SAU 83

THE FREMONT SCHOOL DISTRICT

TEACHER MENTORING
PLAN

SPRING 2016
Professional Development Committee Members
Laura Coyle, Teacher
Sarah Holmes, Teacher
Jill Leveille, Teacher
Irma MacEachern, Teacher
Carla Smith, Nurse
John Bridle, Interim Principal
Dr. Betsey Cox-Buteau, Superintendent

Table of Contents
MISSION & GOALS......................................................................................................................................... 3
PROGRAM OVERVIEW................................................................................................................................... 3
PROGRAM PERSONNEL ................................................................................................................................. 4
How This Plan Fits in with the Teacher Support & Evaluation Plan ...................................................... 4
The Program Coordinator ......................................................................................................................... 4
The Mentor ............................................................................................................................................... 5
Characteristics of a Mentor .................................................................................................................. 5
The Mentee ............................................................................................................................................... 5
The Administrator ..................................................................................................................................... 5
THE PROCESS & TIMELINE............................................................................................................................. 6
Selection of the Program Coordinator ...................................................................................................... 6
Selection of Mentors................................................................................................................................. 6
Selection of Mentees ................................................................................................................................ 6
Matching Mentors and Mentees .............................................................................................................. 6
The Mentoring Process & Timeline........................................................................................................... 7
The Mentor Job Description and Responsibilities ................................................................................ 7
The Mentoring Timeline........................................................................................................................ 8
Conflict Resolution .................................................................................................................................... 9
Roles & Responsibilities of Administrators ............................................................................................... 9
Program Evaluation................................................................................................................................. 10
APPENDICES ................................................................................................................................................ 10
Appendix A Mentor Program Coordinator Application Forms ............................................................ 11
Appendix B Candidate Mentor Application & Reflection Form ........................................................... 13
Appendix C Mentee Application Form ................................................................................................. 16
Appendix D New Teacher Checklists .................................................................................................... 18
Appendix E Mid-Program Feedback Tool ............................................................................................. 22
Appendix F Exit Survey ......................................................................................................................... 26
Appendix G Example Mentor Training Day Agenda ............................................................................. 28
Appendix H Example New Teacher Workshop Day Agenda ................................................................ 30

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MISSION & GOALS

It is the express desire of the Professional Development Committee in alignment with the Fremont
School District 2015-2020 Strategic Plan to recruit, train, and retain a highly qualified professional staff.
Many factors affect a school districts ability to retain quality educators. Providing a guided path to
success by matching vetted, seasoned professionals who are respected by the staff with developing
educators, can assist the entry (or reassignment) of educators or professional staff taking on new
assignments.
Teaching is a multi-dimensional activity; one where there are so many moving parts that it is that
extremely rare individual who can walk in on day one and be prepared and proficient enough to meet
the needs and expectations of the classroom and school. It is one of the few professions where a
beginning educator is expected to step into the job on the first day of school with the same
responsibilities and expectations for performance as a veteran teacher. Research shows that good
mentoring programs can make a significant difference in the success of a new teacher; while teachers
who start their careers without formal mentoring leave the profession at close to seventy percent more
often than those who have taken part in a formal mentor program.1
A study comparing high-achieving and low-achieving elementary schools with similar student
characteristics found that differences in teacher qualifications accounted for more than ninety percent
of the variations in student achievement in reading and mathematics.2
It is with this in mind that this document has been created as a tool to serve the new and reassigned
teachers of Ellis School and to further serve the students by providing them with knowledgeable and
acclimated staff who are ready to support their fellow educators.

