department of Secondary and Elementary Education requires this certification
as part of the conditions for a professional license.
MISSION STATEMENT
It is the mission of the Randolph Public Schools New Educator Induction Program to provide information, support, and encouragement for the success of educators new to the District, leading to a greater retention of quality educators.
PROGRAM OVERVIEW
The Randolph Public Schools defines protégé as an educator new to the system who is serving in a full-time capacity.
Mentoring Program
All educators new to the district will be assigned a mentor for the first year of employment with the district. Additionally, the program will continue during the educator’s second year.
Orientation
This program assists new educators in learning about the district by attending an orientation program. Prior to the start of the school year the educator will meet with their mentors, building principals, Randolph Education Association, and Central Office personnel.
Protégé/Mentor Meetings
Mentors and protégés will meet on an ongoing basis throughout the year. The focus for each meeting is decided by the protégé and their mentors. Also, these meetings should include items from the monthly action logs, observations, and any other support necessary. District-Wide Induction Meetings
Seven (7) district-wide protégé Induction Program meetings will be scheduled throughout the year, and one district-wide mentor Induction Meeting will be scheduled in the winter. Attendance is mandatory.
PROTÉGÉ RESPONSIBILITIES
1. Play an active role in the mentoring relationship. A protégé can do this by offering critical reflections on his/her own practice and identifying areas in which assistance is needed. A protégé may also decide to share elements of his or her evaluation to discuss goals, receive targeted feedback, and assess progress.
2. Seek out help.
The protégé must understand that he or she must seek out support from team members, be forthcoming in communicating classroom issues, and remain open to feedback in order to develop as a professional. The mentor-protégé relationship is meant to be confidential; protégés should take advantage of the relationship and obtain assistance as needed.
3. Observe effective teachers at work.
The protégés should adhere to a schedule of observations of various effective teachers. The protégé may keep a log to record and reflect on the diversity of their styles.
4. Participate regularly in programs organized for protégés.
These include peer support groups and professional learning opportunities. Additionally, protégés should look for opportunities to share their expertise with colleagues and contribute to a school culture of professional collaboration.
MENTOR REQUIREMENTS
QUALIFICATIONS
1. A mentor must possess a valid Massachusetts Teacher Licensure and have professional status in
the Randolph Public Schools.
2. A mentor must be rated “proficient” or above according to the RPS Educator Evaluation System.
3. A mentor must be approved by the administrative team, based on the teaching and
leadership skills displayed and observed.
4. A mentor must agree to abide by the expectations stated as “Mentor
Responsibilities.”
5. A mentor is required to have participated in training as a mentor in the Randolph Public Schools.
MENTOR RESPONSIBILITIES
1. Facilitate a strong start to the year. Mentors can help beginning teachers launch into a productive year by making sure they know where to obtain all needed materials, are familiar with routines and schedules, and curriculum expectations.
2. Provide instructional support.
This includes, but is not limited to: a. Regular observation of and conferencing with the protégé. b. Modeling instructional strategies or facilitating opportunities for the protégé
to observe other effective teachers. c. Provide advice on classroom management and how to handle various behavioral issues. d. Support in teaching and learning standards of the MA Curriculum Frameworks. e. Support in achieving proficiency as identified in the RPS Evaluation System.
3. Provide professional support. New Educators need to be informed of district, school, and grade level/content team data and goals.
4. Provide personal support.
Mentors can help relieve the stress of protégés by introducing them to other faculty members and helping the protégé to put problems in perspective with support and encouragement.
5. Maintain a confidential relationship with the protégé.
It is important that the new educator be able to discuss problems openly with the mentor, so that they may be addressed in a timely and informed manner. The role of the mentor is to support the protégé, not to evaluate him/her.
6. Serve as a liaison.
The mentor should have the knowledge and skills to refer the protégé to other teachers and educational resources, so that the protégé is exposed to a variety of perspectives and instructional practices.
7. Serve as a resource.
Inform the protégé of opportunities and supports provided by the school, district, and professional associations.
8. Serve as a teacher leader.
Mentors are identified leaders within a school community. As such, they share responsibility with administrative leadership and other colleagues to promote a school culture that emphasizes ongoing adult learning, the sharing of best practices, and ongoing professional development to support the learning and achievement of all students.
