Common use of Mentors Clause in Contracts

Mentors. The following table defines and describes the various types of mentor support offered in the District: Type Serves Goal Compensation Length of Service Part of Novice Teacher Mentor Program? Chosen By/From? Novice Teacher Mentor New, full-time teacher with no previous experience and new, full-time teachers with an ELS TBE (formerly Type 29) license Support a teacher’s induction into the teaching profession Novice Teacher Mentor Differential All year Yes List of trained mentors that is provided by CFT Support Mentor 2nd or 3rd year non- tenured teacher experiencing difficulties Support a teacher in resolving difficulties as identified by the evaluator Support Mentor Differential Remainder of year No List of trained mentors that is provided by CFT Transition Mentor Experienced teacher who is new to the District Support a teacher who is transitioning to the District from another district $500 First semester of the new teacher’s service No Posted internally at the building level; Preference given to those on the trained mentor list, but not required Part-Time Mentor New teachers with no previous experience who are part-time employees OR novice teachers hired mid-year Support a teacher's first teaching experience $500 All year for part- time teachers or the remainder of the year for novice teachers hired mid-year Optional for Mentees Posted internally at the building level; Preference given to those on the trained mentor list, but not required Consulting Teacher Tenured teacher after receiving an Unsatisfactory evaluation rating Support a tenured teacher’s growth toward a Proficient rating Consulting Teacher Differential Duration of the remediation process No From list created by CFT President 1. The parties agree that a paid mentoring program is essential for the development of successful teachers and the education of the District’s students. Therefore, the parties agree that the District shall continue with the following mentoring program that is aligned with Illinois School Board of Education’s and IFT’s requirements for a successful induction program. The following will continue to be essential elements of the mentoring program and the parties agree to work collaboratively to maintain them.  A job description for the Mentor Teacher  A District curriculum for Mentor Teachers  The District curriculum will not limit the Mentor/Mentee relationship and will support the work being done with the Novice Teacher.  The District will collaborate with the CFT in development of the proposed curriculum.  Meetings will be held monthly, for seven months, for all Mentors/Novice Teachers to provide training and support. These meetings will be held after school, but will not exceed two hours.  The Mentor Teacher, the Novice Teacher, and Principal will collaborate at least quarterly regarding progress, concerns, and any needs for support. The purpose of this collaboration will be to help the Novice Teacher be successful. The input will not be a part of the evaluation process.  No Mentor shall be assigned more than one mentee without the approval of the Union president. Any changes to the mentoring program shall be negotiated with the CFT prior to any changes being made. 2. Novice Teacher Mentors, Support Mentors, and Consulting Teachers shall be chosen from a list that is provided by the CFT.

Mentors. The following table defines and describes the various types of mentor support offered in the District: Type Serves Goal Compensation Length of Service Part of Novice Teacher Mentor Program? Chosen By/From? Novice Teacher Mentor New, full-time teacher with no previous experience and new, full-time teachers with an ELS TBE (formerly Type 29) license Support a teacher’s induction into the teaching profession Novice Teacher Mentor Differential All year Yes List of trained mentors that is provided by CFT Support Mentor 2nd or 3rd year non- non-tenured teacher experiencing difficulties Support a teacher in resolving difficulties as identified by the evaluator Support Mentor Differential Remainder of year No List of trained mentors that is provided by CFT Transition Mentor Experienced teacher who is new to the District Support a teacher who is transitioning to the District from another district $500 First semester of the new teacher’s service No Posted internally at the building level; Preference given to those on the trained mentor list, but not required Part-Time Mentor New teachers with no previous experience who are part-part- time employees OR novice teachers hired mid-year Support a teacher's first teaching experience $500 All year for part- part-time teachers or the remainder of the year for novice teachers hired mid-mid- year Optional for Mentees Posted internally at the building level; Preference given to those on the trained mentor list, but not required Consulting Teacher Tenured teacher after receiving an Unsatisfactory evaluation rating Support a tenured teacher’s growth toward a Proficient rating Consulting Teacher Differential Duration of the remediation process No From list created by CFT President 1. The parties agree that a paid mentoring program is essential for the development of successful teachers and the education of the District’s students. Therefore, the parties agree that the District shall continue with the following mentoring program that is aligned with Illinois School Board of Education’s and IFT’s requirements for a successful induction program. The following will continue to be essential elements of the mentoring program and the parties agree to work collaboratively to maintain them.  A job description for the Mentor Teacher  A District curriculum for Mentor Teachers  The District curriculum will not limit the Mentor/Mentee relationship and will support the work being done with the Novice Teacher.  The District will collaborate with the CFT in development of the proposed curriculum.  Meetings will be held monthly, for seven months, for all Mentors/Novice Teachers to provide training and support. These meetings will be held after school, but will not exceed two hours.  The Mentor Teacher, the Novice Teacher, and Principal will collaborate at least quarterly regarding progress, concerns, and any needs for support. The purpose of this collaboration will be to help the Novice Teacher be successful. The input will not be a part of the evaluation process.  No Mentor shall be assigned more than one mentee without the approval of the Union president. Any changes to the mentoring program shall be negotiated with the CFT prior to any changes being made. 2. Novice Teacher Mentors, Support Mentors, and Consulting Teachers shall be chosen from a list that is provided by the CFT.

