Common use of MENTOR TEACHER PROGRAM Clause in Contracts

MENTOR TEACHER PROGRAM. A. The Mentor Teacher shall be a current or retired member of the bargaining unit or associated with Tecumseh Public Schools as a certified teacher/counselor. B. Each classroom teacher new to the profession who is in his/her first three (3) years in the classroom shall be provided a Mentor Teacher. The Mentor Teacher shall be available to provide professional support, instruction, and guidance. The purpose of the mentoring program is to provide a peer who can offer assistance, resources, and information in a non-threatening collegial fashion. C. Mentor Teachers must be tenured, required to undertake training in mentoring, and not currently be on an improvement plan. Training shall be completed by the start of the school year. D. All teachers meeting the requirements in Section C above may apply in writing to the Superintendent or designee by the end of the school year to be a mentor for the following year. A Joint Committee of Administrators and bargaining unit members will review the applications and award Mentor Teacher status to all eligible applicants, as determined by the committee. The committee will be composed of four (4) TEA members appointed by the TEA President and three (3) administrative representatives appointed by the Superintendent. E. The Joint Committee shall assign each mentee a mentor for a period of up to three (3) years. Teachers hired after the beginning of the school year shall be assigned a mentor prior to their 15th workday. Either the mentor or mentee may sever the relationship without explanation. In making the assignments of mentor teachers, the Joint Committee will consider that certain characteristics are critical to the role of the mentor teacher. In order to effectively teach, coach, and nurture new teachers, it is expected that the mentor teacher will: • have demonstrated excellence in teaching; • have demonstrated excellence in working with adults; • have participated in professional development to remain current and maintain a high level of expertise; • be a practitioner in the same certification or specialty area as the new teacher with whom he/she is paired. (It is realized that under some circumstances this may not be feasible); • be located in the same building. (It is realized that under some circumstances this may not be feasible); • be an active and open listener; • be competent in social and public relations; • be trained to mentor or will commit to being trained as well as commit to implementing the role effectively; • be knowledgeable of human and other resources that can assist the new teacher. F. Because the purpose of the mentor/mentee match is to acclimate the new teacher and to provide necessary assistance toward the end of quality instruction, the parties agree that the relationship shall be confidential and shall not, in any fashion, be a matter included in the evaluation of the mentor or the new teacher. G. The Joint Committee will develop parameters for responsibilities of mentors and mentees, including but not limited to the following: 1. Demonstrate effective instructional techniques to the mentee. 2. Interact a minimum of 5-10 times per month with the probationary teacher to provide assistance in the following areas: a. Curriculum and instructional strategies b. Organizational skills c. Classroom organization and management techniques d. Diagnosing learner needs and differences e. Assessing student progress f. School culture g. Record keeping h. Assessing mentee’s needs i. Legal issues affecting classroom practice j. Parent/guardian and teacher interaction H. Mentor Teachers shall be provided with training in the mentoring process. CEUs may be granted for mentoring and mentor training pursuant to the Act as amended. I. Mentors will be compensated at 3% of BA Base in their first year as a mentor, 2% in the second year and 2% in the third year. Mentors and mentees will be allowed up to four (4), one-half (1/2) days per year for release time, as scheduled by mutual agreement of the affected teachers and Administrators. The Administration will provide a substitute during that time. Whenever practical, the mentee shall be assigned common preparation time. J. The Joint Committee will not normally approve a split mentorship (two mentors for one teacher) but may do so when unique circumstances warrant it. In such cases, the dual mentors shall split the fee equally unless otherwise agreed to by the mentors and approved by the Joint Committee.