TERMS FOR THE MENTOR CONTRACT
1. Recognize that not all mentor/protégé relationships will work for a wide variety of reasons.
Consult with the Induction Program Coordinators when challenges arise, and intervention is needed.
2. The mentor will be compensated as defined in the Agreement.
ROLE OF THE BUILDING ADMINISTRATOR
1. Orient the entire building faculty regarding the school district’s mission and the induction
program’s purpose.
2. Recruit individuals to serve as mentors. Work with the Induction Program Coordinators on the match of mentors with new faculty members.
3. Facilitate release time or joint planning time to facilitate mentor/protégé observations.
4. Share resources for professional development opportunities.
5. Reflect on the year and offer suggestions to improve the mentor program to the Mentor Program Coordinators.
6. Work with Induction Program Coordinators on mentor/protégé issues that may arise.
7. Ensure that the evaluation process for new teachers is separate from the mentor relationship and professional development plan process.
8. Provide training and support as outlined in the RPS Responsibilities Chart.
ROLE OF THE MENTOR PROGRAM COORDINATOR
1. Chair the Steering Committee for the mentor program.
2. Coordinate with the business office for financial reimbursement for teachers participating in mentoring activities.
3. Coordinate new teacher mentoring activities throughout the year.
4. Arrange mentor-training sessions.
5. Annually evaluate the effectiveness of the mentor program and make recommendations for continued improvement.
6. Share resources for professional development opportunities.
7. Address the challenges/concerns presented by the building administrators, mentors and/or protégés.
8. Provide training and support as outlined in the RPS Responsibilities Chart.
Mentor/Protégé Agreement of Confidentiality
I understand and will fulfill my responsibilities as outlined in the Randolph Public School’s Induction Program Mentor/Protégé Handbook. I hereby agree to keep all conversations and instructional feedback in regard to the mentor/protégé program confidential.
(Print Name): (Signature): Mentor
Date
(Print Name): (Signature): Protégé
Date
Ground Rules
For mentor _____________________and protégé __________________working
relationship.
Rules apply to both parties.
OPEN DOOR POLICY – both of us will make ourselves available to each other. We realize that at times, we may have quick questions, need some advice, or simply want to vent. We agree to make time (planned and spontaneous) for each other to do this.
HUMOR – we will use humor to make our jobs and time spent together more enjoyable. We are aware that teaching can be stressful and are prepared to do what we can for each other to alleviate some of this stress.
CONFIDENTIALITY – we will not discuss any information from our meetings with colleagues or friends. We agree that our relationship is based on TRUST and HONESY and do not want to violate this. We believe that this will create an environment in which we can self-reflect regularly.
PROMPTNESS – both of us believe that our time, as well as each other’s is valuable. We agree to be on time to scheduled meetings and observations. If something comes up unexpectedly, we agree to let each other know as soon as possible.
COMFORTABLE ENVIRONMENT - we will provide a physically and emotionally comfortable environment for each other to meet in. We realize that it is important to feel safe and be respectful of and to each other.
ORIENTATION ACTION LOG
Date Action Item Total Hours
Attend new teacher orientation
Review all applicable handbooks & emergency procedures
Establish meeting times with new teacher
Introduce technology systems & Tech Help
Introduce Randolph Educator Evaluation Standards (see addendum)
Introduce teacher to building staff
Show where cumulative files are kept and how to access them
Discuss office procedures
Discuss telephone procedures
Show how to obtain classroom supplies
Obtain textbooks, manuals, & curriculum guides
Give a tour of the building, parking areas, confirm entry card & keys
Discuss school lunchtime routine
Discuss supervisory duties/procedures
Assist with room preparations
Assist with planning for the first week of school
Review time schedule, expectations & activities for the first day with students
Review daily tasks of attendance, recess, etc.
Review student information provided in IPass (per building requirements)
Other:
Other:
TOTAL NUMBER OF HOURS
This month’s successes: Areas for further action:
Please sign and send a copy of this form to Steve LeClair (secondary) or Jessie Purdie (elementary) by September 5, 2019.