Mentors. New faculty members are to be encouraged to have a mentor. The following table defines and describes the various types of mentor support offered in the District: Type Serves Goal Compensation Length of Service Part of Novice Teacher Mentor Program? Chosen By/From? Novice Teacher Mentor New, full-time teacher shall be a tenured faculty member with no previous experience and new, full-time teachers with an ELS TBE (formerly Type 29) license Support satisfactory evaluations. The mentor may not be a teacher’s induction into the teaching profession Novice Teacher Mentor Differential All year Yes List of trained mentors that is provided by CFT Support Mentor 2nd or 3rd year non- tenured teacher experiencing difficulties Support a teacher in resolving difficulties as identified by the evaluator Support Mentor Differential Remainder of year No List of trained mentors that is provided by CFT Transition Mentor Experienced teacher who is new to the District Support a teacher who is transitioning to the District from another district $500 First semester member of the new teacherfaculty member’s service No Posted internally at evaluation team. As mentoring is part of a team-building process, it is voluntary; therefore, a mentor may be assigned only one evaluee to coach to a satisfactory evaluation. Mentors become essential in the building levelcase of a Needs Improvement recommendation during the evaluation process for probationary faculty; Preference given to those on they can also be instrumental in fostering improvement for tenured faculty with the trained mentor list, but not required Part-Time Mentor New teachers with no previous experience who are part-time employees OR novice teachers hired mid-year Support a teacher's first teaching experience $500 All year for part- time teachers or the remainder of the year for novice teachers hired mid-year Optional for Mentees Posted internally at the building level; Preference given to those on the trained mentor list, but not required Consulting Teacher Tenured teacher after receiving an Unsatisfactory evaluation rating Support a tenured teacher’s growth toward a Proficient rating Consulting Teacher Differential Duration of the remediation process No From list created by CFT PresidentNeeds Improvement recommendation. 1. The parties agree that When a paid mentoring program is essential for the development of successful teachers and the education of the District’s students. Thereforeprobationary faculty member requests a mentor, the parties agree that the District Xxxx shall continue consult with the following mentoring program probationary faculty member and his or her Division Chair to identify and recruit an appropriate mentor. A mentor can be any tenured faculty member employed by Compton or El Camino who volunteers to serve in that is aligned with Illinois School Board of Education’s and IFT’s requirements for a successful induction program. The following will continue to be essential elements of the mentoring program and the parties agree to work collaboratively to maintain them.  A job description for the Mentor Teacher  A District curriculum for Mentor Teachers  The District curriculum will not limit the Mentor/Mentee relationship and will support the work being done with the Novice Teacher.  The District will collaborate with the CFT in development of the proposed curriculum.  Meetings will be held monthly, for seven months, for all Mentors/Novice Teachers to provide training and support. These meetings will be held after schoolcapacity, but will he or she may not exceed serve on the probationary faculty member’s Probationary Faculty Evaluation Team. 2. There are two hours.  The Mentor Teacherdistinct categories of mentors: one is sought by the evaluee, the Novice Teacher, and Principal will collaborate at least quarterly regarding progress, concerns, and any needs for support. The purpose of this collaboration will be to help the Novice Teacher be successful. The input will not be as a part of the evaluation process; the other is recommended by the evaluation team as the result of a “needs improvement evaluation during probationary evaluations. 3.  No Mentor Mentors shall be trained in accordance with guidelines mutually agreed upon and developed by representatives from the Academic Senate in consultation with the Federation, and a representative from Academic Affairs. Training for mentorship and team building shall be provided by the district; Based on the number of hours required for mentorship training, the mentor shall receive flex credit for the hours completed. 4. Mentors may be recommended by the evaluation team and shall be assigned by the Xxxx and the Division Chair in consultation with the evaluee. When a mentor is recommended as part of the evaluation process, the committee shall produce a detailed list of specific issues that the faculty member must work on to achieve a satisfactory evaluation during the 90 day period following the fall semester evaluation. 5. Tenured faculty shall have one semester from the issuance of the evaluation summary in which to improve performance and complete the tasks assigned by the evaluation team. 6. A tenured faculty member may not serve as a mentor to more than one mentee without probationary faculty member, since effective mentoring often requires the approval investment of an extensive amount of time and effort, and the Union presidentwork is voluntary. 7. Any changes to During the mentoring program period of mentoring, the mentor shall be negotiated consult and interact with the CFT prior probationary faculty member for the purposes of enhancing the probationary faculty member’s effectiveness and ability to perform his or her basic duties, and encouraging the probationary faculty member’s professional growth. All mentors shall adhere to any changes being made. 2. Novice Teacher Mentors, Support Mentors, and Consulting Teachers shall be chosen from a list that is provided mentoring guidelines adopted by the CFTDistrict.

