Mentor Teachers Sample Clauses
The 'Mentor Teachers' clause establishes the role and responsibilities of experienced educators who provide guidance and support to less experienced or new teachers within an educational setting. Typically, this clause outlines the criteria for selecting mentor teachers, the scope of their mentoring duties, and any compensation or recognition they may receive. By formalizing the mentorship process, the clause ensures that new teachers receive structured support, which helps improve teaching quality and facilitates smoother integration into the institution.
Mentor Teachers. A. A Mentor Teacher shall be defined as a Master Teacher as identified in Section 1526 of the School Code and shall perform the duties of a Master Teacher as specified in the School Code and State Administrative Rules and Regulations.
B. Each bargaining unit member in his/her first three (3) years in the classroom shall be assigned one or more Mentor Teacher(s) by the Administration. The Mentor Teacher shall be available to provide professional support, instruction and guidance. The purpose of the mentor assignment is to provide a peer who can offer assistance, resources and information in a collegial fashion.
C. A Mentor Teacher shall be assigned in accordance with the following:
1. Participation as a Mentor Teacher shall be voluntary.
2. The Mentor Teacher assignment shall be for one (1) academic year subject to review. The appointment may be renewed in succeeding academic years.
3. Should either the Mentor Teacher or the Mentee present cause to dissolve the relationship, the administration will meet with the Mentor Teacher and the Mentee to determine an appropriate course of action.
D. Upon request, the Administration may provide release time so the Mentor may work with the Mentee in his/her assignment during the regular work day.
E. Mentees who are new to the profession shall be provided with a minimum of fifteen (15) days of professional development instruction during their first three (3) years of classroom teaching.
F. Performance responsibilities of a Mentor Teacher may include but not be limited to: Work to establish a relationship with Mentee based on mutual trust, respect and collegiality; provide encouragement, support, guidance and feedback when needed; help Mentee feel welcome; take part in training to enhance teaching and mentoring skills; complete periodic evaluations of Mentor-Mentee program, as requested; contact mentees, minimally once a week, for formal or informal meetings; help Mentee learn about resources, procedures, curriculum, students' needs, building and district policies, regulations and schedules; promote a smooth transition between teacher training and the actual classroom setting; facilitate three-way conferences involving the Mentor, Mentee and Principal; provide opportunities for Mentee to observe the Mentor and other teachers; share new and alternative materials, methods and resources with Mentee; observe Mentee's teaching in a classroom setting; conduct pre and post observation conferences; and assist Mentee with goal se...
Mentor Teachers. For purposes of complying with Section 1526 of the School Code (as amended), the following mentor teacher (“Mentor”) provisions shall apply:
a. Mentors shall be selected and assigned by the District (i.e. administration) as follows:
(1) A Mentor shall be a member of the bargaining unit with tenure or with at least four (4) years of seniority.
b. No teacher (i.e. bargaining unit member) shall be assigned or required to serve as a Mentor except on a voluntary and consensual basis. A mentee shall be assigned a mentor in the same department or grade level, unless there are no volunteers that meet this criteria. No mentors shall be assigned more than two mentees in a school year.
c. Mentors shall not be asked or required to perform teacher evaluations and shall not be required to participate in disciplinary proceedings involving the mentee.
d. The Mentor shall serve as a master teacher for the purposes contemplated by Section 1526 of the School Code. As such, the Mentor shall provide confidential professional support, instruction and guidance to the beginning classroom teacher.
e. The District shall, at its expense and without cost to the Mentor, provide training to a teacher who agrees to serve as a Mentor.
f. Upon request, the administration may make available release time so the Mentor may work with the mentee in his/her assignment during the regular work day.
g. Mentor/mentee assignments shall be made on an annual basis, and shall be subject to periodic review at the request of the Mentor, mentee, and/or the District.
h. When a teacher is assigned and agrees to serve as a Mentor, he/she shall be paid seven hundred and fifty dollars ($750.00) per mentee assignment per school year when mentoring a first through third year teacher or newly reassigned teacher. In situations where two mentors are needed for one teacher, they will share the compensation with each mentor receiving half of the stipend. The Mentor will log, at minimum, one (1) hour per school week of consultation with the mentee and one (1) classroom visit per month with the mentee.
Mentor Teachers. A unit member who is assigned by the Board to serve as a mentor for a new teacher shall receive an annual stipend of $600 for each new teacher mentored. A unit member who has completed MCPS mentor training shall receive $800 per year.