PROGRAM OVERVIEW
The Mentoring Program is a structured program of support for new and newly assigned teachers. This
program is broken down into three stages:
1. The first stage focuses on acclimation to the school building, the community, and the students
we serve, and preparing for the first six weeks of school. This includes ordering supplies, setting
up the classroom, and communicating with parents and students prior to the start of school, as
well as what to do to set classroom routines, behavioral expectations, and instruction with
available resources.
2. The second stage involves active observation with constructive criticism and reflection on the
art and science of teaching. This stage reviews curriculum, assessment, report cards, and parent
communication. Instructional planning, classroom expectations, and behavioral strategies are
1

National Commission on Teaching and Americas Future (2003). No dream denied: A pledge to Americas children.
New York, NY
2
National Commission on Teaching and Americas Future (1996). What matters most: Teaching for Americas
Future. New York, NY

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reviewed and improved. The polishing of behavior strategies in the classroom and planning
habits are also addressed here.
3. In stage three, the focus falls on honing instruction, as well as professional skills and
responsibilities within the larger setting of the school. Participation in Professional Learning
Communities (at the team and building levels) and being a contributing member of the school
community are an important part of the teachers ability to succeed and work well in the
building. District and individual professional development goals are developed for the
remainder of the teachers certification cycle.
This program of learning will be flexible and match the needs of each individual mentee.

PROGRAM PERSONNEL
How This Plan Fits in with the Teacher Support & Evaluation Plan
The Fremont School District Mentoring Plan is written with the intention that it be non-judgmental and
confidential. When confidentiality of interactions and discussions between the mentor and mentee are
honored, there is a higher level of honesty and willingness to step out of the familiar and into the
unfamiliar on both parts. Evaluation is not a part of this program. Evaluation occurs outside of this
process between the supervising administrator and the teacher. No one will be mentored by their
supervisor as a part of this supportive program.
The following areas do not fall under the expected confidentiality:

Pupil and staff safety

Substance abuse
Criminal acts
Harassment
Child Abuse

This mentoring plan is part of the overall professional growth model of the Fremont School District. The
Professional Growth Master Plan promotes learning through job-embedded activities. Please refer to
the Professional Growth Master Plan to determine the number of mentor and mentee hours that qualify
for the recertification process.

The Program Coordinator

The program coordinator shall be a former mentor teacher or a building administrator as assigned by
the principal. Preference will be given to former mentor teachers applying for the position. If the
program coordinator is a teacher, the teacher shall receive compensation for the position ($1000/year.)
See the appendices for the program coordinator position application.
The job of the coordinator is to implement the mentoring program as outlined in this document.

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The Mentor
The choice of a mentor for any mentee in this process must be a carefully, and thoughtfully considered
decision by the school principal who is the overseer of all staff in the building. Therefore, the mentors
must be of the following character and experience, and strongly desire to be a mentor for new and
reassigned staff members.
Characteristics of a Mentor
The mentor should be recommended by a minimum of three staff members and elected by the school
principal as having the following characteristics:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.

Is a respected educator and held in high regard by peers

Holds high expectations for student achievement
Models a variety of teaching methods and strategies
Respects and differentiates for all types of learners
Collaborates well as a member of a team
Has an effective working relationship with administration
Is knowledgeable of the policies and procedures of the school district, building, and the
collective bargaining agreement
Demonstrates a consistently high level of knowledge of and consistent implementation of
district curriculum, standards, and competencies
Uses daily written lesson plans and is able to demonstrate and articulate their implementation
Eagerly shares professional learning and his/her own classroom with other educators
Is articulate, listens well, is adept at asking clarifying questions to determine the root cause of a
concern
Is able to provide constructive criticism effectively
Demonstrates a high level of organization and efficiency in carrying out her professional duties
Is able to fully maintain confidentiality
Is highly resourceful and able to seek out necessary information and support throughout the
process

The Mentee
The Mentee is a teacher assigned to the mentor program who is either

New to the district

A teacher who has been reassigned

The Administrator
An Administrator is responsible for the oversight of the mentoring process. This administrator may be
the principal, assistant principal, special education building coordinator, or other administrator as
assigned by the principal.

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THE PROCESS & TIMELINE

Selection of the Program Coordinator
The position of program coordinator will be posted in the building on April 1st each year. Applications
will be accepted until April 20th. The building administration will meet, review the applicants and choose
a program coordinator for the following school year. If there are no applicants, the principal will either
act as program coordinator (uncompensated) or delegate the duty.