Mentors. New faculty members are to be encouraged to have a mentor. The following table defines and describes the various types of mentor support offered in the District: Type Serves Goal Compensation Length of Service Part of Novice Teacher Mentor Program? Chosen By/From? Novice Teacher Mentor New, full-time teacher shall be a tenured faculty member with no previous experience and new, full-time teachers with an ELS TBE (formerly Type 29) license Support satisfactory evaluations. The mentor may not be a teacher’s induction into the teaching profession Novice Teacher Mentor Differential All year Yes List of trained mentors that is provided by CFT Support Mentor 2nd or 3rd year non- tenured teacher experiencing difficulties Support a teacher in resolving difficulties as identified by the evaluator Support Mentor Differential Remainder of year No List of trained mentors that is provided by CFT Transition Mentor Experienced teacher who is new to the District Support a teacher who is transitioning to the District from another district $500 First semester member of the new teacherfaculty member’s service No Posted internally at evaluation team. As mentoring is part of a team-building process, it is voluntary; therefore, a mentor may be assigned only one evaluee to coach to a satisfactory evaluation. Mentors become essential in the building levelcase of a Needs Improvement recommendation during the evaluation process for probationary faculty; Preference given to those on they can also be instrumental in fostering improvement for tenured faculty with the trained mentor list, but not required Part-Time Mentor New teachers with no previous experience who are part-time employees OR novice teachers hired mid-year Support a teacher's first teaching experience $500 All year for part- time teachers or the remainder of the year for novice teachers hired mid-year Optional for Mentees Posted internally at the building level; Preference given to those on the trained mentor list, but not required Consulting Teacher Tenured teacher after receiving an Unsatisfactory evaluation rating Support a tenured teacher’s growth toward a Proficient rating Consulting Teacher Differential Duration of the remediation process No From list created by CFT PresidentNeeds Improvement recommendation. 1. The parties agree that When a paid mentoring program is essential for the development of successful teachers and the education of the District’s students. Thereforeprobationary faculty member requests a mentor, the parties agree that the District Xxxx shall continue consult with the following mentoring program probationary faculty member and his or her Division Chair to identify and recruit an appropriate mentor. A mentor can be any tenured faculty member employed by Xxxxxxx or El Camino who volunteers to serve in that is aligned with Illinois School Board of Education’s and IFT’s requirements for a successful induction program. The following will continue to be essential elements of the mentoring program and the parties agree to work collaboratively to maintain them.  A job description for the Mentor Teacher  A District curriculum for Mentor Teachers  The District curriculum will not limit the Mentor/Mentee relationship and will support the work being done with the Novice Teacher.  The District will collaborate with the CFT in development of the proposed curriculum.  Meetings will be held monthly, for seven months, for all Mentors/Novice Teachers to provide training and support. These meetings will be held after schoolcapacity, but will he or she may not exceed serve on the probationary faculty member’s Probationary Faculty Evaluation Team. 2. There are two hours.  The Mentor Teacherdistinct categories of mentors: one is sought by the evaluee, the Novice Teacher, and Principal will collaborate at least quarterly regarding progress, concerns, and any needs for support. The purpose of this collaboration will be to help the Novice Teacher be successful. The input will not be as a part of the evaluation process; the other is recommended by the evaluation team as the result of a “needs improvement evaluation during probationary evaluations. 3.  No Mentor Mentors shall be trained in accordance with guidelines mutually agreed upon and developed by representatives from the Academic Senate in consultation with the Federation, and a representative from Academic Affairs. Training for mentorship and team building shall be provided by the district; Based on the number of hours required for mentorship training, the mentor shall receive flex credit for the hours completed. 4. Mentors may be recommended by the evaluation team and shall be assigned by the Xxxx and the Division Chair in consultation with the evaluee. When a mentor is recommended as part of the evaluation process, the committee shall produce a detailed list of specific issues that the faculty member must work on to achieve a satisfactory evaluation during the 90 day period following the fall semester evaluation. 5. Tenured faculty shall have one semester from the issuance of the evaluation summary in which to improve performance and complete the tasks assigned by the evaluation team. 6. A tenured faculty member may not serve as a mentor to more than one mentee without probationary faculty member, since effective mentoring often requires the approval investment of an extensive amount of time and effort, and the Union presidentwork is voluntary. 7. Any changes to During the mentoring program period of mentoring, the mentor shall be negotiated consult and interact with the CFT prior probationary faculty member for the purposes of enhancing the probationary faculty member’s effectiveness and ability to perform his or her basic duties, and encouraging the probationary faculty member’s professional growth. All mentors shall adhere to any changes being made. 2. Novice Teacher Mentors, Support Mentors, and Consulting Teachers shall be chosen from a list that is provided mentoring guidelines adopted by the CFTDistrict.