MENTOR TEACHER PROGRAM. A. The Mentor Teacher mentor teacher shall be a current or retired member of the bargaining unit employee or associated with Tecumseh Public Schools the District as a certified teacher/counselor. B. Each classroom teacher new to the profession who is in his/her first three (3) years in the classroom shall be provided a Mentor Teacher. The Mentor Teacher shall be available to provide professional support, instruction, and guidance. The purpose of the mentoring program is to provide a peer who can offer assistance, resources, and information in a non-threatening collegial fashion. C. Mentor Teachers The mentor teachers must also be tenured, required to undertake training in mentoring, and not currently be on an improvement plan. Training Mentor teachers will be provided with training, which shall be completed by the start of the school year. D. All teachers meeting the above requirements in Section C above may apply in writing to the Superintendent or designee by the end of the school year to be a mentor for the following year. A Joint Committee of Administrators and bargaining unit members employees will review the applications and award Mentor Teacher mentor teacher status to all eligible applicants, as determined by the committee. The committee Committee will be composed of four (4) TEA members bargaining unit employees appointed by the TEA Association President and three (3) administrative representatives appointed by the Superintendent. E. The Joint Committee shall assign each mentee a mentor for a period of up to three (3) years. Teachers A teacher hired after the beginning of the school year shall be assigned a mentor prior to their before the 15th workday. Either the mentor or mentee may sever the relationship without explanation. In making the assignments of mentor teachers, the Joint Committee will consider that certain characteristics are critical to the role of the mentor teacher. In order to effectively teach, coach, and nurture new teachers, it is expected that the mentor teacher will: • have demonstrated excellence in teaching; • have demonstrated excellence in working with adults; • have participated in professional development to remain current and maintain a high level of expertise; • be a practitioner in the same certification or specialty area as the new teacher with whom he/she is paired. (It is realized that under some circumstances this may not be feasible); • be located in the same building. (It is realized that under some circumstances this may not be feasible); • be an active and open listener; • be competent in social and public relations; • be trained to mentor or will commit to being trained as well as commit to implementing the role effectively; • be knowledgeable of human and other resources that can assist the new teacher. F. Because the purpose of the mentor/mentee match is to acclimate the new teacher and to provide necessary assistance toward the end of quality instruction, the parties agree that the relationship shall be confidential and shall not, in any fashion, be a matter included in the evaluation of the mentor or the new teacherconfidential. G. The Joint Committee will develop parameters for responsibilities of mentors and mentees, including but not limited to the following: 1. Demonstrate effective instructional techniques to the mentee. 2. Interact a minimum of 5-10 times per month with the probationary teacher mentee to provide assistance in the following areas: a. Curriculum and instructional strategies b. Organizational skills c. Classroom organization and management techniques d. Diagnosing learner needs and differences e. Assessing student learner progress f. School culture g. Record keeping h. Assessing mentee’s needs i. Legal issues affecting classroom practice j. Parent/guardian and teacher interaction H. Mentor Teachers shall be provided with training in the mentoring process. CEUs may be granted for mentoring and mentor training pursuant to the Act as amended. I. Mentors will be compensated at 3% of BA Base in their first year as a mentor, 2% in the second year and 2% in the third year. Mentors and mentees will may be allowed up to four (4), one-half (1/2) days per year for release time, as scheduled by mutual agreement of the affected teachers and Administrators. The Administration will provide a substitute during that time. Whenever practical, the mentee shall be assigned common preparation time. J. I. The Joint Committee will not normally approve a split mentorship (two mentors for one teacher) but may do so when unique circumstances warrant it. In such cases, the dual mentors shall split the fee remuneration equally unless otherwise agreed to by the mentors and approved by the Joint Committee.