Selection of Mentors
The position of mentor(s) will be posted in the building on May 1st each year. Applications will be
accepted until May 15th. The program coordinator and building administration will meet and review the
applicants and prospective mentors for the following school year. If there are no applicants, the
program coordinator will be discharged from his/her duties (and receive a stipend of $100) and
mentoring duties will fall to the building administration for the following year.
Elected mentors will be notified by June 1st of their acceptance to the program. If they are accepted,
they will be assigned a mentee as mentees become available. When matches are made, mentors will
receive a contract to mentor for the coming school year. If no mentee is assigned to a particular mentor,
that mentor will remain on the available to mentor list should another mentor be needed during that
school year. (Compensation will be prorated to the starting month.)

Selection of Mentees
All teachers new to the district shall be a part of the program. If a teacher does not feel that they would
benefit from the program, they may submit their reasons to the building administration by September
15th of the new school year. The building administration will review the reasons and determine whether
program participation is required.

Matching Mentors and Mentees

Mentors and mentees will be matched as staff positions are filled. The program coordinator and building
administration will meet at the earliest convenient date to review the mentor applications and the
mentees and make matches.
Matches will be made upon the following criteria:

Past mentoring experience

Similar team membership
Teaching a similar subject
Personal experience (shared common experience)
Personality compatibility (ability to empathize with mentee)
Complementary compatibility (strength where the mentee may be weak)

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The Mentoring Process & Timeline

The Mentor Job Description and Responsibilities
Job Description
Mentors must possess the following:
1. Have at least five years of experience in the Fremont School District
2. Possess in-depth knowledge of the staff handbook, parent/student handbook, professional
growth model, employee manual, and school board policies.
3. Be up-to-date on applicable useful education law (IDEA, ADA, ESEA, liability, and other pertinent
law and case law) or know where to find the answers
4. Must not have a letter of reprimand or employee improvement plan on file at the SAU.
The mentor will also need to have the personal skills to play these thirteen roles as outlined by the NEA.3
Counseling confidant, supporter
Teaching helping mentee define and refine teaching skills
Challenging encouraging the best
Coaching providing that gentle nudge in the right direction
Observing spending time in the mentees classroom
Facilitating creating opportunities for growth
Training sharing the mentoring experience with other teachers
Master of up-to date Teaching Skills
Tour Guide assist mentees in navigating the terrain
Advocate assisting to get the new teacher involved
Role Model modeling the best of professionalism as an educator
Reporter sharing the positive aspects of mentoring with others
Equal (Peer) mentors do not supervise, they advise

Roles & Responsibilities

Mentors must take part in a two-day summer training institute coordinated by the administration. Also,
mentors will have regular support meetings during the school year and may be required to attend
additional training. Mentors will receive compensation for both training ($100/day) and mentoring
($1500/year).
Mentors will:

Attend all mentor training and support sessions including summer sessions

A Better Beginning: Helping new teachers survive and thrive, National Education Association, Washington, D.C.

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Spend at least one hour per week working outside of school hours in their capacity as a mentor
during the school year. This includes meeting with their mentee(s) at least one-half to one hour
per week with a higher concentration of longer meetings at the beginning of the school year.
Be available to the mentee for consultation on an as needed basis outside of the regular time
Observe the mentee in the first week of school, again in the first trimester, and once at the
beginning of each successive trimester
Require the mentee to observe the mentor in her classroom for a half day within the first six
weeks of school
Coordinate with the building administrator to arrange for substitute teachers as necessary to
cover observation time
Provide feedback to the mentee on observations within 48 hours
Keep records of all contact with the mentee with regards to the mentor program including
dates, times, dates of observations and general topics discussed during feedback
Collaborate with mentees to determine areas in need of improvement and support such as
classroom management, instructional strategies, curriculum, parent communication, etc.
Provide resources to the mentee for all aspects of the job
Attend new teacher orientation with the mentees
Assist the mentee in closing out the school year with end-of-year procedures
Assist the mentee with the recertification process

