Mentor Program a. Each new Bargaining Unit Member (first year employee) shall be assigned a mentor. An exception may be made, as determined by the Superintendent, for new part-time Bargaining unit Members of whom have prior service in the same program operated by the Board. The mentor shall assist the new Bargaining Unit Member in general teaching procedures, techniques, classroom planning and organization, school functions and regulations and other areas of professional growth and development. The Association President in collaboration with the Lead Mentor/Resident Educator Coordinator and appropriate Directors shall submit nominations of three (3) qualified staff members to the Superintendent, after obtaining the candidates’ permission. The Superintendent may elect to nominate one of the candidates to the Board of Education for assignment, or ask the Association President and Lead Mentor/Resident Educator Coordinator for additional nominations.
b. No mentor shall be assigned more than one new Bargaining Unit Member per year. The mentor shall not be involved in any way in the formal evaluation of the new Bargaining Unit Member, but shall confer with the assigned Supervisor on the strengths and weaknesses of the new unit member and his or her overall performance and progress. In order to be assigned, mentors must possess the following qualifications:
i. At least two (2) years of successful teaching experience at Tolles.
ii. A variety of teaching experience.
iii. An ability and willingness to help improve another teacher.
c. Mentors shall attend one or two (2) training seminars held outside the regular workday. The Association President in collaboration with the Lead Mentor/Resident Educator Coordinator and appropriate Directors will draft a list of tasks which mentors are to perform.
d. Mentor teachers shall certify that they have spent a minimum of 15 hours during the school year in mentor training and working with their assigned new Bargaining Unit Member. The new Bargaining Unit Member may make written application to the Superintendent for up to 15 hours additional mentor service. The mentor teacher, the new Bargaining Unit Member, and the Superintendent or Superintendent’s designee, will meet to discuss a plan of action for additional hours requested. Mentor teachers shall be paid for the documented work hours at the hourly rate of $30. The payment shall be in a one-time lump sum at the end of the school year.
e. If there are teachers who are new to the District, the...
Mentor Program. 1. Beginning Teachers who hold a New Mexico Level 1 /1-A teaching license are required to be in the District Mentoring Program for two (2) semesters. The Mentor Program is designed to support Level 1, Beginning Teachers in the development of their professional responsibilities. The program provides individual support for every Level 1 / 1A, Beginning Teacher from designated program approved Mentors who are Level 2 or 3 district teachers. The Mentor Teacher works directly with the Beginning Teacher to provide constructive, non-evaluative support. The goal of the Mentor Program is to retain the highest caliber of teachers.
2. Mentor Program Coordinator
a. Coordinator responsibilities include the following:
1.) Attend Joint Governance PAR Panel meetings, as needed.
2.) Develop materials and prepare reports for the JGP Panel as needed, including program guidelines and surveys results.
Mentor Program. 1. The Board shall provide an Entry Year/Mentor Program in accordance with state requirements. Each Entry Year employee will be assigned a Mentor who, with the Lead Mentor, will be paid in accordance with Appendix B, SUPPLEMENTAL PAY SCHEDULE.
2. Assignment of an employee as Mentor will be voluntary.
3. A Mentor will not be evaluated on the Praxis performance of his/her Entry Year employee.
4. All evaluative information exchanged between the Mentor and Entry Year Employee will be confidential and will not be included in the entry year employee’s evaluation.
Mentor Program. The District will establish a mentor program for in house training of new employees.
Mentor Program. The Association and Board recognize the importance of ensuring that new administrators have positive and successful first years in the administrative role. The Administrator Mentoring process is a cooperative arrangement between peers in which new administrators are provided ongoing assistance and support by one or more skilled and experienced administrators. This relationship should be collegial in nature, and all experiences should be directed toward the development and refinement of the knowledge, skills and dispositions necessary for effective learning. This process is expected to be mutually beneficial for all parties involved and to result in improved instructional practice and professional performance. Assistance and information is provided through conferencing, coaching and communication.
1. Mentor administrators shall have at least 3 years of experience as an LCPS administrator. Participation shall be voluntary and a minimum of 1 year in duration. The assignment may be continued in succeeding years by mutual agreement of the mentor, the new administrator, and central administration.
2. New administrators will have the benefit of a mentor for his/her first three years as an LCPS administrator.
3. Central administration shall attempt to match mentor administrators with new administrators who work at the same level.
