Linn County R-1

 

 

Mentor/Mentee

and

Buddy Teacher Programs

 

Linn County R-I

15533 Hwy KK

Purdin, Missouri

660-244-5045

linnr1.k12.mo.us

Approved By

the

Board of Education

June 9, 2008

TABLE OF CONTENTS

 

 

 

 

Definition of Key Personnel………………………………………………………….….1

 

Mentor Teacher Program

 

            Guidelines for Mentor Teacher Selection…………………………………………2

           

            Mentor Training…………………………………………………………………2-3

 

            Mentor Responsibilities…………………………………………………………3-4

 

            Suggestions for Assisting the Mentee…………………………………………..4-5

 

            Mentee Responsibilities…………………………………………………………5-6

           

Buddy Teacher Program

 

            Buddy Teacher Rationale………………………………………………………….7

 

            Buddy Responsibilities………………………………………………………….7-8

 

            Suggestions for Assisting the Practicing Teacher…………………………………8

 

            Practicing Teacher Responsibilities……………………………………………..8-9

 

           

Performance Based Teacher Evaluation

 

            Criteria with Descriptors………………………………………………..……10-11

           

            Steps In the Teaching Act……………………………………………………12-13

 

Appendix

 

            School Calendar

 

            Mentee Teacher Orientation Checklist for Principal

 

            Practicing Teacher Orientation Checklist for Principal

 

            First Day-Orientation Checklist

 

Appendix Cont.

           

Month-By-Month Checklist

 

            Observation of Mentee Teacher Form

 

            Mentor/Mentee Activity Log- Beginning Teacher

 

            Mentor/Mentee Activity Log- 2nd Year Teacher

 

            Buddy Teacher/Practicing Teacher Activity Log

 

 

 

           

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

DEFINITION OF KEY PERSONNEL

 

Certified Staff

Includes classroom teachers, librarians, counselors, and administrators

 

Teachers

Includes classroom teachers, librarians, and counselors, but not administrators

 

Beginning Teacher/Mentee

A teacher employed full or part-time by the school district who is in the first two years of professional employment with no prior teaching experience

 

Professional Development Team

Composed of the beginning teacher, the mentor, and supervisor (usually the principal)

 

Practicing Teacher

A teacher employed full or part-time by the school district who has more than two years of full or part-time teaching experience and is new to the district.

 

Mentor Teacher

Stipend

1st year Mentor-$200.00

2nd year Mentor-$100.00

A teacher with six or more years of teaching experience who serves in the role of a positive role model and developer or talent of the beginning teacher-the mentee.  In certain situations a teacher of lesser experience may serve as a mentor.

 

Buddy Teacher

Stipend

1st Year Buddy Teacher-$100.00

A teacher with five or more years of teaching experience who serves in the role of a positive role model and developer of talent for an experienced teacher who is new to the district.  In certain situations a teacher of lesser experience may serve as a buddy.

 

 

 

 

 

 

 

 

 

 

 

 

 

MENTOR/ MENTEE TEACHER PROGRAM

 

The Linn County R-1 School District’s Mentor/Mentee Teacher Program has been established to provide mentoring services to teachers employed by the district who have less than two years of teaching experience.  Each beginning teacher will be assigned a mentor teacher who is experienced in the mentor teacher’s subject area, if possible.  The mentor will work with the beginning teacher until the teacher has completed two years of teaching experience.

 

Experienced teachers who have mastered their craft and are dedicated to promoting excellence in the teaching profession are sought as mentors for beginning teachers just starting their careers.  Mentors must play several roles including guide, role model, sponsor, counselor, coach, resource and colleague.

 

The mentor should initiate preparation of the beginning teacher’s professional development plan and, along with others, help the teacher elaborate upon that original plan as soon as appropriate.

 

 

 

GUIDELINES FOR MENTOR TEACHER SELECTION

 

Any teacher who has two years experience and is willing to be trained may volunteer to serve as a mentor.  Ideally the mentor will be a teacher from the same grade level and/or same area of certification as the beginning teacher.  The principal is responsible for identifying and asking teachers to serve as mentors.  Mentors should be identified in sufficient time to allow for training.  Also mentors should receive their assignments with adequate time to help beginning teachers prepare their initial professional development plans.

