Gainesville Middle School Mentoring Program
GMS Mentoring Program consists of two components:
School Orientation provides the new teacher with information that is applicable to GMS. New teachers will review the teacher handbook, student agenda and an overview of the mentoring program. In addition, knowledgeable staff members will provide information about "who we are and how we do things." This will be conducted during the 1st week of new teacher orientation in July.
Mentoring is the one-on-one relationship between the new teacher and a fully certified teacher trained to be a mentor. Every new teacher will be assigned a trained mentor within the first two weeks of school.
Mentor Teacher Program
Definition: A process in which a more skilled or experienced person, serving as a role model, teaches, sponsors, encourages, counsels, and befriends a less skilled or less experienced person for the purpose of promoting the latter’s professional and/or personal development. Mentoring functions are carried out within the context of an ongoing relationship between the mentor and the new teacher. For purposes of the mentor program, the term “new teacher” refers to any individual on their FIRST year working at Gainesville Middle School.
Purpose: Provide peer support and guidance to new teachers to help ensure their success at GMS
Goals:
Assist beginning teachers in defining and developing effective instructional practices and classroom management techniques
Assist beginning teachers with effective performance of their duties and responsibilities
Increase teacher retention in the profession
Recognize and strengthen the skills of veteran teachers who are rejuvenated by sharing their experience and expertise with beginning teachers
Responsibilities of the Campus and/or Academy Administrator:
Make every effort to match mentor and new teacher by academy, grade level and subject area.
Conduct a special program during preplanning or orientation session to inform new teachers about the mentor program.
Assign a mentor teacher to no more than two new teachers at the same time.
Provide time for new teachers and mentor teachers to meet during the school year.
Ensure that documentation including logs, portfolios, and reflective journals are maintained to keep track of mentoring activities such as meetings, conferences, etc.
Criteria for Selection of Mentor Teachers
The mentor should possess exemplary teaching skills and interpersonal skills.
The mentor must consent to the assignment and be willing to devote the time needed and to perform the roles expected of a mentor teacher
The mentor should have at least three years teaching experience.
The mentor must be a peer, not an administrator.
Tactful in handling matters related to the personal and professional welfare of others.
A trusted role model who values the teaching profession and shows respect to colleagues.
Knowledgeable of resources outside of the classroom.
Professionally competent and respected by colleagues.
An effective classroom disciplinarian.
Responsibilities of the Mentor Teacher
Provide information related to procedures, guidelines, and expectations of the school and school district.
Provide information about teaching strategies or the instructional process.
Offering support by listening empathetically and sharing experiences.
Provide guidance and ideas related to discipline and student management.
Provide information about classroom management. Disciplinary skills as well as assisting in arranging and organizing the physical setting of the classroom.
Allow the new teacher to observe classroom lessons.
Critiquing and providing feedback on the new teacher’s performance, but not as an evaluation instrument.
Provide aid and/or ideas to conferencing or working with parents.
New teacher program plan: The following month-by-month topics for mentoring meetings are intended to provide guidance to both mentors and new teachers. Additional topics of discussion may be added as deemed necessary by mentors or new teachers.
July: New teacher orientation (school level)
Topics of discussion: Policies, procedures, evaluations, using a grade book, teacher handbook, student agenda, use of school computer programs and various forms used by GMS.