The Mentoring Timeline

Mentors are expected to spend at least one hour per week working for or with the mentee during the
first year. Most of that time (at least one hour) must be spent in meetings with the mentee.
The timeline for the standard mentor/mentee arrangement:
1. Spend a full day with the mentee prior to the start of the school year
a. Get to know each other
b. Clarify the expectations of the relationship during the school year
c. Go over the New Teacher Checklists (see the appendices) and other materials required
in the summer mentor training institute
2. Attend the new teacher orientation day with the mentee as sponsored by the school
administration
3. Schedule two one-hour meetings for each month of the school year. The first meeting must be
during the first week (or part week) of school. All meetings are to be logged and summary notes
taken and submitted to building administration.
a. The first meeting will review progress on the checklists.
b. The next meetings can plan to cover upcoming activities and requirements such as
progress reports, special education modifications, etc.
4. Daily contact is recommended, but contact between Mentor and Mentee should occur at least 3
times per week. This should be casual in nature and can be simple check-ins. No logs are
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5.
6.
7.
8.
9.
10.

necessary. This time can be an outline of the days, cover any small things that have come up, i.e.
a recent email from a parent, a problem with a particular student, etc.
Monthly mentor meetings with building administration.
A minimum of three classroom observations of at least 40 minutes each.
Two mentee observations of the mentor in the first trimester.
End of year debrief.
End of year program evaluation questionnaire completed separately by both the mentor and the
mentee and submitted to building administration. (See appendix)
Mentors may also have an additional questionnaire review meeting called by a building
administrator.

Conflict Resolution
Sometimes things dont go quite as planned. Should a conflict arise between a mentor and a mentee the
following steps should be taken:
1. The pair should meet and discuss the concerns making every effort to resolve the issue(s) at this
level.
2. If the mentor and mentee are unable to resolve their differences, either or both may bring the
concern to the building administrator who will act as a mediator between the two parties.
3. The mentor and mentee will agree in writing to an action plan to resolve the concern.
4. A copy of the plan will be kept by the building administrator in a Mentoring Program file and
not entered into either party's personnel files.
5. If either party does not successfully comply with the action plan, the building administrator
should be notified.
6. Under the most difficult of circumstances, the mentor and mentee arrangement may be severed
and the building administrator will assign a new mentor to the new teacher. The preference,
though, is to find a way to make it work for the remainder of the given school year.

Roles & Responsibilities of Administrators

Ultimately, the building principal is responsible for the administration of the mentoring program, but
this may be in concert with a program coordinator who may be a teacher or another building
administrator, as needed. Each of them will be responsible to report to the principal, who is responsible
to see that the program is running appropriately.
1. The program coordinator will report to the superintendent.
2. The program coordinator will collaborate with building administration to review applicants to
the program and choose and match mentors and mentees.
3. Administrators will participate in monthly meetings of mentors. Meetings will be scheduled at
the convenience of all required to attend.
4. Administrators will solicit feedback from participants all year and will review data acquired
through the use of the end of year survey with the program coordinator.
5. Administrators will assist the program coordinator in resolving conflicts, managing logistics, and
providing substitute teachers.
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Program Evaluation
Each mentor and mentee will complete and return the program evaluation form (See the appendices)
on or before June 1st of each year and submit it to the program coordinator. The program coordinator
will be responsible to aggregate and disaggregate the data and present it to the building administration
for review. A discussion and action plan will follow for the coming year.

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Appendix A Mentor Program Coordinator Application

Forms

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FREMONT SCHOOL DISTRICT

MENTOR PROGRAM COORDINATOR APPLICATION FORM
Please complete this form, attach three recommendations from other present Fremont teachers for this
position, and turn the packet into the principal by April 1st.

NAME

TEACHING ASSIGNMENT

Number of years as a trained mentor in Fremont

Elsewhere

Number of total years teaching in a public school

Number of years at the following grade levels

Pre

What are your NH certifications?