 

 

 

MENTOR TRAINING

 

Thorough and consistent training of mentor teachers is very important to the success of the program.  A district’s professional development committee should arrange summer training programs for mentors.   The mentor will be required to participate in the Mentor/Mentee Training offered by the Northeast Missouri Regional Professional Development Center.  The training program for mentor teachers will include, but not be limited to, the following:

           

 

 

 

 

 

1.  The role and responsibilities of all members of the new teachers professional

                 development team, including the new teacher, the mentor teacher, the

                 supervisor (typically the building principal), and the higher education

                 representative.

 

            2.  The role and responsibilities of the Professional Development Committee.

 

            3.   The techniques of coaching and counseling.

 

            4.  The format and content of the professional development plan.

 

            5.  Resources available to beginning teachers.

 

            6.   The techniques of classroom observation.

 

            7.  Current theory and models of instruction and classroom management.

 

As described in the previous section, the mentor should initiate preparation of the beginning teacher’s professional development plan and, along with others, help the teacher elaborate upon that original plan as soon as appropriate.  The mentor should help the beginning teacher accomplish the goals identified in the professional development plan.  The district should be sure the mentor has opportunities to meet with and counsel the beginning teacher as needed.

 

The district’s PDC will reserve the right to reassign mentor teachers in the event personality differences or disagreements occur that have an effect on the constructive the implementation of the mentoring program.

 

 

 

MENTOR RESPONSIBILITIES

 

The mentor teacher will help the beginning teacher accomplish the goals identified in the professional development plan and acquire needed professional skills during the first two years.  The mentor teacher will also be responsible for:

 

            ● meeting regularly with the beginning teacher, both

   formally and informally;

            ●attending the Beginning Teacher/Mentor Paired Training through the Northeast

              Missouri Regional Professional Development Center

            ●guiding the beginning teacher through the daily operations of the school;

`           ●arranging for the beginning teacher to visit different teachers’ classrooms, if  

              requested;

            ●demonstrating lessons to the beginning teacher;

            ●observing the beginning teacher’s teaching and providing feedback;

            ●being a role model in all aspects of professionalism;

            ●supporting and counseling the beginning teacher;

            ●keeping appropriate documentation;           

            ●observing the beginning teacher once a semester or one time a year for a 2nd year

              teacher followed by a post observation conference;

●completing 20 hours of direct contact with beginning teacher or 10 hours for a

  2nd year teacher; and

            ●observing a veteran teacher of another school district with beginning teacher.

 

 

The mentor’s goals should be to help the beginning teacher develop and enhance:

 

            Competence-mastery of the knowledge, skills, and application which effective  

               teaching required.

            Self-Confidence-belief in one’s ability to make good decisions, to be
   responsible, and to be in control.

            Self-Direction-the assurance and ability to take charge of ones personal,

              professional, and career development.

            Professionalism-to understand and assume the ethics and responsibilities of the

              profession.

 

 

 

SUGGESTIONS FOR ASSISTING THE MENTEE

 

Mentors can directly assist the beginning teacher by:

 

            ●making time available on a regular basis to address the beginning teacher’s           

              concerns and progress, and to ensure interaction;

 

            ●helping the beginning teacher organize and manage materials;

 

            ●helping the beginning teacher develop and maintain a record keeping system

 

            ●responding to specific requests by the beginning teacher;

 

            ●informing the beginning teacher about workshops and other activities and

              opportunities for professional involvement;

 

            ●helping the beginning teacher understand the written and unwritten rules and

               norms of the school and community;

 

            ●observing the beginning teacher and providing feedback to facilitate

              professional growth;

 

            ●helping the beginning teacher develop a classroom management system;

 

            ●helping the beginning teacher develop a discipline plan;

 

            ●assisting the beginning teacher’s socialization to the school environment;

 

            ●modeling and/or suggesting techniques for conferencing with parents;

 

            ●acting as a confidant for the beginning teacher to express professional concerns;

 

            ●helping the beginning teacher identify specific competencies which need

               improvement;

 

            ●encouraging and supporting self-direction and autonomy;

 

            ●helping the beginning teacher assess his/her skills, including skills that he/she

              already possesses;

            ●modeling skillful teaching strategies;

 

            ●helping the beginning teacher diagnose students/learning styles and modify

  teaching strategies to meet all students’ needs;

 

            ●bringing new methods, materials, and resources to the attention of the beginning

  teacher and providing assistance in their implementation;

 

            ●conferring with the beginning teacher regarding effective ways of meeting

  student learning objectives and district instructional goals;

 

            ●providing examples of unit plans and course syllabi;

 

            ●giving feedback on the beginning teacher’s process in meeting instructional

  goals;

 

            ●encouraging the beginning teacher’s efforts to try his/her own ideas, teaching

  style, and classroom management plan

 