MENTOR TEACHER PROGRAM. A. The Mentor Teacher mentor teacher shall be a current or retired member of the bargaining unit employee or associated with Tecumseh Public Schools the District as a certified teacher/counselor. B. Each Mentor teachers will be provided to each classroom teacher new to the profession who is in his/her first three (3) years in the classroom shall be provided a Mentor Teacheras required by law. The Mentor Teacher shall be available to provide professional support, instruction, and guidance. The purpose of the mentoring program is to provide a peer who can offer assistance, resources, and information in a non-threatening collegial fashion. C. Mentor Teachers The mentor teachers must also be tenured, required to undertake training in mentoring, and not currently be on an improvement plan. Training Mentor teachers will be provided with training, which shall be completed by the start of the school year. D. All teachers meeting the above requirements in Section C above may apply in writing to the Superintendent or designee by the end of the school year to be a mentor for the following year. A Joint Committee of Administrators and bargaining unit members employees will review the applications and award Mentor Teacher mentor teacher status to all eligible applicants, as determined by the committee. The committee Committee will be composed of four (4) TEA members bargaining unit employees appointed by the TEA Association President and three (3) administrative representatives appointed by the Superintendent. E. The Joint Committee shall assign each mentee a mentor for a period of up to three (3) years. Teachers A teacher hired after the beginning of the school year shall be assigned a mentor prior to their before the 15th workdaywork day. Either the mentor or mentee may sever the relationship without explanation. In making the assignments of mentor teachers, the Joint Committee will consider that certain characteristics are critical to the role of the mentor teacher. In order to effectively teach, coach, and nurture new teachers, it is expected that the mentor teacher will: • have demonstrated excellence in teaching; • have demonstrated excellence in working with adults; • have participated in professional development to remain current and maintain a high level of expertise; • be a practitioner in the same certification or specialty area as the new teacher with whom he/she is paired. paired (It is realized that under some circumstances this may not be feasible); • be located in the same building. building (It is realized that under some circumstances this may not be feasible); • be an active and open listener; • be competent in social and public relations; • be trained to mentor or will commit to being trained as well as commit to implementing the role effectively; • be knowledgeable of human and other resources that can assist the new teacher. F. Because the purpose of the mentor/mentee match is to acclimate the new teacher and to provide necessary assistance toward the end of quality instruction, the parties agree that the relationship shall be confidential and shall not, in any fashion, be a matter included in the evaluation of the mentor or the new teacherconfidential. G. The Joint Committee will develop parameters for responsibilities of mentors and mentees, including but not limited to the following: 1. Demonstrate effective instructional techniques to the mentee. 2. Interact a minimum of 5-10 times per month with the probationary teacher mentee to provide assistance in the following areas: a. Curriculum and instructional strategies b. Organizational skills c. Classroom organization and management techniques d. Diagnosing learner student needs and differences e. Assessing student progress f. School culture g. Record keeping h. Assessing mentee’s 's needs i. Legal issues affecting classroom practice j. Parent/guardian and teacher interaction H. Mentor Teachers shall be provided with training in the mentoring process. CEUs may be granted for mentoring and mentor training pursuant to the Act as amended. I. Mentors will be compensated at 3% of BA Base in their first year as a mentor, 2% in the second year and 2% in the third year. Mentors and mentees will may be allowed up to four (4), one-half (1/2) days per year for release time, as scheduled by mutual agreement of the affected teachers and Administrators. The Administration will provide a substitute during that time. Whenever practical, the mentee shall be assigned common preparation time. J. I. The Joint Committee will not normally approve a split mentorship (two mentors for one teacher) but may do so when unique circumstances warrant it. In such cases, the dual mentors shall split the fee remuneration equally unless otherwise agreed to by the mentors and approved by the Joint Committee.

