The vision of the USD 232 Mentor Program is to support educators new-to-the-profession or district, in becoming reflective practitioners. Individual educators receive differentiated mentoring, based on goals and expectations of the district, and needs of each educator.
- Support and provide one-to-one assistance to educators and school specialists new to the profession, as well as educators and school specialists new to the district.
- Provide knowledge of policies and procedures of USD 232.
- Acclimate new educators and specialists into their buildings and develop professional relationships.
- Develop future leaders.
- Empower educators and specialists to make sound instructional decisions.
- Develop reflective practitioners with effective problem-solving skills.
- Acclimate new educators and specialists to their new role.
- Help educators and specialists learn to prioritize.
- Help educators and specialists use data in meaningful and impactful ways to frame instruction.
- The Department of School Improvement and Department of Human Resources are responsible for facilitation of the Mentor Program in USD 232.
- Each school will identify a Building Mentor Coordinator to collaborate with the Department of School Improvement and the Department of Human Resources to assist training of mentors at the building level.
- District administration will collaborate with and provide training to Building Mentor Coordinators at least once each semester.
- Experienced educators, Special Services staff, and Building Mentor Coordinators will provide mentor support to all new educators, including new-to-district educators, school specialists, and administrators.
- Building administrators will assign mentors to new staff in their respective buildings.
- The Director of Special Services will assign mentors to new special education staff in the district.
- Mentors must be professionally licensed, with at least three years of experience in their area of mentoring.
- Educators new to the profession will be assigned a mentor for two school years.
- Educators new to the district will be assigned a mentor for one school year.
- Mentors and Mentees will be paired prior to the New Teacher Academy each school year.
The Mentor Program is designed according to the “Kansas Model Mentor and Induction Program Guidelines for New Educators and School Specialists”, and addresses four constructs.
New teachers participate in Mock Parent-Teacher Conferences, with administrators serving in the role of parents. Each teacher is given a scenario specific to his or her teaching position, and given time to process through the simulated conference. This is followed by a reflective meeting to review essential questions for continuous improvement.
- What went well?
- What improvements can be made for communication and logistical means?
- What valued insights did the teacher gain from the administrative feedback?