Fort Worth ISD MENTORING PROGRAM · Fort Worth ISD . MENTORING PROGRAM . 2019-2020 . Revised August 29, 2019

Fort Worth ISD MENTORING PROGRAM

2019-2020

Revised August 29, 2019

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Table of Contents Program Goals ...................................................................................................................................................................................................... 4

Confidentiality Statement ................................................................................................................................................................................. 4

Components of the Mentoring Program ....................................................................................................................................................... 4

1. Ongoing Professional Learning ....................................................................................................................................................... 4

2. Mentoring as Job-Embedded Professional Learning and Support ........................................................................................ 4

3. Reflection ............................................................................................................................................................................................... 4

Texas Teacher Evaluation & Support System (T-TESS) ............................................................................................................................. 5

Campus Mentoring .............................................................................................................................................................................................. 5

Principals ............................................................................................................................................................................................................... 5

Roles and Responsibilities ........................................................................................................................................................................... 5

Due Date: September 20, 2019 .................................................................................................................................................................... 5

Mentors ................................................................................................................................................................................................................... 5

Characteristics of a Mentor ......................................................................................................................................................................... 5

Qualifications for Mentor ............................................................................................................................................................................. 6

Compensation ................................................................................................................................................................................................. 6

Requirements, Roles, and Responsibilities ............................................................................................................................................. 6

Mentor Orientation and Professional Learning ..................................................................................................................................... 7

Mentor Weekly Meetings with Mentee ...................................................................................................................................................... 7

Observations.................................................................................................................................................................................................... 7

Mentor Checklist .................................................................................................................................................................................................. 8

Introduce the New Teacher to the Campus Personnel .................................................................................................................. 8

Building Procedures ................................................................................................................................................................................. 8

Gather and Locate Resources ............................................................................................................................................................... 9

Information for Students ...................................................................................................................................................................... 10

Class Procedures..................................................................................................................................................................................... 10

Parental Involvement ............................................................................................................................................................................. 11

Efficient and Effective Classroom Procedures ............................................................................................................................... 12

New Teachers ...................................................................................................................................................................................................... 13

Expectations .................................................................................................................................................................................................. 13

Surveys............................................................................................................................................................................................................ 13

Principal Mentor Assignment Form .............................................................................................................................................................. 14

Compensation Agreement .............................................................................................................................................................................. 15

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Mentor Compensation ................................................................................................................................................................................. 15

Agreement ...................................................................................................................................................................................................... 15

Mentor and Teacher Agreement ................................................................................................................................................................... 16

Mentor Checklist ................................................................................................................................................................................................ 17

Mentoring Program Deadlines ....................................................................................................................................................................... 18

Classroom Observation Checklist ................................................................................................................................................................. 19

Student Engagement ................................................................................................................................................................................... 19

Essential Content ......................................................................................................................................................................................... 19

Demonstration of Learning ...................................................................................................................................................................... 20

Academic Ownership .................................................................................................................................................................................. 20

Observation and Reflection ............................................................................................................................................................................ 21

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Program Goals • Provide new teachers with a mentor (One-to-one is preferable; but if not possible one mentor may support a

small group of new teachers.)

• Orient new teachers to the school, policies, and procedures

• Make new teachers aware of professional practices and expectations

• Help new teachers attain high and rigorous teaching standards

• Guide new teachers to access and utilize the District curriculum

• Work with new teachers to foster effective classroom management practices

• Assist new teachers in building positive relationships to ensure student success

Note: New teachers are defined as having less than one year of classroom experience, and they need a mentor assigned to them during their first year in FWISD.

Confidentiality Statement The new teacher will be able to discuss needs and concerns with the campus mentor with trust and confidentiality.

Components of the Mentoring Program 1. Ongoing Professional Learning

(Saturday sessions) Mentors must attend one professional learning session with their mentee to receive stipend; if taken for stipend, mentors cannot earn FLEX credit. Professional learning sessions are 3-hour sessions.

Lesson Planning Lab: TEKS, Objective, Gradual Release, & Formative Assessment ...... October 26

Super Centers: How to Structure Learning Stations ......................................................... October 26

Differentiation: Leading All Learners to Mastery .......................................................... November 16

Launching Read Alouds ................................................................................................... November 16

Lesson Planning Lab: Differentiation ................................................................................. February 8

Formative Assessments ...................................................................................................... February 8

Who’s Doing Most of the Thinking? ................................................................................ February 22

Lesson Planning Lab: Student Engagement .................................................................... February 22

2. Mentoring as Job-Embedded Professional Learning and Support 3. Reflection

Register for sessions in Eduphoria!