MENTOR TEACHER PROGRAM. A. Section 1526 of the School code of 1976 as amended by PA339 (1993) requires that "for the first three years of employment in classroom teaching, a teacher shall be assigned by the school to one or more master teachers, college professors, or retired master teachers, who shall act as a mentor to the teacher". B. In order to formally implement a Mentor Teacher Program, the District and the Association have established the following policy: 1. This Program shall be in place to assist Probationary Teachers who are new to the profession. 2. The selection and appointment of all Mentor Teachers will be the responsibility of the District in its sole discretion. When feasible, the administration may seek input and recommendations from the building school improvement team or other staff advisor committee. 3. It is understood that in order to implement Section 1526 and deal with special situations which may arise, Mentor Teachers may be selected from among professional personnel outside the District such as college professors or retired professional employees, as well as from the instructional staff. Administration may serve as Mentors if mutually agreed by the District and Association. 4. Mentor Teachers will be appointed on a voluntary basis. Current teachers willing to serve in this capacity will submit their names to the principal or supervisor in accordance with any procedures adopted by the District. In order to serve as a Mentor Teacher, a staff member must be tenured and have completed at least five years of successful teaching with three of those in the ▇▇▇▇▇▇▇ Community Schools and the staff member must also have consistently demonstrated excellence in teaching. The Mentor Teacher assignment shall be for one (1) year and subject to review by the Mentor Teacher and the Probationary Teacher after three (3) months. In the event that the Probationary Teacher, the Mentor Teacher, or the principal or supervisor find the relationship incompatible, the District may in its sole discretion select a current new Mentor for the Probationary Teacher. The appointment may be renewed in succeeding years. 5. Selected Mentor Teachers will be required to participate in staff development programs on mentoring provided by the District or retired member its designee and to perform other duties outlined by the District and required by the Tenure law. All of these activities and duties will be for the bargaining unit or associated with Tecumseh Public Schools express purpose of helping Probationary Teachers become more effective instructors. 6. Those selected Mentor Teachers who are currently employed in the District shall be eligible to receive an annual stipend during any year that they serve as a certified teacher/counselor. B. Each classroom teacher Mentor Teacher. Mentor Teachers will receive a stipend of $300 during the Probationary Teacher’s first year, $200 during the Probationary Teacher’s second year, and a stipend of $100 during the Probationary Teacher’s third year. This amount will be pro-rated for less than an entire year of service. Where teachers new to the profession who is in his/her first three (3) years in the classroom shall are assigned to more than one building, more than one Mentor may be provided a Mentor Teacherassigned and eligible for this benefit. 7. The relationship between the Mentor and the Probationary Teacher shall be available to provide professional support, instruction, collaborative and guidanceconfidential. The purpose Private conversations between the Mentor and Probationary Teacher shall not be discussed with any third party without prior consent of the mentoring program is to provide a peer who can offer assistanceProbationary Teacher. Criminal conduct, resources, and information in a non-threatening collegial fashion. C. Mentor Teachers must Board Policy and/or School Code violations will be tenured, required to undertake training in mentoring, and not currently be on an improvement plan. Training shall be completed by the start of the school year. D. All teachers meeting the requirements in Section C above may apply in writing reported to the Superintendent or designee appropriate authorities. Information provided by the end of the school year to be a mentor for the following year. A Joint Committee of Administrators and bargaining unit members Mentors will review the applications and award Mentor Teacher status to all eligible applicants, as determined by the committee. The committee will be composed of four (4) TEA members appointed by the TEA President and three (3) administrative representatives appointed by the Superintendent. E. The Joint Committee shall assign each mentee a mentor for a period of up to three (3) years. Teachers hired after the beginning of the school year shall be assigned a mentor prior to their 15th workday. Either the mentor or mentee may sever the relationship without explanation. In making the assignments of mentor teachers, the Joint Committee will consider that certain characteristics are critical to the role of the mentor teacher. In order to effectively teach, coach, and nurture new teachers, it is expected that the mentor teacher will: • have demonstrated excellence in teaching; • have demonstrated excellence in working with adults; • have participated in professional development to remain current and maintain a high level of expertise; • be a practitioner in the same certification or specialty area as the new teacher with whom he/she is paired. (It is realized that under some circumstances this may not be feasible); • be located used in the same building. (It is realized that under some circumstances this may not be feasible); • be an active and open listener; • be competent in social and public relations; • be trained to mentor or will commit to being trained as well as commit to implementing the role effectively; • be knowledgeable of human and other resources that can assist the new teacherevaluations. F. Because the purpose of the mentor/mentee match is to acclimate the new teacher and to provide necessary assistance toward the end of quality instruction, the parties agree that the relationship shall be confidential and shall not, in any fashion, be a matter included in the evaluation of the mentor or the new teacher. G. The Joint Committee will develop parameters for responsibilities of mentors and mentees, including but not limited to the following: 1. Demonstrate effective instructional techniques to the mentee. 2. Interact a minimum of 5-10 times per month with the probationary teacher to provide assistance in the following areas: a. Curriculum and instructional strategies b. Organizational skills c. Classroom organization and management techniques d. Diagnosing learner needs and differences e. Assessing student progress f. School culture g. Record keeping h. Assessing mentee’s needs i. Legal issues affecting classroom practice j. Parent/guardian and teacher interaction H. Mentor Teachers shall be provided with training in the mentoring process. CEUs may be granted for mentoring and mentor training pursuant to the Act as amended. I. Mentors will be compensated at 3% of BA Base in their first year as a mentor, 2% in the second year and 2% in the third year. Mentors and mentees will be allowed up to four (4), one-half (1/2) days per year for release time, as scheduled by mutual agreement of the affected teachers and Administrators. The Administration will provide a substitute during that time. Whenever practical, the mentee shall be assigned common preparation time. J. The Joint Committee will not normally approve a split mentorship (two mentors for one teacher) but may do so when unique circumstances warrant it. In such cases, the dual mentors shall split the fee equally unless otherwise agreed to by the mentors and approved by the Joint Committee.

