Common use of Mentoring Process Clause in Contracts

Mentoring Process. A. Mentoring Process - The parties to this Agreement also recognize the importance and value of affording beginning teachers maximum opportunities to acquire the knowledge and develop the skills necessary to have successful teaching experiences. Toward this end they agree to cooperate in establishing a mentoring process which will not only satisfy legally mandated induction requirements, but will promote the personal and professional wellbeing of beginning teachers, will increase the retention of promising beginning teachers, and will transmit the shared core values of the district to such teachers. The following guidelines have therefore been agreed to in an effort to accomplish these goals. 1. Volunteers will be selected from among the existing teaching staff to serve as mentors for beginning teachers throughout their probationary period. Mentor assignments may be modified, however, if so requested by either party. 2. Mentors will be selected from among the most experienced teachers available, and will themselves be tenured whenever possible - but they need not be trained in the same discipline, nor share similar assignments or responsibilities. 3. To facilitate contact between mentors and the beginning teachers with whom they work, common conference periods, preparation periods and/or lunch hours will be scheduled whenever possible. 4. Released time for classroom observation(s) or other mentoring activities should be approved for mentors and/or the beginning teachers with whom they work. Up to one (1) day per semester should be provided during the first probationary year, up to one (1) day per semester during the second, and up to one (1) day per year during the third. 5. Mentors shall not be expected to assist in the supervision, discipline or appraisal of the beginning teachers with whom they work, nor shall they be expected or required to provide information for use in such administrative functions. 6. Mentoring may be favorably remarked upon in the appraisal of mentors, but any perceived deficiencies in the mentoring process shall not be an element in such appraisals. 7. If necessary to the success of the program, the Board may supplement the use of current teachers by employing retirees or other qualified individuals as mentors.

Mentoring Process. A. Mentoring Process - The parties to this Agreement also recognize the importance and value of affording beginning teachers maximum opportunities to acquire the knowledge and develop the skills necessary to have successful teaching experiences. Toward this end they agree to cooperate in establishing a mentoring process which will not only satisfy legally mandated induction requirements, but will promote the personal and professional wellbeing of beginning teachers, will increase the retention of promising beginning teachers, and will transmit the shared core values of the district to such teachers. The following guidelines have therefore been agreed to in an effort to accomplish these goals. 1. Volunteers will be selected from among the existing teaching staff to serve as mentors for beginning teachers throughout their probationary period. Mentor assignments may be modified, however, if so requested by either party. 2. Mentors will be selected from among the most experienced teachers available, and will themselves be tenured whenever possible - but they need not be trained in the same discipline, nor share similar assignments or responsibilities. 3. To facilitate contact between mentors and the beginning teachers with whom they work, common conference periods, preparation periods and/or lunch hours will be scheduled whenever possible. 4. Released time for classroom observation(s) or other mentoring activities should be approved for mentors and/or the beginning teachers with whom they work. Up to one (1) day per semester quarter should be provided during the first probationary year, up to one (1) day per semester during the second, and up to one (1) day per year during the third. 5. Mentors shall not be expected to assist in the supervision, discipline or appraisal of the beginning teachers with whom they work, nor shall they be expected or required to provide information for use in such administrative functions. 6. Mentoring may be favorably remarked upon in the appraisal of mentors, but any perceived deficiencies in the mentoring process shall not be an element in such appraisals. 7. If necessary to the success of the program, the Board may supplement the use of current teachers by employing retirees or other qualified individuals as mentors.

Mentoring Process. A. Mentoring Process - The parties to this Agreement also recognize the importance and value of affording beginning teachers maximum opportunities to acquire the knowledge and develop the skills necessary to have successful teaching experiences. Toward this end they agree to cooperate in establishing a mentoring process which will not only satisfy legally mandated induction requirements, but will promote the personal and professional wellbeing of beginning teachers, will increase the retention of promising beginning teachers, and will transmit the shared core values of the district to such teachers. The following guidelines have therefore been agreed to in an effort to accomplish these goals. 1. Volunteers will be selected from among the existing teaching staff to serve as mentors for beginning teachers throughout their probationary period. Mentor assignments may be modified, however, if so requested by either party. 2. Mentors will be selected from among the most experienced teachers available, and will themselves be tenured whenever possible - but they need not be trained in the same discipline, nor share similar assignments or responsibilities. 3. To facilitate contact between mentors and the beginning teachers with whom they work, common conference periods, preparation periods and/or lunch hours will be scheduled whenever possible. 4. Released time for classroom observation(s) or other mentoring activities should be approved for mentors and/or the beginning teachers with whom they work. Up to one (1) day per semester quarter should be provided during the first probationary year, up to one one (1) day per semester during the second, and up to one (1) day per year during the third. 5. Mentors shall not be expected to assist in the supervision, discipline or appraisal of the beginning teachers with whom they work, nor shall they be expected or required to provide information for use in such administrative functions. 6. Mentoring may be favorably remarked upon in the appraisal of mentors, but any perceived deficiencies in the mentoring process shall not be an element in such appraisals. 7. If necessary to the success of the program, the Board may supplement the use of current teachers by employing retirees or other qualified individuals as mentors.

Mentoring Process. A. Mentoring Process - The parties to this Agreement also recognize the importance and value of affording beginning teachers maximum opportunities to acquire the knowledge and develop the skills necessary to have successful teaching experiences. Toward this end they agree to cooperate in establishing a mentoring process which will not only satisfy legally mandated induction requirements, but will promote the personal and professional wellbeing well being of beginning teachers, will increase the retention of promising beginning teachers, and will transmit the shared core values of the district to such teachers. The following guidelines have therefore been agreed to in an effort to accomplish these goals. 1. Volunteers will be selected from among the existing teaching staff to serve as mentors for beginning teachers throughout their probationary period. Mentor assignments may be modified, however, if so requested by either party. 2. Mentors will be selected from among the most experienced teachers available, and will themselves be tenured whenever possible - but they need not be trained in the same discipline, nor share similar assignments or responsibilities. 3. To facilitate contact between mentors and the beginning teachers with whom they work, common conference periods, preparation periods and/or lunch hours will be scheduled whenever possible. 4. Released time for classroom observation(s) or other mentoring activities should be approved for mentors and/or the beginning teachers with whom they work. Up to one (1) day per semester quarter should be provided during the first probationary year, up to one (1) day per semester during the second, and up to one (1) day per year during the third. 5. Mentors shall not be expected to assist in the supervision, discipline or appraisal of the beginning teachers with whom they work, nor shall they be expected or required to provide information for use in such administrative functions. 6. Mentoring may may, like other voluntary functions, be favorably remarked upon in the appraisal of mentors, but any perceived deficiencies in the mentoring process shall not be an element in such appraisals. 7. If necessary to the success of the program, the Board may supplement the use of current teachers by employing retirees or other qualified individuals as mentors.