Mentors. New faculty members are to be encouraged to have a mentor. The following table defines and describes the various types of mentor support offered in the District: Type Serves Goal Compensation Length of Service Part of Novice Teacher Mentor Program? Chosen By/From? Novice Teacher Mentor New, full-time teacher shall be a tenured faculty member with no previous experience and new, full-time teachers with an ELS TBE (formerly Type 29) license Support satisfactory evaluations. The mentor may not be a teacher’s induction into the teaching profession Novice Teacher Mentor Differential All year Yes List of trained mentors that is provided by CFT Support Mentor 2nd or 3rd year non- tenured teacher experiencing difficulties Support a teacher in resolving difficulties as identified by the evaluator Support Mentor Differential Remainder of year No List of trained mentors that is provided by CFT Transition Mentor Experienced teacher who is new to the District Support a teacher who is transitioning to the District from another district $500 First semester member of the new teacherfaculty member’s service No Posted internally at evaluation team. As mentoring is part of a team-building process, it is voluntary; therefore, a mentor may be assigned only one evaluee to coach to a satisfactory evaluation. Mentors become essential in the building levelcase of a Needs Improvement recommendation during the evaluation process for probationary faculty; Preference given to those on they can also be instrumental in fostering improvement for tenured faculty with the trained mentor list, but not required Part-Time Mentor New teachers with no previous experience who are part-time employees OR novice teachers hired mid-year Support a teacher's first teaching experience $500 All year for part- time teachers or the remainder of the year for novice teachers hired mid-year Optional for Mentees Posted internally at the building level; Preference given to those on the trained mentor list, but not required Consulting Teacher Tenured teacher after receiving an Unsatisfactory evaluation rating Support a tenured teacher’s growth toward a Proficient rating Consulting Teacher Differential Duration of the remediation process No From list created by CFT PresidentNeeds Improvement recommendation. 1. The parties agree that When a paid mentoring program is essential for the development of successful teachers and the education of the District’s students. Thereforeprobationary faculty member requests a mentor, the parties agree that the District Xxxx shall continue consult with the following mentoring program probationary faculty member and his or her Division Chair to identify and recruit an appropriate mentor. A mentor can be any tenured faculty member employed by Compton or El Camino who volunteers to serve in that is aligned with Illinois School Board of Education’s and IFT’s requirements for a successful induction program. The following will continue to be essential elements of the mentoring program and the parties agree to work collaboratively to maintain them.  A job description for the Mentor Teacher  A District curriculum for Mentor Teachers  The District curriculum will not limit the Mentor/Mentee relationship and will support the work being done with the Novice Teacher.  The District will collaborate with the CFT in development of the proposed curriculum.  Meetings will be held monthly, for seven months, for all Mentors/Novice Teachers to provide training and support. These meetings will be held after schoolcapacity, but will he or she may not exceed serve on the probationary faculty member’s Probationary Faculty Evaluation Team. 2. There are two hours.  The Mentor Teacherdistinct categories of mentors: one is sought by the evaluee, the Novice Teacher, and Principal will collaborate at least quarterly regarding progress, concerns, and any needs for support. The purpose of this collaboration will be to help the Novice Teacher be successful. The input will not be as a part of the evaluation process; the other is recommended by the evaluation team as the result of a “needs improvement evaluation during probationary evaluations. 3.  No Mentor Mentors shall be trained in accordance with guidelines mutually agreed upon and developed by representatives from the Academic Senate in consultation with the Federation, and a representative from Academic Affairs. Training for mentorship and team building shall be provided by the district; Based on the number of hours required for mentorship training, the mentor shall receive flex credit for the hours completed. 4. Mentors may be recommended by the evaluation team and shall be assigned by the Xxxx and the Division Chair in consultation with the evaluee. When a mentor is recommended as part of the evaluation process, the committee shall produce a detailed list of specific issues that the faculty member must work on to achieve a satisfactory evaluation during the 90 day period following the fall semester evaluation. 5. Tenured faculty shall have one semester from the issuance of the evaluation summary in which to improve performance and complete the tasks assigned by the evaluation team. 6. A tenured faculty member may not serve as a mentor to more than one mentee without probationary faculty member, since effective mentoring often requires the approval investment of an extensive amount of time and effort, and the Union presidentwork is voluntary.. 7. Any changes to During the mentoring program period of mentoring, the mentor shall be negotiated consult and interact with the CFT prior probationary faculty member for the purposes of enhancing the probationary faculty member’s effectiveness and ability to perform his or her basic duties, and encouraging the probationary faculty member’s professional growth. All mentors shall adhere to any changes being made. 2. Novice Teacher Mentors, Support Mentors, and Consulting Teachers shall be chosen from a list that is provided mentoring guidelines adopted by the CFTDistrict.