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Texas Teacher Evaluation & Support System (T-TESS) New Teachers will need T-TESS orientation and guidance through the self-assessment and goal-setting process to establish a professional development plan during the first three weeks of the school year by campus administration.

The three-hour T-TESS Orientation will be provided by Professional Learning and Instructional Services during the August Jumpstart Teacher Academy.

Teachers hired after the August Academy will need to register on Eduphoria and attend a session for late hires WITHIN 3 WEEKS of their hire date. All teachers must have the T-TESS Orientation as part of their employment contract and prior to an official walkthrough or observation. For questions about T-TESS, please contact Nancy Nabozny via email: [email protected].

Campus Mentoring • Face-to-face, one-to-one or group mentoring with on-campus mentor • Recommendation and selection by principal of campus-based mentors, with mentor’s agreement

Principals Roles and Responsibilities

• Identify a mentor for every teacher that is new to the profession. • Meet monthly with new teachers and campus mentors. • Ensure mentors know about the requirements to be eligible for the mentor stipend: complete required

training, paperwork submitted promptly, and meet weekly with new teacher.

Due Date: September 30, 2019 Principals will submit names of mentors and new teachers to Eva Maldonado ([email protected]) using the form in this document. If you have any questions, please call or e-mail Dr. Lezley Lewis at (817) 814-3400.

Mentors Principals will assign a mentor to all new-to-the-profession teachers in Grades Pre-K through 12. The mentor will provide assistance and guidance to the new teacher in accordance with the Mentoring Handbook.

Characteristics of a Mentor Professionalism

• Consistently uses a positive, encouraging, and helpful tone of voice and speech • Shows professionalism in attire, attitude and interactions with students, parents, and school personnel 100%

of the time • Supports the district, school administration, teachers, and students in a positive and collegial manner • Focuses on implementing and supporting the campus improvement plan • Leads and supports the new teacher with additional time outside of the school day • Shares information and knowledge about school policies and procedures • Is confidential with regard to the relationship between the new teacher and mentor • Demonstrates excellent communication skills at all times and uses technology and social media, if applicable,

in a responsible and professional manner • Has a growth mindset and behaves accordingly

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• Attends professional learning sessions and required meetings in order to grow professionally

Teaching and Learning • Demonstrates exemplary teaching strategies and student engagement, which maximizes student

achievement • Holds a successful teaching record of student success • Displays eagerness to learn and grow professionally

Lesson Plans Uses the District curriculum to plan and prepare effective lessons that are designed to engage students in rich learning experiences

Classroom Management Utilizes effective procedures and routines for the management of behavior, supplies, and time 100% of the instructional classroom period and can effectively share and/or model these strategies with the new teacher.

Qualifications for Mentor • Has successfully taught a minimum of 3 years • Teaches at the same campus as new teacher, preferably in same content or grade level • Holds a clear record of maximizing student achievement • Has a thorough knowledge of school procedures • Demonstrates the ability to work with peers collaboratively and fosters continuous good rapport • Commits to devoting time with the new teacher inside and outside of the school day • Holds a current, permanent teacher certification (not probationary or emergency) • Agrees to complete and submit all appropriate paperwork and forms • Demonstrates solid, ethical and professional conduct

Compensation A stipend of $250.00 will be paid to any teacher, academic coordinator, or other professional person on campus selected by the principal to mentor the new teacher. If an individual mentors more than one new teacher, the mentor will be paid $250 for the first new teacher mentored and $125.00 for each additional new teacher mentored. There maximum number of teachers supported by one mentor is five (5), as long adequate support can be provided to the mentees.

Stipend will be paid to mentors at the end of the school year during the month of June. If retiring from Fort Worth ISD, it is the responsibility of the mentor to notify Dr. Lezley Lewis or Eva Maldonado so accommodations can be made for earlier payment of the stipend.

Requirements, Roles, and Responsibilities Mentoring is a system of support and development to facilitate the growth of new teachers in Fort Worth ISD. Research shows that mentoring aligned with district and campus support dramatically increases their proficiency and self-efficacy while reducing new and novice teacher attrition. The mentor will meet with and provide support to the new teacher an average of an hour a week but more frequently at the beginning of the year.