Do you have experience as a Mentor Program Coordinator? YES NO

If so, how many years?
Why do you wish to be the Mentor Program Coordinator?

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Appendix B Candidate Mentor Application & Reflection

Form

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FREMONT SCHOOL DISTRICT

Candidate Mentor Application & Reflection Form
Should I Become a Mentor?
Read each statement and place an X in the column which best characterizes the way you see yourself. Although
there is no single ideal profile, respondents who possess most of these qualities are likely to be successful mentors.

1
Strongly
Agree
I am able to maintain confidentiality.
I see myself as being people-oriented; I like and
enjoy working with other professionals.
I am a good listener and respect my colleagues.
I am sensitive to the needs and feelings of others.
I recognize when others need support or
independence.
I want to contribute to the professional
development of others and to share what I have
learned.
I am willing to find reward in service to someone
who needs my assistance.
I am able to support and help without smothering,
parenting, or taking charge.
I see myself generally as flexible and willing to
adjust my personal schedule to meet the needs of
someone else.
I usually am patient and tolerant when teaching
someone.
I am confident and secure in my knowledge of the
field and make an effort to remain up-to-date.
I enjoy the subject(s) I teach.
I set high standards for my students and myself.
I use a variety of teaching methods and my
students achieve well.
Others look to me for information about my
subject matter and methods of teaching.
Overall, I see myself as a competent professional.
I am able to offer assistance in areas that give
others problems.
I am able to explain things at various levels of
complexity and detail.
Others are interested in my professional ideas.

2
Agree

3
Neutral

4
Disagree

5
Strongly
Disagree

FREMONT SCHOOL DISTRICT

Candidate Mentor Application & Reflection Form
Name:

Date:

Current Position:

School:

Total Years at SAU 83:

Total Years in Education:

If you are interested in becoming a mentor, please complete this application and submit it to your building
principal by April 14.
Why do you want to be a mentor?

Have you ever been involved in a mentoring program, either as a mentor or a mentee? Choose: Yes/No
If so, what did you give/gain from the relationship?

What are your expectations for a mentoring relationship?

Appendix C Mentee Application Form

FREMONT SCHOOL DISTRICT

MENTEE APPLICATION FORM

NAME

TEACHING ASSIGNMENT

NO. OF YEARS TEACHING THIS LEVEL/SUBJECT

How do you feel that you could benefit most from having a mentor?

What would you look for in a mentor?

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Appendix D New Teacher Checklists

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FREMONT SCHOOL DISTRICT

New Teacher Checklist A for First 3 months
THINGS TO FIND OUT ABOUT:
The Community, its demographics, resources, etc.
Unwritten rules and customs (school culture)
Faculty parking
School layout
School safety plan
Emergency and fire drill procedures
School calendar
School hours
Late starts/early dismissals
Dress code
Lunch schedule and routine
Bell schedules
Dismissal procedures
Hall passes
Office procedures
Web2School Use for attendance and grading procedures
Procedures for ordering supplies
Procedures for classroom repairs
Use of copy machines
Computer/printer access
A/V equipment
Procedures for leaving school
Personal and professional leave
Securing substitute teachers
Office referrals
504 Plans
Special Education policies
Playground rules
Field trips
Grading policies
Homework policies
Progress reports
Open house procedure
Parent/teacher conferences
Mandatory reporting of child abuse, neglect, etc.
Child restraint issues
Budget procedures
Teacher support and evaluation procedures/Edivation
The master teachers contract
Other: Staff Handbook, Employee Manual,

FREMONT SCHOOL DISTRICT

New Teacher Checklist B Before School Starts

THINGS TO DO BEFORE SCHOOL BEGINS:

Tour the building and meet the people listed on the Contact Checklist
Read all handbooks (Faculty Handbook, Parent/Student Handbook, Student Assignment
Notebook) etc.
Prepare classroom for the first day (unpack textbooks, prepare bulletin boards, arrange
desks, gather materials, etc.)
Review building schedule
Develop/prepare daily schedule
Prepare a letter to parents introducing yourself, your expectations, grading policies, etc.
Locate and review curriculum guides
Locate supplies
Review class lists
Prepare seating arrangements
Develop a classroom management (discipline) plan
Outline classroom procedures
Review bus procedures
Review assigned duties and responsibilities for assigned duties
Prepare lesson plans
Set up grade book.
Other:

Review Safety Plan/Emergency Response Procedures

FREMONT SCHOOL DISTRICT

New Teacher Checklist C Before School Starts

THINGS TO DO SHORTLY AFTER SCHOOL BEGINS:

Mark your calendar with important long and short-term dates (faculty meetings, inservice days, etc.)
Review confidential records (Individual Education Plans, health concerns, cumulative
folders, etc.)
Prepare emergency substitute plans

Review the Faculty Handbook

Review budget procedures

Develop a three-year professional growth plan (see Professional Growth Handbook)

Review the Master Contract

Other:

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Appendix E Mid-Program Feedback Tool

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FREMONT SCHOOL DISTRICT

Mid-Program Feedback Tool
To be completed by teachers at the conclusion of the first trimester
Mentee Name:
Mentor Name:

Please indicate whether you are

Mentor

Is the program meeting your expectations?

Mentee

Yes / No

In what ways?

Please list all mentoring program components that you find useful.

Please list any mentoring program components that you consider not useful.

Do you have any suggestion to improve the program at this point?

Yes / No

If yes, please specify:

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Is the work you do in the mentoring program relevant to your experiences in the classroom?

Yes / No

Comments:

Do you receive mentoring support in a timely manner?

Yes / No

Comments:

What specific activities of the Fremont Mentoring Program have influenced what you do in the
classroom?

How have these activities contributed to student achievement?

How does the Fremont Mentoring Program meet your needs as an education professional?

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What mentoring services should be most strongly emphasized?

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Appendix F Exit Survey

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FREMONT SCHOOL DISTRICT

Exit Survey
To be filled out by employee
Employee:

Reason for leaving:

Contract not renewed

Voluntarily resigned

What reasons influenced your decision to leave your position/building? Check all that apply:
Personal conflict
Moving to another community
Spouse moving for another job
Unhappy with job responsibilities
Insufficient salary
Perceived lack of support
Perceived poor job match
Lack of feedback
Retirement
Other (specify):

Are you staying in the teaching profession?

Yes / No

If no, what profession are you entering?

Relocating?
In-state
Out of state
N/A

Please list the supports provided, or not provided, that influenced this decision:

Appendix G Example Mentor Training Day Agenda

FREMONT SCHOOL DISTRICT

MENTOR TRAINING DAY SCHEDULE
AGENDA
DAY 1
8am

Registration/Coffee

8:30am Welcome
Introductions
10am

Break

10:15am Building a Foundation

Mentor Relationship
Effective Teaching
Instructional Leadership
12pm

Lunch

12:45pm

Adult Learning
Models
Case Studies

2:15pm

Questions and Answers

Evaluation

DAY 2
8am

Registration/Coffee

8:15am

Model Mentor Characteristics

9:15am

Cognitive Coaching

10:15am

Break

10:30am

Pre and Post Conference Skills

11:30am Lunch
12:15pm

Setting Goals

1pm

Letter to Myself
Questions and Answers/Evaluation

Appendix H Example New Teacher Workshop Day Agenda

Agenda
New Staff Training
8:00-3:00pm
Ellis Media Center

1. Coffee
2. Introduction to Ellis School
3. Welcome to Fremont School District
a. Superintendent
b. Business office
c. Facilities Needs
4. Introduction to Special Education
a. Special Education Building Coordinator
b. Director of Student Services
5. Community Groups
a. Parent Teacher Association
b. Fremont Education Association
c. Ellis Support Staff
6.

Technology (Presented by Director of Technology)

a. Web2school
b. Gradebook
c. Website
d. AESOP

7.

Introduction to Edivation

8. Wrap-Up

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