Mentors. New faculty members are to be encouraged to have a mentor. The following table defines and describes the various types of mentor support offered in the District: Type Serves Goal Compensation Length of Service Part of Novice Teacher Mentor Program? Chosen By/From? Novice Teacher Mentor New, full-time teacher shall be a tenured faculty member with no previous experience and new, full-time teachers with an ELS TBE (formerly Type 29) license Support satisfactory evaluations. The mentor may not be a teacher’s induction into the teaching profession Novice Teacher Mentor Differential All year Yes List of trained mentors that is provided by CFT Support Mentor 2nd or 3rd year non- tenured teacher experiencing difficulties Support a teacher in resolving difficulties as identified by the evaluator Support Mentor Differential Remainder of year No List of trained mentors that is provided by CFT Transition Mentor Experienced teacher who is new to the District Support a teacher who is transitioning to the District from another district $500 First semester member of the new teacherfaculty member’s service No Posted internally at evaluation team. As mentoring is part of a team-building process, it is voluntary; therefore, a mentor may be assigned only one evaluee to coach to a satisfactoryevaluation. Mentors become essential in the building levelcase of a Needs Improvement recommendation during the evaluation process for probationary faculty; Preference given to those on they can also be instrumental in fostering improvement for tenured faculty with the trained mentor list, but not required Part-Time Mentor New teachers with no previous experience who are part-time employees OR novice teachers hired mid-year Support a teacher's first teaching experience $500 All year for part- time teachers or the remainder of the year for novice teachers hired mid-year Optional for Mentees Posted internally at the building level; Preference given to those on the trained mentor list, but not required Consulting Teacher Tenured teacher after receiving an Unsatisfactory evaluation rating Support a tenured teacher’s growth toward a Proficient rating Consulting Teacher Differential Duration of the remediation process No From list created by CFT PresidentNeeds Improvement recommendation. 1. The parties agree that When a paid mentoring program is essential for the development of successful teachers and the education of the District’s students. Thereforeprobationary faculty member requests a mentor, the parties agree that the District Xxxx shall continue consult with the following mentoring program probationary faculty member and his or her Division Chair to identify and recruit an appropriate mentor. A mentor can be any tenured faculty member employed by Xxxxxxx College who volunteers to serve in that is aligned with Illinois School Board of Education’s and IFT’s requirements for a successful induction program. The following will continue to be essential elements of the mentoring program and the parties agree to work collaboratively to maintain them.  A job description for the Mentor Teacher  A District curriculum for Mentor Teachers  The District curriculum will not limit the Mentor/Mentee relationship and will support the work being done with the Novice Teacher.  The District will collaborate with the CFT in development of the proposed curriculum.  Meetings will be held monthly, for seven months, for all Mentors/Novice Teachers to provide training and support. These meetings will be held after schoolcapacity, but will he or she may not exceed serve on the probationary faculty member’s Probationary Faculty Evaluation Team. 2. There are two hours.  The Mentor Teacherdistinct categories of mentors: one is sought by the evaluee, the Novice Teacher, and Principal will collaborate at least quarterly regarding progress, concerns, and any needs for support. The purpose of this collaboration will be to help the Novice Teacher be successful. The input will not be as a part of the evaluation process; the other is recommended by the evaluation team as the result of a “needs improvement evaluation during probationaryevaluations. 3.  No Mentor Mentors shall be trained in accordance with guidelines mutually agreed upon and developed by representatives from the Academic Senate in consultation with the Federation, and a representative from Academic Affairs. Training for mentorship and team building shall be provided by the district; Based on the number of hours required for mentorship training, the mentor shall receive flex credit for the hours completed. 4. Mentors may be recommended by the evaluation team and shall be assigned by the Xxxx and the Division Chair in consultation with the evaluee. When a mentor is recommended as part of the evaluation process, the committee shall produce a detailed list of specific issues that the faculty member must work on to achieve a satisfactory evaluation during the 90 day period following the fall semesterevaluation. 5. Tenured faculty shall have one semester from the issuance of the evaluation summary in which to improve performance and complete the tasks assigned by the evaluation team. 6. A tenured faculty member may not serve as a mentor to more than one mentee without probationary faculty member, since effective mentoring often requires the approval investment of an extensive amount of time and effort, and the Union presidentwork is voluntary. 7. Any changes to During the mentoring program period of mentoring, the mentor shall be negotiated consult and interact with the CFT prior probationary faculty member for the purposes of enhancing the probationary faculty member’s effectiveness and ability to perform his or her basic duties, and encouraging the probationary faculty member’s professional growth. All mentors shall adhere to any changes being made. 2. Novice Teacher Mentors, Support Mentors, and Consulting Teachers shall be chosen from a list that is provided mentoring guidelines adopted by the CFTDistrict.