The mentor will complete the online Mentor Handbook course on itsLearning AND attend at least one Saturday Professional Learning Session with the mentee in order to be eligible for the mentor stipend.

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The mentor will encourage the new teacher to attend the professional learning sessions especially designed by the Professional Learning and Instructional Services for new teachers. The mentor will also inform them of other relevant trainings, which they believe would be relevant and beneficial.

It is highly encouraged for mentors to check in with their mentees daily during the first two weeks of school and at least twice a week during the third and fourth week of school. After the first month of school campus mentors should meet with mentees at least weekly for the rest of the year. Research shows that new teachers who receive at least 20 minutes of quality coaching grow more than the average teacher does in 10 years.

Mentor Orientation and Professional Learning 1. Complete the Mentor Handbook Course on ItsLearning in the Mentor course. 2. Attend one 3-hour Professional Learning Session with mentee. (Register in Eduphoria!) 3. Meet weekly with mentee 4. Complete the forms in this handbook and submit by deadlines

Mentor Weekly Meetings with Mentee • Respond to mentee’s immediate questions, needs, and concerns • Ensure mentee is aware of District policies for grading, discipline, parental communication, serving various

student populations, etc. • Assist mentee in planning lessons and locating appropriate instructional resources • Assist mentee in utilizing student data to guide instruction • Support mentee in developing efficient and effective classroom routines and procedures

Observations It is recommended that the mentee participate in two observations of the mentor or other exemplary teachers on campus, coordinated and scheduled based on campus staff availability. These observations are to be arranged at the principal’s discretion.

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Mentor Checklist Introduce the New Teacher to the Campus Personnel

Staff Members Date Completed Notes

Administrative Staff

Classroom Teachers

Specialized Personnel

Paraprofessional Staff

Office Staff

Other Support Personnel

Custodians

Cafeteria Workers

Building Procedures

Procedures Date Completed Notes

Copy Machine & Workroom Areas

Emergency Fire Exits & Routes

Locating and Checking Out Audio-Visual Equipment

Promethean Board Procedures and Use

Securing School Materials and Doors

Sending Students to the Nurse

Student Attendance & Tardy Policies

Student Recess & Cafeteria

Student Restroom Use/Hall Pass

Reporting Teacher Absences

Phone Use for Teachers

Tornado & Other Weather-Related Emergencies

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After-school Student Pick-Up, Dismissal, and Bus Schedules

Auditorium (seating & order of entry)

Beginning of Day

Dress Code for Teachers & Students

Infractions/Office Referrals

Rules for Hallway, Cafeteria, Playground, and/or School Grounds

Student Cell Phone Policy & Use

Gather and Locate Resources

Resources Date Completed Notes

Lesson plan templates & expectations

Grade Books

Cumulative Files

Schedules

Student Code of Conduct

Ancillary materials for content area

Employee Handbook

Testing Scores for Students

Campus Forms

Locating textbooks, workbooks, teacher’s editions, content resources

Locating supplies provided by campus

Promethean board pen and remote

Other

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Information for Students

Information Date Completed Notes

Supply List

Discipline Plan per School Policy

Best Ways to Contact Teacher

Homework & Grading Policy

Absences and Make-Up Work

Team/Class Rules & Consequences

Class Procedures

Information Date Completed Notes

Start of Class Routine

Where to Post Objectives

Homework Folders/Assignments

How to Leave Class

Headings on Paper

Make-Up Assignments

Seating Charts

Student Rosters/Names/Addresses and Attendance Information

Bus Transportation & Information Forms

Detention Process & Paperwork

Discipline Process & Paperwork

Tardy Passes/Hall Rules

In-House Suspension Process and Paperwork

Positive Recognition Awards/Ideas, How do Students Earn Rewards

Getting a Drink of Water

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Computer Use

Library Use

Going to the Restroom

Working in Pairs and/or Small Groups

Sharpening Pencils

Voice Levels

Getting Class Materials Out and Ready for Use

Baskets or Boxes for Student Files & Folders

Communicating with Parents

Graded Work/Homework

Seating Charts

Student Rosters/Names/Addresses and Attendance Information

Other

Parental Involvement

Category Date Completed Notes

Open House/School Events

Explain Policies and Classroom Management in a Letter to be Signed by Parents

• Homework

• Calculating Report Card Grades

• Classroom Rules/Respect Agreement

• Supplies Needed

• Syllabus for the Semester and/or Year

• Activities

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• Communication

• Class Visitation

• Special Events

• Testing Schedule

• Other

Efficient and Effective Classroom Procedures

Questions Date Completed Notes

Are materials easy for students to reach and use?