August: Assignment of mentor teachers. Topics to discuss:
Management of grade books and lesson plan books
Grading and homework policies
Preparation for the first evaluation by administration
Classroom management strategies
September: Topics to discuss:
Additional classroom management strategies
Teacher evaluation process and procedures
Second quarter preparation/First quarter grading issues
Preparation for the second evaluation by administration
Mentors only: Begin monthly meetings with program administrator to:
o Debrief mentoring experiences and troubleshoot for colleagues
o Identify areas where more training should be provided by the district
October: Topics to discuss:
Parent-teacher communications and conferences
Effective communication with colleagues and parents
Time management
Other issues deemed important to/by the new teacher
Report card policies and procedures
November: Topics to discuss:
Help for students having academic difficulties
Student assessment
Preparation for the second evaluation by administration
Reading strategies for all teachers
December: Topics to discuss:
The effect of holidays on student behavior
Substitute teacher planning
Introduction to Differentiated instruction
January: Topics to discuss:
Second quarter/First semester grading issues
Preparation for the third evaluation by administration
CRCT/EOCT question formats, student reporting, and related issues
February: Topics to discuss:
Differentiated instruction - application
Use of instructional technology
Standards-based curriculum planning and instructional practices
March: Topics to discuss
Preparing for CRCT/EOCT testing
Understanding special education accommodations
Understanding English language acquisition strategies
April: Topics to discuss
Identifying students in danger of failing, creating a plan for these students, communicating with parents
School and district retention policies and procedures
End of Course Assessments
Special education team meeting format and teacher input
May: Topics to discuss
Getting ready for the end of the school year - final exams, report card comments, final grading and final record keeping issues
Preparing for summer professional development
Evaluation of the Mentoring Program
Closing up the classroom for the summer
Starting over with new students and/or new courses
Preparing for the first day of school
Mentors only: Evaluation of program, suggestions for next year
Additional sample topics of discussion
1. Evaluating students’ work
2. Planning for student differences
3. Management of paper grading
4. Stress management
5. Locating resources
6. Regularly scheduled conferences to discuss and monitor needs/ problems
7. Model lessons
8. Peer observations
9. Course content and alignment
10. Scope and sequence of Georgia Performance Standards
11. Reflective journals
12. Student permanent records
13. Professional reading
14. Professional development opportunities
15. Current trends in education
16. Development of staff relations
17. Lesson delivery
18. Effective communication
19. Creating a positive attitude
Helpful hints for New
Teachers:
1. With classroom management, it is important to remain consistent. What you do for one class, keep it the same for all. Circumstances arise and adjustments need to be made, but the students will get to know what you expect and there won't be any surprises.
2. It is important to set up your classroom environment from the very beginning of the year. If, however, things are not working, it is not too late to readjust your plan. Start today, state your expectations again, and stick to them. Just because things may not have gone so smoothly at the beginning does not mean you can't begin again. Have a routine for just about everything. From scheduling to homework to behavior, students should know what to expect from day one.
3. Talk to your colleagues around you. Both new and veteran teachers might have great connections with students you are struggling to get through to and they might be able to help. By sitting down with the student and another teacher, it might let a student know that you want to help and are doing everything you can to help them succeed.
4. One way to establish a relationship in the classroom is to get involved outside of it. Go to a game and cheer on your students. Show up at a music concert to let them know you are interested in what they are doing. Congratulate your student on an outside accomplishment (church, community, local sports). This does not have to happen all the time, but students do appreciate your interest in their successes outside of your classroom as well as inside.
5. Get advice from other teachers. Many times, new teachers feel the door has been shut and they are alone in what they do. Get together with other teachers and see what is working for them. Stop by other teacher’s classrooms during shared planning periods and talk with them. It is amazing what you can learn from other people in your building, and you might even get to know a few more teachers.
6. Be true to yourself. Find a management style that is close to your personality, yet also suitable for the students you have. It's hard to be someone different all day and keep your sanity.
7. The more rules you have, the crazier it is trying to enforce them all. Enforce all rules in the student agenda as well as your own class rules. Class rules should not contradict any school policies or rules. Sample class rules are: be on time, respect others, have/do your work, don't eat in the class, and have all your required materials.
8. The students are not your friends. You may be friendly with them, and you might even remain in communication after they leave your class or school, but remember, you ultimately have authority over them and you are accountable for their learning progress.
9. Be sure to always remain in control and calm. Never lose your temper. Take a deep breath and count to five, or ten, or 1,000 if you need. If absolutely necessary, step outside the classroom momentarily. Anything you do in anger can only further inhibit the instruction process and is detrimental to your classroom management.
10. Teachers should refrain from criticizing a student’s behavior in public. Ask the student to remain after class or talk with them in the hall. Remember the adage “praise in public, chastise in private”.