4. Through this process, experienced administrators shall share their knowledge and expertise with new administrators, which ultimately benefits students, teachers, the profession and the school community.
5. Each mentor administrator shall receive one (1) additional personal day per year.
Mentor Program. The District agrees to provide a Mentor Program for employees subject to the following guidelines:
1) An employee or supervisor may request mentor assistance from other employees of the District for skills required for the employee’s position.
2) The request will include the following:
a. Skills training that is needed,
b. Site-specific programs for which training is needed (e.g., SFA),
c. Number of hours requested, and
Mentor Program. Mentor positions will provide opportunities to qualified Teaching Assistants for professional advancement, growth and leadership while remaining in the classroom and provide direly needed support to unit members new to the district and/or working with our student population. Mentors will agree to a schedule consisting of both supporting students (direct student contact) and the additional professional duty of supporting the development of new unit members in their positions. Mentor positions are two years in duration. Mentor Teaching Assistants will provide critical support to first- year Paraprofessionals and first-year Teaching Assistants to enhance their instruction and orient them to the school community. Qualifications for employment as a Mentor Teaching Assistant will include the following: Five (5) years Teaching Assistant experience; evidence of ongoing professional development; strong communication skills; proficiency in using and understanding technology; and understanding how to work with student learners. Mentor Teaching Assistants shall continue to accrue seniority in Teaching Assistant tenure area and have right to return to previous position at the opening of the succeeding school year. Compensation: Mentor Teaching Assistants on active assignment will receive compensation for their services, in recognition of their additional responsibilities. Mentor Teaching Assistants shall have a 40-hour work week, and their full-time assignment shall be dedicated to mentoring-related activities. Mileage will be reimbursed at the IRS rate. Mentors will receive an annual stipend of $800 in addition to their contractual rate of pay. Governing Committee: The committee shall be composed of two
Mentor Program. The Employer agrees to pay participating Bargaining Unit members $1,472 for a full year’s service as a support teacher in the Induction Program or as a mentor for District initiatives. Any Employee transferred to a new team, grade level, course assignment or area of certification may request that he/she participate in the induction plan. The final decision will be made by the Superintendent of Schools or his/her designee after consultation with the Employee making the request.
Mentor Program. The following provisions apply to the mentor program:
1. The District has the right to select a currently employed tenured teacher to be mentor teachers.
2. Acceptance of an assignment as a mentor teacher will entail a one year commitment on the part of the mentor teacher, but no teacher will be required to accept such assignment.
3. The mentor or the probationary teacher may request to opt out of the mentor- teacher relationship.
4. When possible, the mentor teacher and the probationary teacher should have a common preparatory program and teach in the similar field.
5. Neither the mentor teacher nor the probationary teacher shall be able to participate in any matter in the evaluation of the other.
6. The mentor teacher shall be paid a stipend at the completion of each year of the mentoring relationship. The stipend shall be 1.50% of the base for the first year and 1.00% of the base in each of the next two years.
Mentor Program. A Mentor Program shall be established. The Mentor Program shall consist of lead mentors, mentors, and coaches. The following provisions shall apply to the Mentor Program:
1. A lead mentor shall be responsible for assignment of mentors, in conjunction with building administrators, and coordinating observations and mentor meetings.
2. Mentors will be responsible to observe, critique, advise, assist, counsel, and make suggestions to the new employees, who are first year teachers, during their first year of employment.
3. Coaches will be responsible to advise, assist, counsel, and make suggestions to any new employee to the district who is not a first-year teacher, or any teacher changing grade levels, buildings, or subject areas.
4. It may be necessary to assign a mentor from another building. Should this occur, the principals involved will provide release time for weekly conferencing, and electronic networking can replace the daily face-to-face communication.
5. Should a mentor/entry year teacher pair prove to be incompatible, the lead mentor(s) and the building principal will review the applications on file and select another mentor for the entry-year teacher. Both new and old mentors will be compensated on a pro- rated basis.
6. The mentor coordinator and all individual mentors and coaches will not be responsible for the success or failure of any new employee. The Board assumes any liability as a result of any legal action by an unsuccessful new employee who is terminated or non- renewed.
7. Compensation will be based on the supplemental salary schedule in Article 13.