Arrange desks/tables so that all students can see you at all times

Arranging desks and/or tables and computers/laptops

Can you move around the classroom to assist students easily?

Organizing areas for storage of materials

Use of bulletin boards for instructional purposes

Ensure you can see students at ALL times

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New Teachers Expectations Professionalism

• Displays consistent punctuality for school arrival, meetings, activities, etc. • Consistently uses a positive tone of voice and speech • Dresses professionally 100% of the time • Supports the district, school administration, teachers, and students in a positive and encouraging manner. • Focuses on implementing and supporting the campus improvement plan • Meets, communicates, and cooperates with the mentor, teachers, campus administration and parents • Follows procedures and complies with campus and district policies, procedures, and guidelines • Attends faculty meetings, Flex Day trainings, and other mandatory/optional professional learning • Communicates with students and parents in a timely manner that allows students to be academically and

behaviorally successful • Seeks additional professional learning that will improve quality of teaching and classroom management • Exhibits professional conduct at all times inside and outside of school • Seeks information and clarity from Mentor and other colleagues when needed

Classroom Content • Develops and implements lesson plans that meet school and district guidelines • Lesson plans are turned in on time and in the correct format per campus administrator • Uses instructional materials from the curriculum or which are teacher-created that will effectively facilitate

student learning and follow District’s scope and sequence • Implements effective strategies which develop critical thinking skills • Seeks help on a timely basis when needed

Classroom Management • Attends behavior management training. Look in Eduphoria Workshop and register for appropriate sessions. • Utilizes classroom management techniques that will engage students in learning and will also effectively

control classroom behavior. • Communicates the classroom management system and student code of conduct to students and parents in

accordance with campus and district policies. • Builds relationships with students starting the first week of school

Surveys Surveys will be sent to New Teachers approximately once or twice a year by the Grants Department. It is highly encouraged that all new teachers participate because their feedback is critical and valuable to improve the experience and support of new teachers.

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Principal Mentor Assignment Form 2019-2020

List your new teachers and mentors below. A one-to-one mentor-to-teacher ratio is preferred.

Please print or type.

New Teacher Mentor Mentor E-Mail Mentor’s Years of Teaching Experience

Send this form to Eva Maldonado ([email protected]) by September 30, 2019.

Principal’s Printed Name Principal’s Signature School Name & Number School Phone Number

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Compensation Agreement 2019-2020

Mentor Compensation A stipend of $250.00 will be paid to any teacher, academic coordinator, or other professional person on campus selected by the principal to mentor the new teacher. If an individual mentors more than one new teacher, the mentor will be paid $250 for the first new teacher mentored and $125.00 for each additional new teacher mentored. The maximum number of teachers that can be supported by one mentor is five (5), but it is highly encouraged that each mentor has one teacher. Stipends will be paid at the end of the school year on the June paycheck.

If retiring from Fort Worth ISD, it is the responsibility of the mentor to notify Dr. Lezley Lewis so accommodations can be made for earlier payment of the stipend.

Agreement As a teacher mentor, I agree to abide by the guidelines and procedures set forth in the Mentoring Program Handbook. To receive a stipend as a mentor, I understand that I must submit all documentation and forms to Eva Maldonado ([email protected]) by email or by delivering it in-person to the PDC, Suite 107 by September 30, 2019.

For payroll purposes, this original Compensation Agreement must be mailed/delivered to Eva Maldonado, 3150 McCart Avenue, Fort Worth, TX 76110.

Mentor’s Printed Name Mentor’s Signature Employee ID Number Mentor’s Title School Name & Number School Phone Number Mentor’s Cell Number

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Mentor and Teacher Agreement 2019-2020

New teacher mentors and new teachers will work together to develop a professional relationship based on the follow agreements:

1. Communication: Meet weekly face-to-face to discuss new teacher questions regarding deadlines, expectations and other topics. Later in the year, other forms of communication could include text messages, phone calls, etc.

2. Professional Learning: Seek opportunities for professional growth and together attend new teacher trainings and other professional learning offered by the district.

3. Maintain Confidentiality: Agree that conversations and communications between new teacher and the new teacher mentor remain between the two individuals. If anyone else is to be informed, both the new teacher and mentor agree or will be made aware.