MENTOR TEACHER PROGRAM. A. The Mentor Teacher shall be a current or retired member of 1. For the bargaining unit or associated with Tecumseh Public Schools as a certified teacher/counselor. B. Each classroom teacher new to the profession who is in his/her first three (3) years of his/her employment in the classroom shall be provided teaching, a Mentor Teacher. The Mentor Teacher shall be available to provide professional support, instruction, and guidance. The purpose of the mentoring program is to provide a peer who can offer assistance, resources, and information in a non-threatening collegial fashion. C. Mentor Teachers must be tenured, required to undertake training in mentoring, and not currently be on an improvement plan. Training shall be completed by the start of the school year. D. All teachers meeting the requirements in Section C above may apply in writing to the Superintendent or designee by the end of the school year to be a mentor for the following year. A Joint Committee of Administrators and bargaining unit members teacher will review the applications and award Mentor Teacher status to all eligible applicants, as determined by the committee. The committee will be composed of four (4) TEA members appointed by the TEA President and three (3) administrative representatives appointed by the Superintendent. E. The Joint Committee shall assign each mentee a mentor for a period of up to three (3) years. Teachers hired after the beginning of the school year shall be assigned a master teacher(s) who will serve as mentor prior to their 15th workday. Either the mentor or mentee may sever the relationship without explanation. In making the assignments of mentor teachers, the Joint Committee will consider that certain characteristics are critical to the role of the mentor teacher. In order to effectively teach, coach, and nurture new teachers, it is expected that the mentor teacher will: • have demonstrated excellence in teaching; • have demonstrated excellence in working with adults; • have participated in professional development to remain current and maintain a high level of expertise; • be a practitioner in the same certification or specialty area as the new teacher with whom he/she is paired. (It is realized that under some circumstances this may not be feasible); • be located in the same building. (It is realized that under some circumstances this may not be feasible); • be an active and open listener; • be competent in social and public relations; • be trained to mentor or will commit to being trained as well as commit to implementing the role effectively; • be knowledgeable of human and other resources that can assist the new teacher. F. Because 2. Recognizing the special needs of probationary teachers in becoming oriented to the teaching profession and to the School District, and to improve the quality of instruction, the School District commits to establishing a mentor teacher program. The duties of mentor teachers shall include, but are not limited to, assisting, observing and counseling the probationary teacher for the purpose of acclimating the mentor/mentee match is probationary teacher to acclimate the new teacher teaching profession and to provide necessary assistance toward the end District, but mentor teachers shall not be responsible for evaluating probationary teachers, which shall remain the prerogative of quality instructionthe Administration. 3. The Board reserves the right to unilaterally appoint persons to serve as master or mentor teachers for all purposes for which such persons are required by law. Such individuals may be appointed from either inside or outside the bargaining unit, as deemed appropriate by the parties agree Board. Provided, however, that the relationship Board shall give good faith and reasonable consideration to an internal applicant from within the tenured teaching staff who meet the qualification standards which may be established by the Administration. 4. Minimum requirements for applicants for mentor teaching positions shall include successful prior teaching experience, familiarity with current educational philosophies of instruction and genuine willingness to work cooperatively with any District Administrator(s) responsible for supervision of the probationary teacher. Mentor teacher pay is per Appendix B, Extra Duty Assignment Schedule. 5. No member of the bargaining unit shall be confidential involuntarily assigned to serve as a mentor teacher. 6. Any member of the bargaining unit that is appointed as a mentor teacher shall be provided with release time, if necessary, for training as a mentor to be scheduled during his/her regular duty hours. 7. The district shall promptly notify the Association when a mentor teacher is matched with his/her mentee. 8. When a bargaining unit member serves as a mentor, reasonable effort will be made to match mentors and mentees who work in the same building and have the same area of certification. 