Mentor Name (print) Mentor Name (signature) Protégé Name (print) Protégé Name (Signature)
SEPTEMBER ACTION LOG
Date Action Item Total Hours
Share organizational systems for grades, homework, parent communications, etc.
Discuss student behavior procedures and documentation
Review accommodation requirements from received IEPs.
Assist in developing & implementing classroom management strategies & routine
Discuss standardized exam policies and interpretation of data
Acquaint new teacher with RTI (Response to Instruction/Intervention) procedures
Acquaint new teacher medical alert information
Discuss policy for homework, make-up work & late work
Discuss grading philosophy/requirements & review recording/weighting data
Discuss supplementary tools, materials, resources, media center & specialists, etc.
Share lesson plans & other related schedules/activities (i.e. field trip procedures)
Explain importance of accurate record keeping (gradebook, attendance)
Mentor to observe protégé focusing on “Well Structured Lessons” (see District Instructional Monitoring Tool in addendum). Complete “Mentor/Protégé Observation Sheet” and discuss observation.
Explain TeachPoint and Aesop websites
Other:
TOTAL NUMBER OF HOURS
This month’s successes: Areas for further action:
Please sign and send a copy of this form to Steve LeClair (secondary) or Jessie Purdie (elementary) by October 10, 2019.
Mentor Name: Mentor Name: (Please print) (Signature)
Protégé Name: Protégé Name: (Please print) (Signature)
OCTOBER ACTION LOG
Date Action Item Total Hours
Address concerns of classroom management & discipline
Discuss procedures for parent-teacher conferences prior to scheduled dates
Assist the new teacher through the first report cards (secondary schools only)
Mentor to observe protégé focusing on “Adjustment to Practice” (see District Instructional Monitoring Tool in Addendum). Complete “Mentor/Protégé Observation Sheet” and discuss observation.
Review RPS Educator Evaluation System including observations by evaluator. Discuss collection of artifacts.
Discuss different learning styles & differentiated instruction
Discuss/review grading philosophy & requirements
Other:
TOTAL NUMBER OF HOURS
This month’s successes: Areas for further action:
Please sign and send a copy of this form to Steve LeClair (secondary) or Jessie Purdie (elementary) by November 7, 2019.
Mentor Name: Mentor Name:
(Please print) (Signature)
Protégé Name: Protégé Name: (Please print) (Signature)
NOVEMBER ACTION LOG
Date Action Item Total Hours
Share success stories & celebrate!
Advise protégé of special events, delayed opening & snow day procedures
Discuss end of semester procedures/report cards (elementary only)
Establish parent/guardian contact routine and procedures
Review assessment techniques & data collection
Reflect on areas for growth
Protégé observes mentor focusing on “Student Engagement and Ownership” (see District Instructional Monitoring Tool). Complete “Mentor/Protégé Observation Sheet” and discuss observation.
Review evaluator observations
Other:
TOTAL NUMBER OF HOURS
This month’s successes: Areas for further action:
Please sign and send a copy of this form to Steve LeClair (secondary) or Jessie Purdie (elementary) by December 12, 2019.
Mentor Name: Mentor Name:
(Please print) (Signature)
Protégé Name: Protégé Name: (Please print) (Signature)
DECEMBER ACTION LOG
Date Action Item Total Hours
Discuss work/life balance
Check in on classroom management, routines &
discipline procedures
Discuss holiday break and keeping students on track
Protégé observes other educator focusing on “Meeting Diverse Needs” (see District Instructional Monitoring Tool). Complete “Mentor/Protégé Observation Sheet” and discuss observation with observed teacher.
Plan for mid-year tests (secondary only)
Review RPS Educator Evaluation System including observations by evaluator. Discuss collection of artifacts.
Other:
TOTAL NUMBER OF HOURS
This month’s successes: Areas for further action:
Please sign and send a copy of this form to Steve LeClair (secondary) or Jessie Purdie (elementary) by January 9, 2020.
Mentor Name: Mentor Name: (Please print) (Signature)
Protégé Name: Protégé Name: (Please print) (Signature)
JANUARY ACTION LOG
Date Action Item Total Hours
Discuss summer plans
Mentor observes protégé focusing on indicator of choice (see District Instructional Monitoring Tool). Complete “Mentor/Protégé Observation Sheet” and discuss observation.