Mentors. New faculty members are to be encouraged to have a mentor. The following table defines and describes the various types of mentor support offered in the District: Type Serves Goal Compensation Length of Service Part of Novice Teacher Mentor Program? Chosen By/From? Novice Teacher Mentor New, full-time teacher shall be a tenured faculty member with no previous experience and new, full-time teachers with an ELS TBE (formerly Type 29) license Support satisfactory evaluations. The mentor may not be a teacher’s induction into the teaching profession Novice Teacher Mentor Differential All year Yes List of trained mentors that is provided by CFT Support Mentor 2nd or 3rd year non- tenured teacher experiencing difficulties Support a teacher in resolving difficulties as identified by the evaluator Support Mentor Differential Remainder of year No List of trained mentors that is provided by CFT Transition Mentor Experienced teacher who is new to the District Support a teacher who is transitioning to the District from another district $500 First semester member of the new teacherfaculty member’s service No Posted internally at evaluation team. As mentoring is part of a team-building process, it is voluntary; therefore, a mentor may be assigned only one evaluee to coach to a satisfactory evaluation. Mentors become essential in the building levelcase of a Needs Improvement recommendation during the evaluation process for probationary faculty; Preference given to those on they can also be instrumental in fostering improvement for tenured faculty with the trained mentor list, but not required Part-Time Mentor New teachers with no previous experience who are part-time employees OR novice teachers hired mid-year Support a teacher's first teaching experience $500 All year for part- time teachers or the remainder of the year for novice teachers hired mid-year Optional for Mentees Posted internally at the building level; Preference given to those on the trained mentor list, but not required Consulting Teacher Tenured teacher after receiving an Unsatisfactory evaluation rating Support a tenured teacher’s growth toward a Proficient rating Consulting Teacher Differential Duration of the remediation process No From list created by CFT PresidentNeeds Improvement recommendation. 1. The parties agree that When a paid mentoring program is essential for the development of successful teachers and the education of the District’s students. Thereforeprobationary faculty member requests a mentor, the parties agree that the District Xxxx shall continue consult with the following mentoring program probationary faculty member and his or her Division Chair to identify and recruit an appropriate mentor. A mentor can be any tenured faculty member employed by Xxxxxxx or El Camino who volunteers to serve in that is aligned with Illinois School Board of Education’s and IFT’s requirements for a successful induction program. The following will continue to be essential elements of the mentoring program and the parties agree to work collaboratively to maintain them.  A job description for the Mentor Teacher  A District curriculum for Mentor Teachers  The District curriculum will not limit the Mentor/Mentee relationship and will support the work being done with the Novice Teacher.  The District will collaborate with the CFT in development of the proposed curriculum.  Meetings will be held monthly, for seven months, for all Mentors/Novice Teachers to provide training and support. These meetings will be held after schoolcapacity, but will he or she may not exceed serve on the probationary faculty member’s Probationary Faculty Evaluation Team. 2. There are two hours.  The Mentor Teacherdistinct categories of mentors: one is sought by the evaluee, the Novice Teacher, and Principal will collaborate at least quarterly regarding progress, concerns, and any needs for support. The purpose of this collaboration will be to help the Novice Teacher be successful. The input will not be as a part of the evaluation process; the other is recommended by the evaluation team as the result of a “needs improvement evaluation during probationary evaluations. 3.  No Mentor Mentors shall be trained in accordance with guidelines mutually agreed upon and developed by representatives from the Academic Senate in consultation with the Federation, and a representative from Academic Affairs. Training for mentorship and team building shall be provided by the district; Based on the number of hours required for mentorship training, the mentor shall receive flex credit for the hours completed. 4. Mentors may be recommended by the evaluation team and shall be assigned by the Xxxx and the Division Chair in consultation with the evaluee. When a mentor is recommended as part of the evaluation process, the committee shall produce a detailed list of specific issues that the faculty member must work on to achieve a satisfactory evaluation during the 90 day period following the fall semester evaluation. 5. Tenured faculty shall have one semester from the issuance of the evaluation summary in which to improve performance and complete the tasks assigned by the evaluation team. 6. A tenured faculty member may not serve as a mentor to more than one mentee without probationary faculty member, since effective mentoring often requires the approval investment of an extensive amount of time and effort, and the Union presidentwork is voluntary.. 7. Any changes to During the mentoring program period of mentoring, the mentor shall be negotiated consult and interact with the CFT prior probationary faculty member for the purposes of enhancing the probationary faculty member’s effectiveness and ability to perform his or her basic duties, and encouraging the probationary faculty member’s professional growth. All mentors shall adhere to any changes being made. 2. Novice Teacher Mentors, Support Mentors, and Consulting Teachers shall be chosen from a list that is provided mentoring guidelines adopted by the CFTDistrict.

Mentors. New faculty members are to be encouraged to have a mentor. The following table defines and describes the various types of mentor support offered in the District: Type Serves Goal Compensation Length of Service Part of Novice Teacher Mentor Program? Chosen By/From? Novice Teacher Mentor New, full-time teacher shall be a tenured faculty member with no previous experience and new, full-time teachers with an ELS TBE (formerly Type 29) license Support satisfactory evaluations. The mentor may not be a teacher’s induction into the teaching profession Novice Teacher Mentor Differential All year Yes List of trained mentors that is provided by CFT Support Mentor 2nd or 3rd year non- tenured teacher experiencing difficulties Support a teacher in resolving difficulties as identified by the evaluator Support Mentor Differential Remainder of year No List of trained mentors that is provided by CFT Transition Mentor Experienced teacher who is new to the District Support a teacher who is transitioning to the District from another district $500 First semester member of the new teacherfaculty member’s service No Posted internally at evaluation team. As mentoring is part of a team-building process, it is voluntary; therefore, a mentor may be assigned only one evaluee to coach to a satisfactory evaluation. Mentors become essential in the building levelcase of a Needs Improvement recommendation during the evaluation process for probationary faculty; Preference given to those on they can also be instrumental in fostering improvement for tenured faculty with the trained mentor list, but not required Part-Time Mentor New teachers with no previous experience who are part-time employees OR novice teachers hired mid-year Support a teacher's first teaching experience $500 All year for part- time teachers or the remainder of the year for novice teachers hired mid-year Optional for Mentees Posted internally at the building level; Preference given to those on the trained mentor list, but not required Consulting Teacher Tenured teacher after receiving an Unsatisfactory evaluation rating Support a tenured teacher’s growth toward a Proficient rating Consulting Teacher Differential Duration of the remediation process No From list created by CFT PresidentNeeds Improvement recommendation. 1. The parties agree that When a paid mentoring program is essential for the development of successful teachers and the education of the District’s students. Thereforeprobationary faculty member requests a mentor, the parties agree that the District Xxxx shall continue consult with the following mentoring program probationary faculty member and his or her Division Chair to identify and recruit an appropriate mentor. A mentor can be any tenured faculty member employed by Xxxxxxx College who volunteers to serve in that is aligned with Illinois School Board of Education’s and IFT’s requirements for a successful induction program. The following will continue to be essential elements of the mentoring program and the parties agree to work collaboratively to maintain them.  A job description for the Mentor Teacher  A District curriculum for Mentor Teachers  The District curriculum will not limit the Mentor/Mentee relationship and will support the work being done with the Novice Teacher.  The District will collaborate with the CFT in development of the proposed curriculum.  Meetings will be held monthly, for seven months, for all Mentors/Novice Teachers to provide training and support. These meetings will be held after schoolcapacity, but will he or she may not exceed serve on the probationary faculty member’s Probationary Faculty Evaluation Team. 2. There are two hours.  The Mentor Teacherdistinct categories of mentors: one is sought by the evaluee, the Novice Teacher, and Principal will collaborate at least quarterly regarding progress, concerns, and any needs for support. The purpose of this collaboration will be to help the Novice Teacher be successful. The input will not be as a part of the evaluation process; the other is recommended by the evaluation team as the result of a “needs improvement evaluation during probationary evaluations. 3.  No Mentor Mentors shall be trained in accordance with guidelines mutually agreed upon and developed by representatives from the Academic Senate in consultation with the Federation, and a representative from Academic Affairs. Training for mentorship and team building shall be provided by the district; Based on the number of hours required for mentorship training, the mentor shall receive flex credit for the hours completed. 4. Mentors may be recommended by the evaluation team and shall be assigned by the Xxxx and the Division Chair in consultation with the evaluee. When a mentor is recommended as part of the evaluation process, the committee shall produce a detailed list of specific issues that the faculty member must work on to achieve a satisfactory evaluation during the 90 day period following the fall semester evaluation. 5. Tenured faculty shall have one semester from the issuance of the evaluation summary in which to improve performance and complete the tasks assigned by the evaluation team. 6. A tenured faculty member may not serve as a mentor to more than one mentee without probationary faculty member, since effective mentoring often requires the approval investment of an extensive amount of time and effort, and the Union presidentwork is voluntary. 7. Any changes to During the mentoring program period of mentoring, the mentor shall be negotiated consult and interact with the CFT prior probationary faculty member for the purposes of enhancing the probationary faculty member’s effectiveness and ability to perform his or her basic duties, and encouraging the probationary faculty member’s professional growth. All mentors shall adhere to any changes being made. 2. Novice Teacher Mentors, Support Mentors, and Consulting Teachers shall be chosen from a list that is provided mentoring guidelines adopted by the CFTDistrict.

Mentors. The following table defines and describes the various types of mentor support offered in the District: Type Serves Goal Compensation Length of Service Part of Novice Teacher Mentor Program? Chosen By/From? Novice Teacher Mentor New1. A new, full-time teacher with no less than one full year’s previous experience and 2. A new, full-time teachers teacher with an ELS TBE (formerly Type 29) license 3. A second year teacher who received a Part-Time Mentor in during the prior school year (Eligible teachers must be scheduled to work at least 120 days) Support a teacher’s induction into the teaching profession Novice Teacher Mentor Differential All year Yes List of trained mentors that is provided by CFT Support Mentor 2nd or 3rd year non- tenured teacher experiencing difficulties Support a teacher in resolving difficulties as identified by the evaluator Support Mentor Differential Remainder of year No List of trained mentors that is provided by CFT Transition Mentor Experienced teacher who is new to the District Support a teacher who is transitioning to the District from another district $500 First semester of the new teacher’s service No Posted internally at the building level; Preference given to those on the trained mentor list, but not required Part-Time Mentor New teachers with no previous experience who are part-time employees OR full-time novice teachers hired mid-mid- year (Eligible teachers must be must be scheduled to work less than 120 days but hired before March 1st ) Support a teacher's first teaching experience $500 All year for part- time teachers or the remainder of the year for novice teachers hired mid-year Optional for Mentees Posted internally at the building level; Preference given to those on the trained mentor list, but not required Consulting Teacher Tenured teacher after receiving an Unsatisfactory evaluation rating Support a tenured teacher’s growth toward a Proficient rating Consulting Teacher Differential Duration of the remediation process No From list created by CFT President 1. The parties agree that a paid mentoring program is essential for the development of successful teachers and the education of the District’s students. Therefore, the parties agree that the District shall continue with the following mentoring program that is aligned with Illinois School Board of Education’s and IFT’s requirements for a successful induction program. The following will continue to be essential elements of the mentoring program and the parties agree to work collaboratively to maintain them.  • A job description for the Mentor Teacher  • A District curriculum for Mentor Teachers  • The District curriculum will not limit the Mentor/Mentee relationship and will support the work being done with the Novice Teacher.  • The District will collaborate with the CFT in development of the proposed curriculum.  • Meetings will be held monthly, for seven months, for all Mentors/Novice Teachers to provide training and support. These meetings will be held after school, but will not exceed two hours.  • The Mentor Teacher, the Novice Teacher, and Principal will collaborate at least quarterly regarding progress, concerns, and any needs for support. The purpose of this collaboration will be to help the Novice Teacher be successful. The input will not be a part of the evaluation process.  • No Mentor shall be assigned more than one mentee without the approval of the Union presidentCFT President. Any changes to the mentoring program shall be negotiated with the CFT prior to any changes being made. 2. Novice Teacher Mentors, Support Mentors, and Consulting Teachers shall be chosen from a list that is provided by the CFT.