9. Neither the mentor nor the mentee shall not, be permitted to participate in any fashion, be a matter included in relating to the evaluation of the mentor or the new teacherother. G. The Joint Committee will develop parameters for responsibilities of mentors and mentees, including but not limited to the following: 1. Demonstrate effective instructional techniques to the mentee. 2. Interact a minimum of 5-10 times per month with the probationary teacher to provide assistance in the following areas: a. Curriculum and instructional strategies b. Organizational skills c. Classroom organization and management techniques d. Diagnosing learner needs and differences e. Assessing student progress f. School culture g. Record keeping h. Assessing mentee’s needs i. Legal issues affecting classroom practice j. Parent/guardian and teacher interaction H. Mentor Teachers shall be provided with training in the mentoring process. CEUs may be granted for mentoring and mentor training pursuant to the Act as amended. I. Mentors will be compensated at 3% of BA Base in their first year as a mentor, 2% in the second year and 2% in the third year. Mentors and mentees will be allowed up to four (4), one-half (1/2) days per year for release time, as scheduled by mutual agreement of the affected teachers and Administrators. The Administration will provide a substitute during that time. Whenever practical, the mentee shall be assigned common preparation time. J. The Joint Committee will not normally approve a split mentorship (two mentors for one teacher) but may do so when unique circumstances warrant it. In such cases, the dual mentors shall split the fee equally unless otherwise agreed to by the mentors and approved by the Joint Committee.

MENTOR TEACHER PROGRAM. A. Section 1526 of the School code of 1976 as amended by PA339 (1993) requires that "for the first three years of employment in classroom teaching, a teacher shall be assigned by the school to one or more master teachers, college professors, or retired master teachers, who shall act as a mentor to the teacher". B. In order to formally implement a Mentor Teacher Program, the District and the Association have established the following policy: 1. This Program shall be in place to assist Probationary Teachers who are new to the profession. 2. The selection and appointment of all Mentor Teachers will be the responsibility of the District in its sole discretion. When feasible, the administration may seek input and recommendations from the building school improvement team or other staff advisor committee. 3. It is understood that in order to implement Section 1526 and deal with special situations which may arise, Mentor Teachers may be selected from among professional personnel outside the District such as college professors or retired professional employees, as well as from the instructional staff. Administration may serve as Mentors if mutually agreed by the District and Association. 4. Mentor Teachers will be appointed on a voluntary basis. Current teachers willing to serve in this capacity will submit their names to the principal or supervisor in accordance with any procedures adopted by the District. In order to serve as a Mentor Teacher, a staff member must be tenured and have completed at least five years of successful teaching with three of those in the ▇▇▇▇▇▇▇ Community Schools and the staff member must also have consistently demonstrated excellence in teaching. The Mentor Teacher assignment shall be for one (1) year and subject to review by the Mentor Teacher and the Probationary Teacher after three (3) months. In the event that the Probationary Teacher, the Mentor Teacher, or the principal or supervisor find the relationship incompatible, the District may ▇▇▇▇▇▇▇ Community Schools and the ▇▇▇▇▇▇▇ Educational Association/MEA/NEA July 1, 2009 - June 30, 2011 in its sole discretion select a current new Mentor for the Probationary Teacher. The appointment may be renewed in succeeding years. 5. Selected Mentor Teachers will be required to participate in staff development programs on mentoring provided by the District or retired member its designee and to perform other duties outlined by the District and required by the Tenure law. All of these activities and duties will be for the bargaining unit or associated with Tecumseh Public Schools express purpose of helping Probationary Teachers become more effective instructors. 6. Those selected Mentor Teachers who are currently employed in the District shall be eligible to receive an annual stipend during any year that they serve as a certified teacher/counselor. B. Each classroom teacher Mentor Teacher. Mentor Teachers will receive a stipend of $300 during the Probationary Teacher’s first year, $200 during the Probationary Teacher’s second year, and a stipend of $100 during the Probationary Teacher’s third year. This amount will be pro-rated for less than an entire year of service. Where teachers new to the profession who is in his/her first three (3) years in the classroom shall are assigned to more than one building, more than one Mentor may be provided a Mentor Teacherassigned and eligible for this benefit. 7. The relationship between the Mentor and the Probationary Teacher shall be available to provide professional support, instruction, collaborative and guidanceconfidential. The purpose Private conversations between the Mentor and Probationary Teacher shall not be discussed with any third party without prior consent of the mentoring program is to provide a peer who can offer assistanceProbationary Teacher. Criminal conduct, resources, and information in a non-threatening collegial fashion. C. Mentor Teachers must Board Policy and/or School Code violations will be tenured, required to undertake training in mentoring, and not currently be on an improvement plan. Training shall be completed by the start of the school year. D. All teachers meeting the requirements in Section C above may apply in writing reported to the Superintendent or designee appropriate authorities. Information provided by the end of the school year to be a mentor for the following year. A Joint Committee of Administrators and bargaining unit members Mentors will review the applications and award Mentor Teacher status to all eligible applicants, as determined by the committee. The committee will be composed of four (4) TEA members appointed by the TEA President and three (3) administrative representatives appointed by the Superintendent. E. The Joint Committee shall assign each mentee a mentor for a period of up to three (3) years. Teachers hired after the beginning of the school year shall be assigned a mentor prior to their 15th workday. Either the mentor or mentee may sever the relationship without explanation. In making the assignments of mentor teachers, the Joint Committee will consider that certain characteristics are critical to the role of the mentor teacher. In order to effectively teach, coach, and nurture new teachers, it is expected that the mentor teacher will: • have demonstrated excellence in teaching; • have demonstrated excellence in working with adults; • have participated in professional development to remain current and maintain a high level of expertise; • be a practitioner in the same certification or specialty area as the new teacher with whom he/she is paired. (It is realized that under some circumstances this may not be feasible); • be located used in the same building. (It is realized that under some circumstances this may not be feasible); • be an active and open listener; • be competent in social and public relations; • be trained to mentor or will commit to being trained as well as commit to implementing the role effectively; • be knowledgeable of human and other resources that can assist the new teacherevaluations. F. Because the purpose of the mentor/mentee match is to acclimate the new teacher and to provide necessary assistance toward the end of quality instruction, the parties agree that the relationship shall be confidential and shall not, in any fashion, be a matter included in the evaluation of the mentor or the new teacher. G. The Joint Committee will develop parameters for responsibilities of mentors and mentees, including but not limited to the following: 1. Demonstrate effective instructional techniques to the mentee. 2. Interact a minimum of 5-10 times per month with the probationary teacher to provide assistance in the following areas: a. Curriculum and instructional strategies b. Organizational skills c. Classroom organization and management techniques d. Diagnosing learner needs and differences e. Assessing student progress f. School culture g. Record keeping h. Assessing mentee’s needs i. Legal issues affecting classroom practice j. Parent/guardian and teacher interaction H. Mentor Teachers shall be provided with training in the mentoring process. CEUs may be granted for mentoring and mentor training pursuant to the Act as amended. I. Mentors will be compensated at 3% of BA Base in their first year as a mentor, 2% in the second year and 2% in the third year. Mentors and mentees will be allowed up to four (4), one-half (1/2) days per year for release time, as scheduled by mutual agreement of the affected teachers and Administrators. The Administration will provide a substitute during that time. Whenever practical, the mentee shall be assigned common preparation time. J. The Joint Committee will not normally approve a split mentorship (two mentors for one teacher) but may do so when unique circumstances warrant it. In such cases, the dual mentors shall split the fee equally unless otherwise agreed to by the mentors and approved by the Joint Committee.

MENTOR TEACHER PROGRAM. A. The Mentor Teacher shall be a current or retired member of the bargaining unit or associated with Tecumseh Public Schools the District as a certified teacher/counselor. B. Each classroom teacher new to the profession who is in his/her first three (3) years in the classroom shall be provided a Mentor Teacher. The Mentor Teacher shall be available to provide professional support, instruction, and guidance. The purpose of the mentoring program is to provide a peer who can offer assistance, resources, and information in a non-threatening collegial fashion. C. Mentor Teachers must be tenured, required to undertake training in mentoring, and not currently be on an improvement plan. Training shall be completed by the start of the school year. D. All teachers meeting the requirements in Section C above may apply in writing to the Superintendent or designee by the end of the school year to be a mentor for the following year. A Joint Committee of Administrators and bargaining unit members will review the applications and award Mentor Teacher status to all eligible applicants, as determined by the committee. The committee will be composed of four (4) TEA Association members appointed by the TEA Association President and three (3) administrative representatives appointed by the Superintendent. E. The Joint Committee shall assign each mentee a mentor for a period of up to three (3) years. Teachers A teacher hired after the beginning of the school year shall be assigned a mentor prior to their before the 15th workday. Either the mentor or mentee may sever the relationship without explanation. In making the assignments of mentor teachers, the Joint Committee will consider that certain characteristics are critical to the role of the mentor teacher. In order to effectively teach, coach, and nurture new teachers, it is expected that the mentor teacher will: • have demonstrated excellence in teaching; • have demonstrated excellence in working with adults; • have participated in professional development to remain current and maintain a high level of expertise; • be a practitioner in the same certification or specialty area as the new teacher with whom he/she is paired. (It is realized that under some circumstances this may not be feasible); • be located in the same building. (It is realized that under some circumstances this may not be feasible); • be an active and open listener; • be competent in social and public relations; • be trained to mentor or will commit to being trained as well as commit to implementing the role effectively; • be knowledgeable of human and other resources that can assist the new teacher. F. Because the purpose of the mentor/mentee match is to acclimate the new teacher and to provide necessary assistance toward the end of quality instruction, the parties agree that the relationship shall be confidential and shall not, in any fashion, be a matter included in the evaluation of the mentor or the new teacherconfidential. G. The Joint Committee will develop parameters for responsibilities of mentors and mentees, including but not limited to the following: 1. Demonstrate effective instructional techniques to the mentee. 2. Interact a minimum of 5-10 times per month with the probationary teacher to provide assistance in the following areas: a. Curriculum and instructional strategies b. Organizational skills c. Classroom organization and management techniques d. Diagnosing learner needs and differences e. Assessing student progress f. School culture g. Record keeping h. Assessing mentee’s needs i. Legal issues affecting classroom practice j. Parent/guardian and teacher interaction H. Mentor Teachers shall be provided with training in the mentoring process. CEUs may be granted for mentoring and mentor training pursuant to the Act as amended. I. Mentors will be compensated at 3% of BA Base in their first year as a mentor, 2% in the second year year, and 2% in the third year. Mentors and mentees will may be allowed up to four (4), one-half (1/2) days per year for release time, as scheduled by mutual agreement of the affected teachers and Administrators. The Administration will provide a substitute during that time. Whenever practical, the mentee shall be assigned common preparation time. J. The Joint Committee will not normally approve a split mentorship (two mentors for one teacher) but may do so when unique circumstances warrant it. In such cases, the dual mentors shall split the fee equally unless otherwise agreed to by the mentors and approved by the Joint Committee.