 

 

MENTEE RESPONSIBILITIES

 

The mentee teacher’s responsibilities include participating in the Principal’s Orientation Checklist, a First Day Checklist, and a Professional Development Plan.  The Professional Development Plan package is designed to be a collaborative guide for mentor and mentee teachers as they plan for their academic year.  The goals and objective selected will relate to the teacher’s teaching assignment.  Other possible items to incorporate into the final package include; agendas from workshops and conferences attended, contracts, observations, articles related to teaching assignments, internet sites with lesson plans you would like to use in the future, and other ideas you would like to incorporate in future teaching.  The mentee teacher will also be responsible for:

 

 

     

·         Participating in the Beginning Teacher/Mentor Paired Training through the Regional Professional Development Center; 

·         meeting formally and informally with mentor;

·         observing mentor one time per a semester for beginning teacher;

·         participating in post observation conferences;

·         completing 20 hours of direct contact with mentor for beginning teacher and 10 hours of direct contact for a 2nd year teacher;

·         maintaining appropriate documentation for submission to the PDC committee at the end of the school year; and

·         observing a veteran teacher at another school district with mentor (beginning teacher only).

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

BUDDY TEACHER PROGRAM

 

 

 

BUDDY TEACHER RATIONALE

 

The buddy teacher is a one-year program for teachers with more than two years of teaching experience but is new to the local district.

 

The buddy teacher program is to provide new, experienced teachers to the district with the resources and information to be successful.  The focus of the program is to orient the teacher to the norms, procedures, and expectations of the local school district.

 

Buddy teachers will be assigned on a case-by-case basis.  Effort will be given to assign a buddy that is similar in grade level or subject area.

 

 

 

BUDDY RESPONSIBILITIES

 

The buddy teacher will help the practicing teacher accomplish the goals identified in the professional development plan and acquire needed professional skills during the first  year.  The buddy teacher will also be responsible for:

 

  • meeting regularly with the practicing teacher, both formally and informally;
  • guiding the practicing teacher through the daily operations of the school;
  • arranging for the practicing teacher to visit different teachers’ classrooms, if requested;
  • observing the practicing teacher’s teaching and providing feedback, if requested;
  • being a role model in all aspects of professionalism;
  • supporting and counseling the practicing teacher;
  • complete 10 hours of direct contact;
  • maintaining appropriate documentation for submission to the PDC committee at the end of the school year.

 

The buddy’s goals should be to help the practicing teacher develop and enhance:

 

  • Competence –master of the knowledge, skills, and application which effective teaching requires.
  • Self-confidence—belief in one’s ability to make good decisions, to be responsible, and to practice self-control.
  • Self-direction- the assurance and ability to take charge of one’s personal, professional, and career development.
  • Professionalism—to understand and assume the ethics and responsibilities of the profession.
  • Transition – to assist with transition from former teaching experiences to the Linn County R-1 experience and expectations.

 

 

 

SUGGESTIONS FOR ASSISTING THE PRACTICING TEACHER

 

A buddy teacher may be able to offer assistance in the following areas:

 

●making time available on a regular basis to address the practicing teacher’s          

              concerns and progress, and to ensure interaction;

 

            ●helping the practicing teacher develop and maintain a record keeping system

 

            ●responding to specific requests by the practicing teacher;

 

            ●informing the practicing teacher about workshops and other activities and

              opportunities for professional involvement;

 

            ●helping the practicing teacher understand the written and unwritten rules and

               norms of the school and community;

 

            ●assisting the practicing teacher’s socialization to the school environment;

 

            ●acting as a confidant for the practicing teacher to express professional concerns;

 

            ●encouraging and supporting self-direction and autonomy;

 

            ●modeling skillful teaching strategies;

 

●bringing new methods, materials, and resources to the attention of the practicing

  teacher and providing assistance in their implementation;

 

            ●conferring with the practicing teacher regarding effective ways of meeting

  student learning objectives and district instructional goals;

           

            ●encouraging the practicing teacher’s efforts to try his/her own ideas, teaching

  style, and classroom management plan

 

           

 

PRACTICING TEACHER RESPONSIBILITIES

 

The practicing teachers’ responsibilities include participating in the Principal’s Orientation Checklist, a First Day Checklist, and a Professional Development Plan.  The Professional Development Plan package is designed to be a collaborative guide for buddies and practicing teachers as they plan for their academic year.  The goals and objective selected will relate to the teacher’s teaching assignment.  Other possible items to incorporate into the final package include; agendas from workshops and conferences attended, contracts, observations, articles related to teaching assignments, internet sites with lesson plans you would like to use in the future, and other ideas you would like to incorporate in future teaching.  The practicing teacher will also be responsible for:

 

 

  • meeting informally with buddy teacher;
  • observing buddy teacher at least once during the school year, if requested;
  • completing 10 hours of direct contact; and
  • maintaining appropriate documentation for submission to the PDC committee at the end of the school year.