Mentor’s Printed Name Mentor’s Employee ID Mentor’s Email Mentor’s Cell Number Teacher’s Printed Name Teacher’s Employee ID Teacher’s Email Teacher’s Cell Number Month Hired Campus Name & Number Principal’s Name Date Mentor Signature Teacher Signature

Email, mail, or deliver to Eva Maldonado ([email protected]) by September 30, 2019.

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Mentor Checklist 2019-2020

Date Completed

I completed the Mentor Handbook Course on ItsLearning. _____________________________

I submitted the Mentor and Teacher Agreement Form. _____________________________

I submitted the Compensation Form. _____________________________

I attended at least one Professional Learning _____________________________ Professional Learning Session.

I met with my mentee on a regular basis and provided the support needed to optimize success during his/her first year in Fort Worth ISD.

Mentor’s Printed Name Mentor’s Signature Mentee School Name and Number

Please email, mail, or deliver to Eva Maldonado ([email protected]) by April 15, 2020.

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Mentoring Program Deadlines

Responsible Party Date Action/Forms to Submit

Principals September 30, 2019 Mentor Assignment Forms completed and submitted.

Mentors September 30, 2019 Mentor/Teacher Agreement Form

Compensation Form (mail or hand-deliver original)

Teachers Mentors September 2019 Develop Mentor/Teacher Schedule for On-Going Meetings

Principals September 2019 Approve Mentor/Teacher Schedule for On-Going Meetings

Mentors October 2019 November 2019 February 2020

With mentee, attend one 3-hour professional learning provided by the New Teacher Induction Specialists.

Mentors January 25, 2020

For mentors of new hires… Mentor/Teacher Agreement Form

Compensation Form (mail or hand-deliver original)

Mentors April 15, 2020 Mentor Checklist Form

Submit all forms to Eva Maldonado ([email protected]).

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Classroom Observation Checklist

Mentee____________________________________________________________________ Date and Time__________________________

Teacher____________________________________________________________________ Mentor? Yes No

Student Engagement Notes for reflection questions

Students demonstrate knowledge of efficient routines, transitions, and procedures (T-TESS 3.1)

Students are 100% engaged in the lesson (T-TESS 3.3)

Teacher addresses off-task behaviors in a way that does not disrupt lesson momentum (T-TESS 3.2)

Teacher provides specific, concrete, sequential, and observable directions for behavior and academics (T-TESS 3.2)

Lesson has a quick pace with little to no idle time (T-TESS 3.1)

Essential Content Notes for reflection questions

Teacher delivers lesson content clearly, accurately, and with coherence (T-TESS 1.1; 2.2)

Teacher posts and clearly communicates a measurable objective that is aligned to the state standards (T-TESS 1.1; 2.3)

Teacher provides accommodations and modifications as needed to ensure all students are able to attain learning goal (T-TESS 1.3; 2.4)

Lesson focuses on content that advances students toward grade level expectations (T-TESS 1.1)

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Demonstration of Learning Notes for reflection questions

Teacher accurately checks for student understanding in order to assess students’ progress toward mastery of the learning objective (e.g., during direct instruction, guided or independent practice, and exit ticket) (T-TESS 1.2; 2.5)

Students have opportunities to express learning through writing and speaking utilizing academic language (T-TESS 1.4; 2.1)

Student responses, work, and interactions demonstrate that most students are on track to mastering the objective (T-TESS 2.1)

Academic Ownership Notes for reflection questions

Teacher poses questions or provides lesson activities that require students to provide meaningful oral or written evidence to support their thinking (T-TESS 1.4; 2.1)

Students are provided opportunities to respond and give feedback to their peers’ thinking, ideas, or answers (T-TESS 1.4; 2.3)

Students try hard to complete academic work and answer questions, even if the work is challenging (T-TESS 2.1; 2.3)

Students complete an appropriately challenging amount of the cognitive work during the lesson (reading, writing, discussing, analyzing, problem-solving) (T-TESS 1.3; 1.4; 3.3)

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Observation and Reflection

Mentee____________________________________________________________________ Date and Time__________________________

Teacher____________________________________________________________________ Mentor? Yes No

School______________________________________________________________________

The most impactful learning for me was… I would like to know more about HOW to… I know I am on the right track because… I know how to implement this strategy or procedure… Other observations: