Common use of Mentors Clause in Contracts

Mentors. New faculty members are to be encouraged to have a mentor. The mentor shall be a tenured faculty member with satisfactory evaluations. The mentor may not be a member of the new faculty member’s 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 case of a Needs Improvement recommendation during the evaluation process for probationary faculty; they can also be instrumental in fostering improvement for tenured faculty with the Needs Improvement recommendation. 1. When a probationary faculty member requests a mentor, the Xxxx shall consult with the 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 capacity, but he or she may not serve on the probationary faculty member’s Probationary Faculty Evaluation Team. 2. There are two distinct categories of mentors: one is sought by the evaluee, not 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. 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 probationary faculty member, since effective mentoring often requires the investment of an extensive amount of time and effort, and the work is voluntary.. 7. During the period of mentoring, the mentor shall consult and interact with the 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 mentoring guidelines adopted by the District.

Mentors. New faculty members are to be encouraged to have a mentor. The mentor shall be a tenured faculty member with satisfactory evaluations. The mentor may not be a member of the new faculty member’s 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 case of a Needs Improvement recommendation during the evaluation process for probationary faculty; they can also be instrumental in fostering improvement for tenured faculty with the Needs Improvement recommendation. 1. When a probationary faculty member requests a mentor, the Xxxx shall consult with the 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 capacity, but he or she may not serve on the probationary faculty member’s Probationary Faculty Evaluation Team. 2. There are two distinct categories of mentors: one is sought by the evaluee, not 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. 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 probationary faculty member, since effective mentoring often requires the investment of an extensive amount of time and effort, and the work is voluntary... 7. During the period of mentoring, the mentor shall consult and interact with the 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 mentoring guidelines adopted by the District.

Mentors. New faculty members are 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 be encouraged the District Support a teacher who is transitioning to have a mentor. The mentor shall be a tenured faculty member with satisfactory evaluations. The mentor may not be a member the District from another district $500 First semester of the new faculty memberteacher’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 team. As mentoring is part rating Support a tenured teacher’s growth toward a Proficient rating Consulting Teacher Differential Duration 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 case of a Needs Improvement recommendation during the evaluation remediation process for probationary faculty; they can also be instrumental in fostering improvement for tenured faculty with the Needs Improvement recommendation.No From list created by CFT President 1. When The parties agree that a probationary faculty member requests a mentorpaid mentoring program is essential for the development of successful teachers and the education of the District’s students. Therefore, the Xxxx parties agree that the District shall consult continue with the probationary faculty member following mentoring program that is aligned with Illinois School Board of Education’s and his or her Division Chair IFT’s requirements for a successful induction program. The following will continue to identify be essential elements of the mentoring program and recruit an appropriate mentorthe parties agree to work collaboratively to maintain them.  A mentor can 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 any tenured faculty member employed by Xxxxxxx or El Camino who volunteers held monthly, for seven months, for all Mentors/Novice Teachers to serve in that capacityprovide training and support. These meetings will be held after school, but he or she may will not serve on exceed two hours.  The Mentor Teacher, the probationary faculty member’s Probationary Faculty Evaluation Team. 2Novice Teacher, and Principal will collaborate at least quarterly regarding progress, concerns, and any needs for support. There are two distinct categories The purpose of mentors: one is sought by this collaboration will be to help the evaluee, Novice Teacher be successful. The input will not as be a part of the evaluation process; .  No Mentor shall be assigned more than one mentee without the other is recommended by approval of the evaluation team as Union president. Any changes to the result of a “needs improvement evaluation during probationary evaluationsmentoring program shall be negotiated with the CFT prior to any changes being made. 32. Mentors Novice Teacher Mentors, Support Mentors, and Consulting Teachers shall be trained in accordance with guidelines mutually agreed upon and developed by representatives chosen from the Academic Senate in consultation with the Federation, and a representative from Academic Affairs. Training for mentorship and team building shall be list that is provided by the district; Based on the number of hours required for mentorship training, the mentor shall receive flex credit for the hours completedCFT. 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 probationary faculty member, since effective mentoring often requires the investment of an extensive amount of time and effort, and the work is voluntary.. 7. During the period of mentoring, the mentor shall consult and interact with the 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 mentoring guidelines adopted by the District.

Mentors. New faculty members are 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 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 be encouraged the District Support a teacher who is transitioning to have a mentor. The mentor shall be a tenured faculty member with satisfactory evaluations. The mentor may not be a member the District from another district $500 First semester of the new faculty memberteacher’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 team. As mentoring is part rating Support a tenured teacher’s growth toward a Proficient rating Consulting Teacher Differential Duration 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 case of a Needs Improvement recommendation during the evaluation remediation process for probationary faculty; they can also be instrumental in fostering improvement for tenured faculty with the Needs Improvement recommendation.No From list created by CFT President 1. When The parties agree that a probationary faculty member requests a mentorpaid mentoring program is essential for the development of successful teachers and the education of the District’s students. Therefore, the Xxxx parties agree that the District shall consult continue with the probationary faculty member following mentoring program that is aligned with Illinois School Board of Education’s and his or her Division Chair IFT’s requirements for a successful induction program. The following will continue to identify be essential elements of the mentoring program and recruit an appropriate mentorthe parties agree to work collaboratively to maintain them.  A mentor can 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 any tenured faculty member employed by Xxxxxxx or El Camino who volunteers held monthly, for seven months, for all Mentors/Novice Teachers to serve in that capacityprovide training and support. These meetings will be held after school, but he or she may will not serve on exceed two hours.  The Mentor Teacher, the probationary faculty member’s Probationary Faculty Evaluation Team. 2Novice Teacher, and Principal will collaborate at least quarterly regarding progress, concerns, and any needs for support. There are two distinct categories The purpose of mentors: one is sought by this collaboration will be to help the evaluee, Novice Teacher be successful. The input will not as be a part of the evaluation process; .  No Mentor shall be assigned more than one mentee without the other is recommended by approval of the evaluation team as Union president. Any changes to the result of a “needs improvement evaluation during probationary evaluationsmentoring program shall be negotiated with the CFT prior to any changes being made. 32. Mentors Novice Teacher Mentors, Support Mentors, and Consulting Teachers shall be trained in accordance with guidelines mutually agreed upon and developed by representatives chosen from the Academic Senate in consultation with the Federation, and a representative from Academic Affairs. Training for mentorship and team building shall be list that is provided by the district; Based on the number of hours required for mentorship training, the mentor shall receive flex credit for the hours completedCFT. 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 probationary faculty member, since effective mentoring often requires the investment of an extensive amount of time and effort, and the work is voluntary.. 7. During the period of mentoring, the mentor shall consult and interact with the 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 mentoring guidelines adopted by the District.

Mentors. New faculty members are to be encouraged to have a mentor. The mentor shall be a tenured faculty member with satisfactory evaluations. The mentor may not be a member of the new faculty member’s 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 case of a Needs Improvement recommendation during the evaluation process for probationary faculty; they can also be instrumental in fostering improvement for tenured faculty with the Needs Improvement recommendation. 1. When a probationary faculty member requests a mentor, the Xxxx shall consult with the 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 Compton or El Camino who volunteers to serve in that capacity, but he or she may not serve on the probationary faculty member’s Probationary Faculty Evaluation Team. 2. There are two distinct categories of mentors: one is sought by the evaluee, not 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. 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 probationary faculty member, since effective mentoring often requires the investment of an extensive amount of time and effort, and the work is voluntary... 7. During the period of mentoring, the mentor shall consult and interact with the 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 mentoring guidelines adopted by the District.

Mentors. New faculty members are to be encouraged to have a mentor. The mentor shall be a tenured faculty member with satisfactory evaluations. The mentor may not be a member of the new faculty member’s 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 case of a Needs Improvement recommendation during the evaluation process for probationary faculty; they can also be instrumental in fostering improvement for tenured faculty with the Needs Improvement recommendation. 1. When a probationary faculty member requests a mentor, the Xxxx shall consult with the 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 Compton or El Camino who volunteers to serve in that capacity, but he or she may not serve on the probationary faculty member’s Probationary Faculty Evaluation Team. 2. There are two distinct categories of mentors: one is sought by the evaluee, not 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. 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 probationary faculty member, since effective mentoring often requires the investment of an extensive amount of time and effort, and the work is voluntary.. 7. During the period of mentoring, the mentor shall consult and interact with the 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 mentoring guidelines adopted by the District.

Mentors. New faculty members are 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 1. A new, full-time teacher with less than one full year’s previous experience 2. A new, full-time 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 be encouraged 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 have the District Support a mentor. The mentor shall be a tenured faculty member with satisfactory evaluations. The mentor may not be a member teacher who is transitioning to the District from another district $500 First semester of the new faculty memberteacher’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- 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 team. As mentoring is part rating Support a tenured teacher’s growth toward a Proficient rating Consulting Teacher Differential Duration 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 case of a Needs Improvement recommendation during the evaluation remediation process for probationary faculty; they can also be instrumental in fostering improvement for tenured faculty with the Needs Improvement recommendation.No From list created by CFT President 1. When The parties agree that a probationary faculty member requests a mentorpaid mentoring program is essential for the development of successful teachers and the education of the District’s students. Therefore, the Xxxx parties agree that the District shall consult continue with the probationary faculty member following mentoring program that is aligned with Illinois School Board of Education’s and his or her Division Chair IFT’s requirements for a successful induction program. The following will continue to identify be essential elements of the mentoring program and recruit an appropriate mentorthe parties agree to work collaboratively to maintain them. • A mentor can 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 any tenured faculty member employed by Xxxxxxx or El Camino who volunteers held monthly, for seven months, for all Mentors/Novice Teachers to serve in that capacityprovide training and support. These meetings will be held after school, but he or she may will not serve on exceed two hours. • The Mentor Teacher, the probationary faculty member’s Probationary Faculty Evaluation Team. 2Novice Teacher, and Principal will collaborate at least quarterly regarding progress, concerns, and any needs for support. There are two distinct categories The purpose of mentors: one is sought by this collaboration will be to help the evaluee, Novice Teacher be successful. The input will not as be a part of the evaluation process; . • No Mentor shall be assigned more than one mentee without the other is recommended by approval of the evaluation team as CFT President. Any changes to the result of a “needs improvement evaluation during probationary evaluationsmentoring program shall be negotiated with the CFT prior to any changes being made. 32. Mentors Novice Teacher Mentors, Support Mentors, and Consulting Teachers shall be trained in accordance with guidelines mutually agreed upon and developed by representatives chosen from the Academic Senate in consultation with the Federation, and a representative from Academic Affairs. Training for mentorship and team building shall be list that is provided by the district; Based on the number of hours required for mentorship training, the mentor shall receive flex credit for the hours completedCFT. 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 probationary faculty member, since effective mentoring often requires the investment of an extensive amount of time and effort, and the work is voluntary.. 7. During the period of mentoring, the mentor shall consult and interact with the 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 mentoring guidelines adopted by the District.