Encourage protégé to continue reflecting on his/her teaching experience
Analyze and interpret data from standardized and other assessments.
Secondary educators – discuss second semester courses & prepare mid-year exams
Other:
TOTAL NUMBER OF HOURS
This month’s successes: Areas for further action:
Please sign and send a copy of this form to Steve LeClair (secondary) or Jessie Purdie (elementary) by February 13, 2020.
Mentor Name: Mentor Name: (Please print) (Signature)
Protégé Name: Protégé Name: (Please print) (Signature)
FEBRUARY ACTION LOG
Date Action Item Total Hours
Encourage trying new things
Review parent contact log/data and parent engagement activities
Discuss MCAS procedures and preparation
Secondary educators - Review policies & issues that relate to retention, failure of students & Summer School options
Discuss involvement in and contributions to district-wide committees
Review formative evaluation
Other:
TOTAL NUMBER OF HOURS
This month’s successes: Areas for further action:
Please sign and send a copy of this form to Steve LeClair (secondary) or Jessie Purdie (elementary) by March 5, 2020.
Mentor Name: Mentor Name:
(Please print) (Signature)
Protégé Name: Protégé Name: (Please print) (Signature)
MARCH ACTION LOG
Date Action Item Total Hours
Give suggestions for keeping momentum & interest at the end of the year for students & teachers
Check in on protégé’s personal/professional balance
Review evidence and rubric for summative evaluation
Review procedure for field trips, if necessary
Review RPS Educator Evaluation System including observations by evaluator. Discuss collection of artifacts.
Other:
TOTAL NUMBER OF HOURS
This month’s successes: Areas for further action:
Please sign and send a copy of this form to Steve LeClair (secondary) or Jessie Purdie (elementary) by April 9, 2020.
Mentor Name: Mentor Name:
(Please print) (Signature)
Protégé Name: Protégé Name: (Please print) (Signature)
APRIL ACTION LOG
Date Action Item Total Hours
Begin to plan for end-of-year assessments
Plan for June activities
Discuss RIF and non-renewal procedures
Protégé observes other educator focusing on indicator of choice (see District Instructional Monitoring Tool). Complete “Mentor/Protégé Observation Sheet” and discuss observation with observed teacher.
Discuss transfer and retention procedures for specific students
Other:
TOTAL NUMBER OF HOURS
This month’s successes: Areas for further action:
Please sign and send a copy of this form to Steve LeClair (secondary) or Jessie Purdie (elementary) by May 14, 2020.
Mentor Name: Mentor Name:
(Please print) (Signature)
Protégé Name: Protégé Name: (Please print) (Signature)
MAY ACTION LOG
Date Action Item Total Hours
Review plans for end-of-year student activities
Discuss class lists/schedules for next year
Give suggestions for keeping momentum & interest at the end of year for students & teacher
Review final exams and grading policies
Discuss senior expectations/requirements (RHS only)
Other:
TOTAL NUMBER OF HOURS
This month’s successes: Areas for further action:
Please sign and send a copy of this form to Steve LeClair (secondary) or Jessie Purdie (elementary) by June 5, 2020.
Mentor Name: Mentor Name:
(Please print) (Signature)
Protégé Name: Protégé Name: (Please print) (Signature)
JUNE ACTION LOG
Date Action Item Total Hours
Discuss end-of-year checkout procedures
Begin to plan for next year
Assist with final grading procedures
Reflect on protégé/mentor relationship and needs for next year
Other:
TOTAL NUMBER OF HOURS
This month’s successes: Areas for further action:
Please sign and send a copy of this form to Steve LeClair (secondary) or Jessie Purdie (elementary) by June 5, 2020.
Mentor Name: Mentor Name:
(Please print) (Signature)
Protégé Name: Protégé Name: (Please print) (Signature)
Mentor/Protégé Observation Sheet
Date: Class: Protégé:
Mentor/Other Educator:
District Instructional Monitoring Tool indicator:
Other areas to be observed:
Observation Notes:
Next Steps:
ADDENDUM