 

If the buddy/practicing teacher relationship is to achieve the goals of the Buddy Program, mutual trust is necessary.  The primary purpose is assistance for, not evaluation of, the practicing teacher.  The relationship should also provide a safe, confidential place for the buddy to share new ideas, concerns, etc.  Therefore, all observations, as well as discussions concerning teaching strategies of either teacher will be strictly confidential.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

PERFORMANCE BASED TEACHER EVALUATION

 

The Performance Based Teacher Evaluation is a process for professional improvement which includes:

 

·         identifying performance expectations,

·         documenting performance,

·         conferencing about performance,

·         developing plans to improve performance,

·         making personnel decisions based upon performance

 

The Formative Phase is the on-going process of data collections, documentation, conferencing, and growth plans designed to promote professional development.

 

The Summative Phase is the process of making professional judgments about performance for the purpose of personnel decision-making.

 

Criteria are the job-related expectations of the teacher based upon studies of effective teaching and schooling.

 

Descriptors are phrases describing behaviors which help to communicate the meaning of a criterion.

 

Performance Areas are groupings of criteria which are similar.

 

Formative Data Form provides the format for documenting performance data collected in the formative phase.

 

Performance Improvement Plan is the form used by all staff to promote professional improvement of criteria by identifying objectives for improvement and procedures for accomplishing those objectives.

 

Summative Evaluation Report is the document used to summarize the evaluator’s rating of performance for each criterion.

 

 

For further information, see Performance Based Teacher Evaluation Manual.

 

 

 

 

 

 

 

 

 

PERFORMANCE BASED TEACHER EVALUATION CONTINUED…

 

 

PERFORMANCE AREA I:  INSTRUCTIONAL PROCESS

 

Criteria:

·         Demonstrates appropriate preparation for classroom instruction.

·         Establishes and maintains a positive classroom environment to promote learning.

·         Demonstrates knowledge of curriculum and subject matter.

·         Uses effective teaching techniques, strategies, and skills to meet the instructional objectives.

·         Motivates students appropriately.

·         Uses instructional time effectively.

·         Provides for individual differences.

·         Evaluate student behavior in an appropriate and constructive manner.

 

 

INTERPERSONAL RELATIONSHIPS

                                   

·         Demonstrates positive interpersonal relationships with students.

·         Demonstrated positive interpersonal relationships with school personnel.

·         Demonstrates positive interpersonal relationships with parents and community members.

 

 

PROFESSIONAL RESPONSIBILITIES

 

·         Follows the policies, regulations and procedures of the school district.

·         Assumes school-related responsibilities outside the classroom.

·         Demonstrates a commitment of professional growth.

 

 

 

 

 

 

 

 

 

 

 

 

 

STEPS IN THE TEACHING ACT

 

           

            Forms related to Performance Based Teacher Evaluation contain sections relating to “steps in the teaching act” or “characteristic of the instructional process”.  These eight teaching actions have been identified in recent research as an organized, common-sense approach to what should happen in the classroom.  Most teachers will recognize that these ideas are quite similar to the process they currently use in organizing classroom instruction.  These steps are guidelines for administrators and teachers during the observation process.

 

The Teacher…..

 

            Develops Anticipatory Set (Established Set):

This involves getting the students mentally prepared for the lesson.  It also involves clarifying what will be accomplished in class, how the lesson relates to what previously has been learned, how it ties to what will be learned, and developing motivation for learning.

 

            States the Objectives:

This step involves informing the students about what they will be able to do by the end of the instruction.  Teachers are more likely to do an effective job if they have identified what they wish students to learn.  By the same token, students are more likely to achieve the objective if they know and understand the desired outcomes.

 

            Provides (Instructional) Input:

The teacher must supply the information necessary for students to accomplish the present objective.  This also involves selecting the appropriate means (books, film, demonstration, etc., for delivering information to students.

 

            Models Ideal Behavior:

This is the demonstration of the skill or behavior that the teacher desires from the student.  Learning is facilitated if students see examples of an acceptable finished product or process.

 

            Checks for Comprehension:

It is necessary to assess whether students understand what is being taught.  The teacher needs to check for possession of essential information as well as observe students’ performance to make sure they exhibit the skills necessary to achieve instructional objectives.  Comprehension may be monitored as the lesson is presented and evaluated for mastery at the culmination of a unit of information.

 

           

 

 

 

Provides for Guided Practice:

Most learning required repetition and practice to properly develop a skill or understand a  concept.  The student’s initial attempts in new learning situations should be carefully observed and guided so they are accurate and successful.  The student needs to perform enough of a particular task so that the teacher may provide immediate clarification as needed.

 

            Provides Independent Practice:

Once students can perform without major errors or confusion, they are ready to develop further by practicing without the assistance of the teacher.  Independent practice may be desk work or homework.

 

            Achieves Closure:

This is the culminating activity of a lesson.  At the close of a lesson, the teacher should briefly review what has been accomplished, reinforce key concepts, and establish a frame of reference for the net lesson.

 

 

 

            It should be noted that all these steps will not be present in every lesson;  however, many lessons include most of these teaching steps,  Educators generally agree that in directed-teaching methodology, establishing set, stating objectives, checking form comprehension, and achieving closure are essential ingredients.

 

 

 

 

 

 

 

           

 

 

 

 

 

 

 

 

 

 


 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

APPENDIX

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

MENTEE TEACHER ORIENTATION CHECKLIST

 

Part I.  Principal

 

Introduce mentee teacher to district philosophy, goals, and aspirations.

Familiarize mentee teacher with school policies, emergency and other procedures.

Familiarize mentee teacher with students and community.

Familiarize mentee teacher with Performance Based Teacher Evaluation and professional development policy.

 

 

 

_______________________________                      _____________

Mentee                                                                                    Date

 

______________________________                        _____________

Mentor                                                                                    Date

 

_____________________________                          _____________

Principal                                                                      Date

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

PRACTICING TEACHER ORIENTATION CHECKLIST

 

Part I.  Principal

 

Introduce practicing teacher to district philosophy, goals, and aspirations.

Familiarize practicing teacher with school policies, emergency and other procedures.

Familiarize practicing teacher with students and community.

Familiarize practicing teacher with Performance Based Teacher Evaluation and professional development policy.

 

 

 

_______________________________                      _____________

Practicing Teacher                                                       Date

 

______________________________                        _____________

Buddy                                                                         Date

 

_____________________________                          _____________

Principal                                                                      Date

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

FIRST DAY – ORIENTATION

CHECKLIST

 

Efficiency in the classroom is the hallmark of an effective learning environment.  Established procedures, consistently applied and taught to your students at the onset of the school year will significantly improve your classroom management time.

 

       Beginning Class

 

       Roll call, absent, tardy, lunch count

       Academic warm-ups

       Class opening

       Room/School Areas

       Share materials among teachers

       Teacher desk/Student desks

       Drinks, bathroom

 

       Ending Class

 

       Putting away materials, supplies, equipment

       Cleaning, organizing areas

       Dismissing class according to bells

 

       Discipline

 

       Rules and behavior expected

       Consequences/privileges for behavior

       Behavior during interruptions

       Hallway, recess, study hall discipline

       Discipline referrals, pink slips

 

       Other Procedures

 

       Fire, tornado drills

       Lunch procedures, seats

       Student helpers

       Safety procedures

       Class parties

       Students bringing personal items (toys, hats, games…)

       Scheduling

       Phone System Usage

       Student computer use

 

 

 

 

       Work Requirements

 

       Use of manuscript or cursive legibility

       Incomplete work

       Late/missed work

       Due dates

       Make-up work

       Supplies needed

       ZAPs

 

 

       Communicating Assignments

 

       Posting assignments

       Orally giving assignments

       Provisions for absentees

       Long term assignments

       Homework assignments

       Turning in assignments

       Returning assignments

 

       Grading Procedures

 

       Determining grades

       Recording grades

       Extra credit work

       Keeping grades, papers, assignments

       Grading criteria

       In-class participation assignments

       Tracking A+ Learning Essentials

 

       Academic Feedback

 

       Rewards and Incentives

       Posting student work

       Communicating with parents

       Students’ records of grades

 

 

_______________________________                      _____________

Mentee            /Practicing Teacher                                          Date

 

_____________________________                          _____________

Mentor/Buddy Teacher                                               Date

 

 


MONTH-BY-MONTH CHECHECKLIST

 

The following pages contain a month-by-month listing of required and suggested activities for monthly formal contacts between the mentor and beginning teacher and the buddy and practicing teacher.

