Mentor Selection. 1. Senior teachers interested in becoming mentors must complete an application and return it to the Professional Development Committee. The committee will review all the applications and supporting materials.
2. Criteria for Mentor selection
a) The applicant must be a full time tenured teacher in the district.
b) The applicant must demonstrate expertise in teaching.
c) The applicant must be willing to give the time necessary for the task.
d) The applicant must demonstrate effective interpersonal skills.
e) The applicant must be willing to participate in training, coaching and conferencing.
Mentor Selection. Applications for mentor positions will be submitted to the assistant superintendent for curriculum and planning. A committee consisting of the assistant superintendent for curriculum and planning, one administrator at the appropriate grade level, one ATA representative, and one mentor teacher will meet to select candidates. An interview with the selection committee may be included in the process. The District will begin the first steps toward development of Teacher Resource Centers in individual buildings by purchasing teacher materials appropriate for beginning teachers and making them available for loan in each building.
Mentor Selection a. Mentor teachers must have taught for three years in the Chippewa Local Schools. There is no requirement that the mentor has earned a Master's degree.
b. All employees will be made aware of the program prior to mentor selection.
c. Any employee can volunteer himself/herself to be a mentor.
d. The applicant employee must submit three references to the Resident Educator committee on the Mentor Reference Form. One of these references must be the applicant’s building principal.
e. Upon receiving the applications for mentors, the Resident Educator Committee will review the candidates and select potential mentors who will be recommended to the Superintendent.
Mentor Selection i) Mentees are to select a Mentor from List
ii) Xxxxxx notifies the Principal
iii) The List of Mentor-Mentee pairings is to be made available in the schools for the OECTA Rep.
iv) At the end of this process the Principal must ensure that all Mentees have been matched with a Mentor (depending on availability – it may not necessarily be from the same school and it may be a shared Mentor)
v) The initial list of Mentor/Mentee pairings is to be made available to all parties by October 15 by the Principal
Mentor Selection. The effectiveness of a mentor’s role in a mentee’s professional development to a great extent depends on why and how they were assigned for mentorship (Xxxxxx-Xxx Xxxxxx & Xxxxxx, 2014). Thus, it is important to understand motives that drive mentors to participate in mentoring programs as they may affect the way mentors provide assistance and build relationships with mentees (Xxxx & Xx Xxxxxx, 2015). Participation in mentoring programs is a rather time-consuming process (Xxxxxx-Xxx Xxxxxx & Xxxxxx, 2014; Xxxx, & Xxxxxxxx, 2004) however; recent studies propose that the reasons some teachers are willing to participate are influenced by professional and personal interests. The findings of these studies suggest that the main reasons why mentors want to be involved in mentoring programs are an altruistic desire to support novice teachers and improve their own school, sharing professional experience, aid in their own professional development, potential career promotion and improving listening and communication skills (Xxxxx-Xxxxxx & Oplatka, 2009; Xxxx & Xx Xxxxxx, 2015). Essentially, mentors are more likely to be effective if it was their initial desire to be involved in th program, rather than if they were forced by senior management staff (Xxxxxxxxx, 2004). The value in voluntary participation extends to mentees as well as mentors; despite the availability of mentoring programs in Kazakhstan, they are considered optional and mentee or less experienced teachers may choose whether or not they wish to accept this support (World Bank, 2013). In Kazakhstani schools, mentors are assigned by the principal and selected from the best teachers of first or highest category (OECD, 2014). Mentors and mentees identify weak and strong sides of a novice teacher and create a development plan. Mentors’ responsibilities include providing support, classroom observations, providing feedback and evaluating his/her mentee’s progress (OECD, 2014). Generally, participation in induction and mentoring programs is realized on a free basis that may also influence the mentor’s wish to be involved in the program. Unfortunately, OECD (2014) describes merely the generally accepted process of assigning a mentor for inexperienced teachers in Kazakhstani schools but there is limited or no research about whether the mentor selection procedure takes into consideration the mentor’s desire to complete this work or what opportunities or challenges participation in such programs might create. The pri...
Mentor Selection. 1. The Genesee Intermediate School District shall develop and train a pool of mentors. The Administration, mentors, and mentees shall work together to make teacher/mentor matches.
2. Participation as a mentor shall be voluntary.
3. Mentors do not need to work in the same building or program as the Mentee.
Mentor Selection. 2 Whenever possible, the input of the Mentee will be honored when assigning Mentors. The 3 selection committee for Mentor assignment will consist of the District BEST Grant 4 Coordinator and the NKEA President, or designee. Building principals and Mentees will 5 participate in the process if they so desire. Mentors will be from the same job site as Mentees 6 unless there are compelling reasons, which may include Mentor availability. Mentors should 7 be assigned at, or shortly after new educators are hired, and prior to beginning their 8 assignments. 15 new Mentor if possible.
Mentor Selection. A. The Mt. Xxxxxx School District shall maintain a pool of potential mentors. The Administration, mentors and mentees shall work together to make teacher/mentor matches.
B. Participation as a mentor shall be voluntary.
C. When bargaining unit members are involved, every effort will be made to establish matches in the same building with close proximity and in the same/similar specialty or area of certification.
Mentor Selection. DISD agrees to select an employee to mentor the paraprofessional while the paraprofessional completes the first 90 credit hours of the bachelor’s degree.
Mentor Selection. Dallas College and Partner xxxx collaborate on the selection of mentors that will train apprentices. Chosen mentors will meet the requirements established by Dallas College and Partner to ensure consistency and effectiveness. ● Have at least three years of classroom experience and at least one year of experience teaching in the grade level where the resident is assigned ● Be recommended by their principal ● Have been rated effective or above by campus leaders ● Have a proven record of increasing student achievement, strong classroom management practices, and demonstrated success in implementing social emotional learning techniques with students The Mentor teacher must support the apprentice’s learning during the year. This includes:
