2023- 2024
D istrict M en torin g
Plan
Excellence in Teaching and Learning
Division of Academ ic Services
Table of Contents
Content
Page Number
I. District Profile
A. District Profile Sheet
3
B. Board of Education Approval: Sign-off Sheet
4
II. Needs Assessment
5
III. Vision and Goals
5-6
IV. Mentor Selection
A. Application Process and Criteria for Selection of Mentors
6-8
B. Mentor Contract
9
V. Roles and Responsibilities
A. Mentors
10
B. Novice Teachers
10-11
C. Qualities of an Effective Mentor
12
VI. Professional Learning Components for Mentors
A. Learning Components
13-14
B. Training Overview
15
VII. Professional Learning Components for Novice Teachers
A. Learning Components
16-17
B. Training Overview
16-17
VIII. Action Plan for Implementation
20
IX. Resource Options Used
21
X. Funding Resources
21
XI. Program Evaluation
22
XII. Appendix
23
3
Section I: District Profile
District Profile Sheet
The district profile sheet reflects the mentoring data from the 2022/2023 school year.
Name of District Paterson Public Schools
District Code: 4010 County Code: 31
District Address: 90 Delaware Avenue
Paterson, NJ 07503
Chief School Administrator: Dr. Laurie Newell
Mentoring Program Contact: Taina Pou
Mentoring Program Contact Phone: 973-321-0643
Mentoring Program Contact E-mail: tpou@paterson.k12.nj.us
Type of District (check one): K-5 K-6 Pre-K-12 7-12 9-12
Other (specify): _________________________________________________________________
Please provide the following information: TBD
Number of novice teachers with a Certificate of Eligibility: 71
Number of novice teachers with a Certificate of Eligibility with Advanced Standing: 43
Number of novice special education teachers with a standard license: N/A
Number of Mentors: 100
x
4
District Board of Education Approval and Comment Form
Date Plan received:
Date Plan accepted:
District: _ Paterson Code: _ 4010
County: Passaic Code: _ 31
Completed
Comments
Yes
No
Section 1: District Profile
a. District Profile Sheet
b. Board of Education Approval Form
✓
Section 2: Needs Assessment
✓
Section 3: Vision and Goals
✓
Section 4: Mentor Selection
✓
Section 5: Roles and Responsibilities
✓
Section 6: Professional Learning
Components for Mentors
✓
Section 7: Professional Learning
Components for Novice Teachers
✓
Section 8: Action Plan for Implementation
✓
Section 9: Resource Options Used
✓
Section 10: Funding Resources
✓
Section 11: Program Evaluation
✓
5
Section II: Needs Assessment
The Paterson Public School district is highly committed in providing an outstanding mentoring program
to assist new hires with making important first year adjustments leading to successful careers in
education. During the 2023-24 academic school year the Division of Academic Services will utilize
surveys, evaluations, and the State’s Rubric for Assessment of a District/School Mentoring Plan
(Appendix: A7-A9) to collect data to determine the needs assessments of novice teachers and mentors.
In August the District provides new teachers an opportunity to participate in New Teacher Orientation.
The orientation is three days long and provides teachers with an overview of the District, including the
mentoring process. New teachers are trained on District practices inclusive of the teacher evaluation tool,
Focal Point. They also meet with the content/program Supervisors to receive additional information
regarding the work they will engage in. In addition, at any point during the school year, novice teachers
can schedule a one-on-one meeting with school based content supervisors and/ or masters teachers to
provide guidance and support. During such meetings novice teachers can discuss concerns, issues or other
topics including but not limited to the teacher evaluation tool, classroom management, behavior
modification, lesson design, assessment practices, curriculum questions, and any other topic related to
their work.
Mentoring Program
Effective mentors are committed to the mentoring process as non-judgmental advisors who are accepting
of the novice teacher and their skills, promote self-reliance, articulate effective practices, willingly
provide resources and support, are effective in different interpersonal contexts, and communicate hope
and optimism in education. At the end of the school year, mentors will be asked to complete an exit
survey about their experience. The survey results are used to determine future needs for both mentors and
mentees.
Section III: Vision & Goals
Vision
The vision of the District is to be a leader of 21st century innovation where students develop habits of
lifelong learning and excel academically to become future-ready leaders. To realize this vision, the
District must develop and maintain a cadre of teachers that are knowledgeable regarding best instructional
practices and are able to effectively implement such practices. The District’s Mentoring Program is a key
initiative that will be the foundation upon which this cadre is built – providing support through job-
embedded professional development and coaching.
6
Goals
The goals of the District’s Mentoring Program are to:
● Enhance teacher knowledge of and strategies related to the New Jersey Student Learning
Standards (NJSLS) to facilitate student achievement.
● Identify exemplary teaching skills and educational practices necessary to acquire and
maintain excellence in teaching.
● Assist novice teachers in the performance of their duties and adjustment to the challenges
of teaching.
● To retain quality teachers by providing support to them in their first year.
Section IV: Mentor Selection
Criteria
Teachers interested in becoming mentors must annually complete an application and provide two (2)
letters of recommendation. One letter of recommendation must be completed by the building principal
indicating that the applicant has received a minimum rating of “Effective” on the most recent summative
evaluation and has been teaching for two of the last five years. In addition, the District has established
additional selection criteria to be used by Building Principals for Mentor Teachers, as follows:
● The teacher must be tenured in the Paterson School District.
● The teacher must have received a rating of “Effective” or “Highly Effective” on the most
recent summative evaluation. If the summative evaluation is delayed, the mentor must have
received “Effective” or higher based upon the District’s teacher practice instrument prior to
applying for this position.
● The teacher has agreed to maintain the confidential nature of the mentor teacher/novice
teacher relationship.
● The teacher is knowledgeable about the social and workplace norms of the District and the
community the District serves.
● The teacher is knowledgeable regarding the resources and opportunities in the District and
can act as a referral source to the novice teacher.
● The teacher has credibility with his/her peers and administrators.
● The teacher demonstrates leadership capacity.
7
Ethical Code of Practice for Mentoring
● The mentor’s role is to respond to the novice teacher’s developmental needs and agenda;
it is not to impose his/her own agenda.
● Mentors must work within the current agreement with the novice teacher and maintain
confidentiality.
● The mentor will not intrude into areas the novice teacher wishes to keep private until
invited to do so. However, he/she should help the novice teacher recognize how other
issues may relate to these areas.
● Mentor and novice teachers should aim to be open and truthful with each other, and
themselves, about the relationship.
● The mentoring relationship must not be exploitative in any way, nor must it be open to
misinterpretation by others.
● Mentors need to be aware of the limits of their competence and operate within these limits.
● The mentor has a responsibility to develop his or her own competence in mentoring.
● The novice teacher must accept increasing responsibility for managing the relationship; the
mentor should empower him/her to do so and must generally promote the novice teacher’s
autonomy.
● Mentor and novice teacher should respect each other’s time and other responsibilities, ensuring
that they do not impose beyond what is reasonable.
● Either party may dissolve the relationship, in consultation with the building principal. However,
both mentor and novice teachers have a responsibility for discussing the matter together, as part of
mutual learning.
● The novice teacher should be aware of his/her rights and any complaints procedures.
● Mentors must be aware of any current law and work within the law.
Mentoring Contract
Once the building principal has selected mentors, the administrator will match mentors and novice
teachers according to grade level and/or content area, to the extent complementary matches are available.
The mentor, mentee, and principal are expected to sign the Mentoring Contract that highlights each
person’s responsibilities. In addition, by adhering to the expectations of the Contract, the mentor and the
principal will make it clear that the novice teacher is a colleague, and that the collegial relationship that is
formed will positively impact the novice teacher’s ability to meet the needs of his/her students.
No Fault Exit Process
Matching mentors and novice teachers require the assessment of specific criteria and information from
both participants. Most matches will be very successful; however, in some situations this may not be the
case. If the mentoring relationship does not provide a significant degree of satisfaction for either
participant, the mentor and/or novice teacher is encouraged to consult with the building principal for
support or discontinuance of the relationship. If, with consultation by the principal, the relationship will
be discontinued, no blame will be attached to either partner in this no-fault exit process. Rather, the
8
partnership may be dissolved, and a new match will be made as soon as possible. The District’s
Department of Human Resources and the Division of Academic Services must be notified if there are
changes to the mentor-novice teacher match at any point during the school year.
9
Mentoring Contract
The Mentoring Contract brings together the mentor, the novice teacher, and the principal and spells out each person's
responsibilities. When each person's responsibilities are faithfully discharged, children's education will be substantially
enhanced.
In addition, the mentor and the principal make it clear that the novice teacher is a colleague, and that the collegial
relationship strengthens the education of the novice teacher's students.
The mentor and the novice teacher hereby agree:
• to develop a professional and collegial working relationship by discussing the expectations
and by arriving at a mutual understanding about how to work together effectively
• to keep all shared information and discussions confidential
The mentor hereby agrees:
• to review the background of the novice teacher to provide the type and amount of support indicated by this
background
• to observe the novice teacher's classes, when possible, and provide the novice teacher with
feedback, coaching, and support
• to be available for informal support and consultation
The novice teacher hereby agrees:
• to observe the mentor's teaching, when possible, as well as the teaching of other experienced
professionals
• to work on following the suggestions which the mentor makes
• to seek out the mentor for answers to questions that may arise
The principal hereby agrees:
• to provide support to both the mentor and the novice teacher
• to avoid soliciting evaluative comments from the mentor regarding the novice teacher
• to offer opportunities for mentors and novice teachers to observe each other’s class, as the schedule allows
• will provide a “no-fault” exit process for both teachers if a new match is necessary
All the signers agree:
• To follow all New Jersey regulations for mentoring aligned with the NJ Professional
Standards for Teachers as outlined in the District Mentoring Plan.
Mentor Date
Novice Teacher Date
Principal Date
10
Section V: Roles & Responsibilities
Mentors: State Regulations
A mentor must:
● Participate in sustained and ongoing annual mentor training
● Must devote at least 30 weeks to mentoring each novice teacher
● Make a commitment of time to the mentor-novice relationship over the required one-
year mentoring period
● Establish regular conferencing times to discuss the novice teacher’s needs, provide
ongoing support, and plan and reflect on classroom practices aligned with the New
Jersey Professional Standards for Teachers and the NJSLS
o For teachers holding a Certificate of Eligibility (CE), mentors must meet with
their mentee a minimum of once per week for the first eight (8) weeks of the
mentee’s assignment
o For teachers holding a Certificate of Eligibility with Advanced Standing
(CEAS), mentors must meet with their mentee a minimum of once per week for
the first four (4) weeks of the mentee’s assignment
● Maintain confidentiality for all mentor-novice activities
● The mentor teacher may not serve as a novice teacher’s direct supervisor or conduct
evaluations
● Maintain documentation of mentoring activities; and
● Contribute to ongoing program evaluation.
In addition, the District expects the mentor to:
● Assist the novice teacher in adjusting to, and becoming familiar with the school
culture, policy, procedures, resources, and personnel
● Observe the novice teacher, when possible, to provide feedback, teaching tips,
guidance on curricular issues, and suggestions for classroom management; these
observations are non-evaluative
● Encourage the novice teacher to observe the mentor and other content experts, when
possible;
● Model professionalism; and
● Be proficient in Google Workspace and be able to share best practices within a blended
learning environment
Novice Teachers: State Regulations
Novice teachers must:
● Participate in the Provisional Teacher Program, which requires mentoring
● Make a commitment of time to the mentor-novice relationship over the required one-year
mentoring period
● Participate in regular meetings with their mentor to discuss novice teacher needs, obtain
ongoing support, and plan and reflect on classroom practices aligned with the New Jersey
11
Professional Standards for Teachers and the New Jersey Student Learning Standards. It is
recommended that novice teachers use the reflection logs to support these conversations
(Appendix 2-4)
● Maintain confidentiality for all mentor-novice activities
● Contribute to ongoing program evaluation
Additionally, novice teachers are encouraged to:
● Document mentoring activities and time
● Share openly effective strategies and techniques
● Develop professional goals
● Participate actively in a learning community
● Observe the mentor and other content experts during the school year
● Be open to constructive feedback from the mentor, school leaders, and other content
experts
12
Qualities of an effective mentor
Attitude and Character
● Willing to be a role model for other
teachers.
● Exhibits strong commitment to the
teaching profession.
● Believes mentoring improves instructional
practice.
● Willing to advocate on behalf of
colleagues.
● Willing to receive training to improve
mentoring skills.
● Demonstrates a commitment to lifelong
learning.
● Is reflective and able to learn from
mistakes.
● Is eager to share information and ideas
with colleagues.
● Is resilient, flexible, persistent, and open-
minded.
● Exhibits good humor and resourcefulness.
● Enjoys new challenges and solving
problems.
Professional Competence and Experience
● Is regarded by colleagues as an outstanding
teacher.
● Has excellent knowledge of pedagogy and
subject matter.
● Has confidence in his/her own instructional
skills.
● Demonstrates excellent classroom
management skills.
● Feels comfortable being observed by other
teachers.
● Maintains a network of professional contacts.
● Understands the policies and procedures of
the school, district, and teacher’s association.
● Is a meticulous observer of classroom
practice.
● Collaborates well with other teachers and
administrators.
● Is willing to learn new teaching strategies
from novice teachers.
Communication Skills
● Can articulate effective instructional
strategies.
● Listens attentively.
● Asks questions that prompt reflection and
understanding.
● Offers critiques in positive and productive
ways.
● Uses e-mail effectively.
● Is efficient with the use of time.
● Conveys enthusiasm and passion for
teaching.
● Is discreet and maintains confidentiality.
Interpersonal Skills
● Can maintain a trusting professional
relationship.
● Knows how to express care for a novice
teacher’s emotional and professional
needs.
● Is attentive to sensitive political issues.
● Works well with individuals from different
cultures.
● Is approachable; easily establishes rapport
with others.
● Is patient.
13
Section VI: Professional Learning Components for Mentors
Understanding the New Jersey Professional Standards for Teachers (NJPST)
To effectively support novice teachers, mentor teachers must be able to articulate their
understanding of the Professional Standards for Teachers. These Standards have been established
to guide teachers in:
● Promoting reflection of the impact of teacher effectiveness on student learning
● Facilitating formation of professional goals to improve teaching practice; and
● Monitoring and assessing progress toward professional goals and continuous
improvement in teaching practice.
New Jersey Professional Standards for Teachers
Standard One: Learner Development
The teacher understands how learners grow and develop, recognizing that patterns of learning and
development vary individually within and across the cognitive, linguistic, social, emotional, and physical
areas; and designs and implements developmentally appropriate and challenging learning experiences.
Standard Two: Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities to
ensure inclusive learning environments that enable each learner to meet high standards.
Standard Three: Learning Environments
The teacher works with others to create environments that support individual and collaborative
learning and that encourage positive social interaction, active engagement in learning, and self-motivation.
Standard Four: Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he
or she teaches, particularly as they relate to the New Jersey Student Learning Standards and creates
learning experiences that make these aspects of the discipline accessible and meaningful for learners to
assure mastery of the content.
Standard Five: Application of Content
The teacher understands how to connect concepts and use differing perspectives to engage learners
in critical thinking, creativity, and collaborative problem solving related to authentic local and global
issues.
Standard Six: Assessment
The teacher understands and uses multiple methods of assessment to engage learners in examining their
own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision-making.
Standard Seven: Planning for Instruction
The teacher plans instruction that supports every student in meeting rigorous learning goals by
drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as
knowledge of learners and the community context.
14
Standard Eight: Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage learners to
develop deep understanding of content areas and their connections, and to build skills to apply knowledge
in meaningful ways.
Standard Nine: Professional Learning
The teacher engages in ongoing individual and collaborative professional learning designed to
impact practice in ways that lead to improved learning for each student, using evidence of student
achievement, action research, and best practice to expand a repertoire of skills, strategies, materials,
assessments, and ideas to increase student learning.
Standard Ten: Leadership and Collaboration
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student
learning, to collaborate with learners, families, colleagues, other school professionals, and community
members to ensure learner growth, and to advance the profession.
Standard Eleven: Ethical Practice
The teacher acts in accordance with legal and ethical responsibilities and uses integrity and fairness
to promote the success of all students.
Documentation
State regulations require that mentors keep logs of contact time with mentees. At the end of the
year, these logs must be submitted to the Division of Academic Services. To assist in the mentor’s
record keeping responsibility, the District has provided the following resources that can be used:
1. The Collaborative Assessment Log provides a comprehensive guide to document discussions
related to content knowledge and student learning, environments for student learning, teaching for
student learning, and teacher professionalism. (Appendix, A10)
2. The Mentor-Novice Teacher Interaction Form allows for the documentation of less formal
interactions that may address a variety of issues that are not listed on the Collaborative
Assessment Log. (Appendix, A1)
3. The Classroom Visitation Protocol can be used to document the classroom visitation conducted
by either the mentor of the mentee, or vice versa. This protocol can also be used to guide
discussions during both the pre and post conferences between the mentor and mentee. (Appendix,
A5)
15
Training Overview
❖ 2023-2024 District’s Mentoring Plan
o Vision & Goals
o Mentor Selection
o Roles and Responsibilities of Mentors, including coaching and support
o Challenges of Mentoring
o Use of Standards-Based Formative Assessments
o N.J. Professional Standards for Teachers
o Teaching Evaluation Rubric and Practice Instrument
o New Jersey Student Learning Standards (NJSLS)
o Communication & Building Trust
o Collegial Coaching Cycle (Appendix, A6)
o Questioning Techniques
Section VII: Professional Learning Components for Novice Teachers
16
Novice teachers are hired with either a Certificate of Eligibility (CE) or a Certificate of Eligibility with
Advanced Standing (CEAS) that permits them to seek work and then obtain their provisional instructional
certification. The District must immediately enroll the newly hired novice teacher in the Provisional
Teacher Program with the New Jersey Department of Education.
This section of the Mentoring Plan includes the professional learning components the district will use to
provide novice teachers with rigorous mentoring to impact teacher effectiveness and student learning.
New Teacher Orientation
The District requires newly hired teachers to participate in a multi-day orientation in August, prior to the
start of each school year. The orientation workshops provide an opportunity for new hires to become
familiar with the District’s goals and commitment to “Excellence in Teaching and Learning”, along with
District policies and procedures.
Mentoring Program
During the provisional year, the novice teacher is mentored and supervised according to State and District
policies. Dialogue and discussion are key communication activities that facilitate ongoing professional
growth for both the novice teacher and mentor. Possible types of contact include one-on-one interactions
via in person or virtual, grade level team meetings, interactive journals, phone calls, e-mails, drop-in
visits, etc. The novice teacher and mentor might engage in frequent electronic communication as one way
to discuss classroom experiences, ask questions, share resources, or reflect without having to schedule a
face-to-face meeting once the State regulations have been met. (see Section V: Roles & Responsibilities -
Mentors). Online discussions allow ongoing networking opportunities for both veteran and novice
teachers to share, request ideas or resources related to teaching practices such as classroom management
techniques, examples of formal and informal assessments, curriculum development or instructional
strategies.
Novice teachers will participate in professional learning that will expand and enhance their understanding
of the training components of the Mentoring Plan. Aligned with the vision and goals of the Mentoring
Plan, District personnel will hold all trainings throughout the year for novice teachers. The training
objectives will be arranged as follows:
Training- may be held in person and/or virtual.
Overview of the District’s Mentoring Plan
o Vision & Goals
o Mentor Selection
o Roles and Responsibilities of Mentors and Novice Teachers
17
o Professional Learning Components for Mentors and Novice Teachers
Bi-Monthly Trainings (New Hires Only)
❖ Overview of the District’s Mentoring Plan
Sample Discussion Topics for Novice Teachers and Mentors
The following are areas that should be considered for discussion between the mentor and novice teacher.
Please remember that these topics are general, cover all grade levels, and apply to both traditional route
and alternate route teachers.
● Lesson plans
● Large group instruction
● One-to-one instruction
● Informal classroom assessment
● Rapport with faculty and staff
● Instructional units
● Crisis in the classroom
● Educational philosophy
● Alternative assessments
● Field trips
● Referral of students
● Professional development
● Classroom safety
● Testing procedures
● Confidentiality of student issues
● Telephone and technology use
● Additional record
● Keeping professional responsibilities
● Writing a Professional Development Plan
(PDP)
● Motivating students
● Substitute lesson planning
● Flexible grouping
● Classroom behavior/management
● Development of rubrics
● Rapport with parents
● Pacing of curricula
● Diversity of student needs
● Teaching styles
● Time management
● Legal rights and responsibilities
● Reviewing norms of the schools
● Year-end responsibilities
● Duty responsibilities
● Digital Learning
● Special event procedures
● Social Emotional Learning
● Expectations of students
● New Jersey Student Learning Standards
(NJSLS)
● Diagnosing student needs
● Learning styles
● Multiple intelligences
● Special services
● Differentiated Instruction
● Grading systems/report cards
● English as a Second Language (ESL)
Sample Mentoring Monthly Activities Checklist
18
SEPTEMBER
______ Give the novice teacher a tour of the building and introduce staff members
______ Review the building procedure book together
______ Discuss the policies and social traditions of the school/district
______ Show the novice teacher how to get necessary materials and books
______ Review emergency procedures for the building
______ Share building schedules
______ Be accessible the first day and week
______ Help the novice teacher set goals for the first week
______ Discuss basic discipline policies for the school
______ Review lesson plan procedures
______ Help the novice teacher understand the phone and technology procedures
______ Explain school/district forms
______ Review grading/assessment procedures
______ Review evaluation and observation procedures
______ Establish a regular routine for meetings with your novice teacher
______Write a brief note of support -share your own "starting out" stories
______Get the novice teacher ready for Back-to-School events
______Let the novice teacher know of upcoming professional learning opportunities
______Review holiday/birthday procedures
______Visit informally as the novice teacher teaches a lesson
______Share professional development procedures
______Discuss how to call out sick and set up for a substitute
______Encourage parental communication
______Discuss special needs students
______Review faculty meeting procedures
OCTOBER/NOVEMBER
______Review field trip procedures
______Review and discuss classroom and time management
______Set up a time for the novice teacher to visit your classroom
______Accentuate the positive and encourage reflection
______Save student work for conferences
______Discuss conferencing procedures
______Review progress reports
______Look at report card procedures
______Continue to look at effective classroom practices
______Share bulletin board and project ideas
______Be there on the good days and the bad
______Encourage attendance at the NJEA convention
DECEMBER/JANUARY
______Discuss sensitivity to holidays
______Make sure the novice teacher is aware of any staff social get-togethers
19
______Review the fall's highlights - successes and challenges
______Share inclement weather and school closing procedures
______Go to a professional learning activity together
______Share ideas for lesson plans immediately preceding a holiday
______Look at mapping out the semester and discuss pacing
______Be encouraging
______Prepare for the next report card
FEBRUARY/MARCH
______Review any standardized testing procedures
______Examine available standardized test specs
______Review grade or department expectations for students
______Review additional observation and evaluation procedures
______Discuss special classroom techniques (cooperative and flex groups)
______Discuss reinforcing behavioral rules right before spring break
APRIL/MAY/JUNE
______Explain rehiring practices and contracts
______Discuss how to design a professional development plan
______Review end of the year procedures
______Take time to celebrate the year
______Offer tips for packing up the classroom
______Consider ideas for the last weeks of school that engage students in meaningful activities
______Review cumulative folder procedures
______Share end of the year celebrations with students
20
Section VIII: Action Plan for Implementation
Section IX: Resource Options Used
Training Topic Audience Frequency Resources Evaluation Strategy
Person
Responsible
Teaching Evaluation Rubric and
Practice Instrument
Mentors
Monthly
District Evaluation Rubric Feedback Surveys
Dept. of
Accountability
Overview of District Mentoring Plan
Roles & Responsibilities of
Mentors and Novice Teachers
Novice Teachers
(New Hires Only)
Quarterly
Topic Information
Needs Assessment for
Novice Teachers and Mentors
Workshop Evaluation
Academic
Services
Coordinator
21
Section X: Funding Resources
The Paterson Public School District uses both federal and local funds to support the District’s Mentoring
Plan. Funds are used for training activities and materials.
Program Goals/Objectives
1. The mentoring program will provide training on the roles and responsibilities of
mentors and novice teachers.
2. Activities used for the mentoring program will allow stakeholders to collect
data that will be used to evaluate the effectiveness of the program and identify
program needs.
3. The training for mentor teachers will provide appropriate tools to guide
conversations on classroom practice aligned with the Professional Standards for
Teachers between the mentor and novice teacher.
4. The mentor training will support mentors in developing collegial relationships
with the novice teachers that are focused on trust and confidentiality.
5. The mentor training will support mentors in developing their skills for assisting
novice teachers in meeting District standards in the area of Instructional
Planning and Strategies.
Additional Resources
● Presentation materials
● New Jersey Mentoring for Quality Induction: A Toolkit for Program
Development
● “Foundations in Mentoring”, New Teacher Center at the Univ. of CA, Santa
Cruz (2004)
● Marshall Memo (emailed weekly)
● Participation in Professional Development sessions for novice teachers
●
22
Section XI: Program Evaluation
The District Mentoring Program will include three areas of evaluation that will focus on Participant’s
Reactions, Participant’s Learning, and Organization Support & Change.
● To improve program design and delivery, participant’s satisfaction with the training
opportunities and overall satisfaction with the program will be assessed. Workshop
evaluations will be administered at the end of each training session and will address
questions such as “Were you able to interact during the training?” and “Was the leader
knowledgeable about the topic?”
● The new knowledge and skills of the participants will be assessed to improve program
content, format, and organization. The key question to be answered at this level is “Did the
participants acquire the intended knowledge and skills?” A variety of assessment tools
will be used to collect this data including participant reflections, interactive activities, and
surveys/questionnaires.
○ District Mentor Survey
○ Teacher Induction Survey
● To document and improve organizational support and to inform future change efforts, the
effect of the District’s Mentoring Program on the organizational climate and procedures
will be assessed. Instruments such as questionnaires, minutes from ScIP panel meetings,
and customized interviews with participants and school administrators will be used to
measure the degree to which the Mentoring Plan supported and/or changed the District’s
Mentoring Program.
23
Appendix
A1
Mentor-Novice Teacher Interaction Form
Novice Teacher Information
Name: ___________________________________
Mentor Teacher Information
Name:_________________________________
Contact Information
Date of Contact: ____________________________
Length of Contact: __________________________
Contact initiated by:
Mentor Novice teacher
Type of Contact
Drop-in visit
Phone call
E-mail
Other
Virtual Meeting
Questions/Issues to Address:
Ideas Generated During Interaction:
A2
Reflection Journal (Level of Concern: SELF)
Date: _________________________
I am excited by the opportunity to …
I have noticed that I am doing well with …
I am curious about …
I want to be able to….
Information Needs
Resource/Material Needs
A3
Reflection Journal (Level of Concern: TASK)
The most important lesson I have learned this week is...
In thinking about other colleagues, it would be interesting to work with...
on the topic of …
I can contribute to the professional school community by...
In thinking about school goals and projects, I need to know more about...
Information Needs
Resource/Material Needs
A4
Reflection Journal (Level of Concern: IMPACT on Student Outcomes)
Date: ___________________________
As a result of my instruction this week, my students can…
For my class, I am thinking about the following changes in pacing and or lesson design…
If l could relive one day or class this week, it would be…
Given what I know now, I would change...
Information Needs
Resource/Material Needs
A5
Classroom Visitation Protocol
Teacher: _____________________________________ Date: ______________________________
Lesson:
______________________________________________________________________________
Starting Time: _________________________________ Ending Time: ________________________
Subject & Standards (NJSLS):
___________________________________________________________________________________
___________________________________________________________________________________
Elements of Lesson Design
Lesson Objective(s):
____________________________________________________________________
Notes (Checks for Understanding, DOLs, Type of Instruction, etc.):
A6
Collegial Coaching Cycle
Post-Conference
Reflection
Feedback
Pre-Conference
Focused questions
Clarifications
Identification of
support strategies
Actions
Observation
Demonstration
Review of student
work
Data collection
A7
Rubric for Assessment of a District/School Mentoring Plan
Criteria for Success
Beginning
Developing
Established
Sustaining
Needs Assessment
Process
● No stakeholders involved
in the need’s assessment
process.
● Process may include data
analysis of training
components.
● Some stakeholders
involved in needs
assessment process.
● Process includes
analysis of training
component feedback:
“Did teachers learn the
material, and can they
apply it?”
● All district stakeholders
contribute to needs
assessment process.
● Process reflects status
only.
● Process includes
analysis of training
component feedback:
“Does application
enhance teacher
effectiveness?”
● All district and
community stakeholders
contribute to needs
assessment process.
● Process reflects current
and projected status.
● Process includes analysis
of training component
feedback: “Does
application enhance
teacher effectiveness,
student performance,
and teacher retention?”
Vision
● Vision includes an
understanding of all the
components in the
regulations for
mentoring.
● Vision is designed by the
local professional
development committee.
● Vision includes an
understanding of
identified mentoring
components.
● Select group of
stakeholders is involved
in designing and
supporting the vision.
● Vision includes an
understanding of
comprehensive
mentoring and induction
components.
● All district stakeholders
are involved in
designing and
supporting the vision.
● Vision includes an
understanding of
comprehensive
mentoring and induction
components.
● All district and
community stakeholders
are involved in
designing and
supporting the vision.
● Vision is based on needs
and research.
Goals
● Goals support the
regulations for mentoring
and are aligned with the
Professional Standards
for Teachers.
● Goals are aligned with
the Professional
Standards for Teachers.
● Goals are based on needs
assessment and student
achievement data.
● Goals are aligned with
the Professional
Standards for Teachers.
● Goals are based on
needs assessment,
student achievement
data and teacher
learning needs.
● Goals are aligned with
the Professional
Standards for Teachers.
● Goals are based on needs
assessment, student
achievement data and
teacher learning needs.
● Goals are aligned to the
District goals for
ongoing professional
learning.
Objectives
● No objectives stated.
● Some objectives are
aligned with goals.
● Objectives are directly
related to goals.
● Objectives are clear and
measurable.
● Objectives are directly
related to goals.
A8
Rubric for Assessment of a District/School Mentoring Plan – Continued
Criteria for Success
Beginning
Developing
Established
Sustaining
Mentor Selection
● Criteria and application
process for mentors is in
compliance with
minimum regulations for
mentoring.
● State criteria for selection
of mentors are identified
and used.
● Mentors and novice
teachers are matched
according to availability.
● State criteria for
selection of mentors are
identified and used.
● Mentors and novice
teachers are matched (to
the degree possible)
according to grade-
level/content area.
● Building principals
contribute to the
matching process by
considering the
compatibility of
individual styles of the
mentors and novice
teachers.
● State criteria for selection of
mentors are identified and
fully implemented.
● Mentors and novice teachers
are matched (to the degree
possible) according to
grade-level/content areas
and proximity.
● Building principals
contribute to the matching
process by considering the
compatibility of individual
styles of the mentors and
novice teachers.
● A procedure exists that, in
the event matches do not
work, both parties are “held
harmless” and a new match
is made.
Roles and
Responsibilities
● Roles and responsibilities
for CSA, board of
education, mentor and
novice teacher are
defined as in regulations
for mentoring.
● Additional roles and
responsibilities for CSA,
board of education,
mentor and novice
teacher are clearly
defined to support
mentoring.
● Roles and
responsibilities for some
additional stakeholders
are defined.
● The roles and
responsibilities of all
stakeholders are clearly
defined.
Professional
Learning - Mentors
● Basic training
opportunities are
available on a voluntary
basis.
● Training is offered only
once or twice a year.
● Training is not based on
needs assessment data.
● Professional learning is
aligned with the
Professional Standards
for Teachers.
● Training is the main
mode of delivery for
professional learning.
● Some professional
learning is based on data
and may be targeted to
meet needs.
● Professional learning is
aligned with the
Professional Standards
for Teachers.
● Professional learning is
based on data and
targeted to meet needs.
● Training and networking
opportunities are aligned
to the goals and
objectives of the
mentoring plan.
● Professional learning
opportunities are
comprehensive and ongoing.
● Professional learning is
aligned with the Professional
Standards for Teachers.
● Collaboration is supported.
● Professional learning is
based on data and targeted to
meet needs.
● Training and networking
opportunities are aligned to
the goals and objectives of
the mentoring plan.
Professional
Learning –
Novice Teachers
● Basic training
opportunities are
available on a voluntary
basis.
● Training is offered only
once or twice a year.
● Training is not based on
needs assessment data.
● Professional learning is
aligned with the
Professional Standards
for Teachers.
● Training is the main
mode of delivery for
professional learning.
● Some professional
learning is based on data
and may be targeted to
meet needs.
● Professional learning is
aligned with the
Professional Standards
for Teachers.
● Professional learning is
based on data and
targeted to meet needs.
● Training and networking
opportunities are aligned
to the goals and
objectives of the
mentoring plan.
● Professional learning
opportunities are
comprehensive and ongoing.
● Professional learning is
aligned with the Professional
Standards for Teachers.
● Collaboration is supported.
● Professional learning is
based on data and targeted to
meet needs.
● Training and networking
opportunities are aligned to
the goals and objectives of
the mentoring plan.
Rubric for Assessment of a District/School Mentoring Plan – Continued
A9
Criteria for Success
Beginning
Developing
Established
Sustaining
Action Plan and
Resource Options
● Action plan includes only
professional learning
activities and resource
options.
● Action plan includes
professional learning
activities, resource
options and person(s)
responsible.
● Action plan includes
professional learning
activities, resource
options, person(s)
responsible and timeline.
● Action plan includes
professional learning
activities, resource
options, assessments,
person(s) responsible and
timeline.
Funding Resources
● Only state funding is
utilized.
● State funding and limited
district funding resources
are utilized.
● Funding is available from
a variety of resources
(i.e., partnerships, grants)
but not consistently
utilized.
● Funding is available from
a variety of resources
(i.e., partnerships, grants)
and utilized
appropriately.
Program Evaluation
● The program evaluation
is designed to measure
participant involvement
and satisfaction with the
training.
● The program evaluation
is designed to measure
participant involvement,
satisfaction with the
training and how well the
mentoring process was
learned.
● The program evaluation
is designed to measure
the learning and
application of the
mentoring process and its
impact on teacher
effectiveness.
● The program evaluation
is designed to measure
the learning and
application of the
mentoring process and its
impact on teacher
effectiveness, student
performance and teacher
retention.
A10