 

Informal contacts should be ongoing and initiated by both teachers.

 

 

       August

 

Topics to discuss:

 

       Orientation with principal checklist

       First day orientation checklist

       Beginning of school teacher workdays

       Open house

       SIS system and gradebook

       Discipline referrals

       Arrival and dismissal times

       Extra duties

       Field trips, bus requests, student permission, absence form request

       Submitting a PD request

       School reimbursement procedure

       Completing professional development log

       Elementary teachers meeting

 

       September

 

Topics to discuss:

 

       Mid 1st quarter

       Mid-term and progress reports

       Ineligible list

       District-wide assessment

       Preparing for a substitute

       Staff appreciation dinner

       CTA/MSTA

       Special education in-service

       District-wide assessments

 

 

 

 

 

 

       October

 

Topics to discuss:

 

       End of 1st quarter

       Parent/Teacher conferences

       Halloween classroom party

       Professional development/teacher workdays

 

       November

 

Topics to discuss:

 

       2nd quarter mid-term

       Mid-term and progress reports

       Phone tree

 

       December

 

Topics to discuss:

 

       End of 4th quarter

       End of 1st semester

       School cancellations

       Discipline issues

 

       January

 

Topics to discuss:

 

       Importance of consistence with classroom procedures

       Setting up gradebook on SIS for 2nd semester

       Schedule changes

 

       February

 

Topics to discuss:

 

       3rd quarter mid-term

       Mid term and progress reports

       Valentine’s Day classroom party

 

 

 

 

 

       March

 

Topics to discuss:

 

       End of 3rd quarter

       Unscheduled parent teacher conferences

       Submitting purchase orders for next school year

       MAP Testing

 

       April

 

Topics to discuss:

 

       4th quarter mid-term

       Mid term and progress reports

       Ordering pins for end of school year awards

 

       May

 

Topics to discuss:

 

       End of 4thd quarter

       Elementary track and field day

       Last day of school procedures for students

       End of the school year checkout procedure for teachers

 

 

 

 

 


OBSERVATION OF

MENTEE TEACHER FORM

 

(THE MENTEE TEACHER KEEPS THIS FORM)

 

 

OBSERVER:

DATE:

 

DEMONSTRATOR:

TIME:

 

SUBJECT/GRADE/AREA:

 

GOAL OF OBSERVATION:

 

 

 

OBSERVATION SUMMARY:

 

 

 

 

 

 

 

 

 

 

 

FEEDBACK/SUGGESTIONS:

 

 

 

 

 

___________________________________________________________

            Mentee Teacher Signature                                                                  Date

 

 

            ___________________________________________________________

            Mentor Signature                                                                                Date

 

 

SIGNATURES INDICATE THAT OBSERVATION HAS BEEN DISCUSSED

 IN A FOLLOW-UP CONFERENCE


MENTOR/MENTEE ACTIVITY LOG

Beginning Teacher

 

(Must complete 20 contact hours)

 

 

 

      DATE:                 ACTIVITY:                                                              HOURS:

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

 

 

Total Hours:  __________

 

 

 

Signatures verify that we have accomplished the activities checked off above.

 

 

___________________________________________________________

            Mentee Signature                                                                                Date

            ___________________________________________________________

            Mentor Signature                                                                                Date

­­­­­­­­____________________________________________________________

Principal Signature                                                                              Date

 

 

 

MENTOR/MENTEE ACTIVITY LOG

2nd Year Teacher

 

(Must complete 10 contact hours)

 

 

 

      DATE:                 ACTIVITY:                                                              HOURS:

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

 

 

Total Hours:  __________

 

 

 

Signatures verify that we have accomplished the activities checked off above.

 

 

___________________________________________________________

            Mentee Signature                                                                                Date

            ___________________________________________________________

            Mentor Signature                                                                                Date

­­­­­­­­____________________________________________________________

Principal Signature                                                                              Date

 

 

 

BUDDY TEACHER/PRACTICING TEACHER ACTIVITY LOG

 

(Must complete 10 contact hours)

 

 

      DATE:                 ACTIVITY:                                                              HOURS:

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

__________          ____________________________________            _______

 

 

Total Hours:  __________

 

 

 

Signatures verify that we have accomplished the activities checked off above.

 

 

___________________________________________________________

            Buddy Teacher Signature                                                                   Date

            ___________________________________________________________

            Practicing Teacher Signature                                                              Date

­­­­­­­­____________________________________________________________

Principal Signature                                                                              Date