Mentor Teachers a. The APS Mentor Program will take a comprehensive approach to providing qualified and approved Mentors for each Beginning Teacher in the school district.
Mentor Teachers. 4.1 Teachers shall receive a stipend of $600.00 from the Merrillville Community School Corporation for actual service as a mentor for a first year teacher and $300.00 for actual service as a mentor for a second year teacher.
Mentor Teachers. A. Participation as a Mentor Teacher shall be voluntary. The Mentor assignment shall be made by the administrator and shall be regarded as an annual assignment of extra duty for extra pay.
B. A Mentor teacher must be an experienced educator who demonstrates instructional expertise, ability to work well with colleagues, continuous learning and preparation, and is skilled at providing instructional support. Mentor teachers will preferably have a minimum of five (5) years of teaching experience. The Mentor teacher shall be available to provide professional support, guidance, and instruction to the Mentee. The purpose of the Mentor teacher is to offer experienced assistance and support to the Mentee in a collegial fashion. They are not responsible for any performance evaluation but are part of the performance improvement process. The Mentor teacher shall make periodic reports to the Districts administration regarding the type (i.e., general description of contact) and extent of his/her contact with the Mentee during the existence of the Mentor/Mentee relationship.
C. The Mentor Teacher assignment shall be for one (1) academic year subject to review and renewal by the administrator. The appointment may be renewed in succeeding academic years upon approval of the administration. Should either the Mentor Teacher or the Mentee request to dissolve the relationship during an academic year, the administration will meet with the Mentor Teacher and the Mentee to determine an appropriate course of action.
D. Nothing in this Article shall be interpreted or applied to indicate that the assignment of mentor teachers is exclusively work within the bargaining unit represented by the Association. Rather, the purpose of this Article is to delineate the wages and specified working conditions for that assignment when it is performed by members of the Association’s bargaining unit. Bargaining unit members performing the duties of mentor teacher will be compensated at the rates below:
Mentor Teachers. 12-4-1 Mentor teachers will assist teachers who hold a provisional license per the district’s mentorship/induction program. Together they will design individual goals and strategies to strengthen the effectiveness of the probationary teacher. It will be the mentor teacher’s responsibility to ensure that the probationary teacher has a firm understanding of the District’s expectations for classroom management, effective teaching techniques, and collegial relationships.
12-4-2 In most cases, mentor teachers will be from the inductee’s building; however, there may be some exceptions when a mentor teacher will be assigned from another site. Mentor teachers will be compensated five hundred dollars ($500) for one-to- one mentoring, and two hundred fifty dollars ($250) for each additional inductee mentored.
Mentor Teachers. A. In accordance with Section 1526 of the School Code, teachers in their first three years of employment as a classroom teacher shall be assigned a Mentor. The purpose of such a relationship shall be to provide new teachers with assistance, resources and information in a non-threatening, collegial fashion.
B. Participation as a Mentor teacher shall be voluntary.
C. The Mentor teacher shall:
1. be an active or former (retired or otherwise experienced) K-12 educator who has demonstrated mastery of the teaching profession. Current faculty members shall be given consideration for Mentor positions.
Mentor Teachers. A. Bargaining unit mentor teacher positions shall be developed on an as-needed basis to function as an advisor/resource person to probationary teachers by the Employer according to the following guidelines:
1. Such mentor teachers shall be tenure teachers. It is understood and agreed that mentor teachers may also be retired master teachers or college professors as allowed by law.
2. A bargaining unit mentor teacher shall serve on a voluntary basis and shall work with probationary teachers from a related area of expertise, responsibility or experience.
3. A bargaining unit mentor teacher may have released time as approved by his/her principal to use to observe or otherwise be available to the probationary teacher assigned.
4. The mentor teacher shall not be expected to act in a supervisory capacity over a probationary teacher. The mentor teacher shall not be required to provide information for use in such administrative functions regarding the probationary teacher assigned.
5. The mentor teacher shall assist the probationary teacher in planning with the administration fifteen (15) days of professional development within the first three (3) years of employment of the probationary teacher. Such professional development may include the experiencing of effective practices linked in university professional development schools, ISD and regional seminars conducted by master teachers and other mentors regarding proper classroom management and instructional delivery methods.
6. It is understood and agreed that a mentor teacher may not continue in that position from year to year unless requested to do so by the principal. The probationary teacher involved shall have input into this process.
7. Upon request, the administration and the Association shall meet and make a joint determination by May 1 of each year regarding the number, kind, duration and compensation of (for) sabbatical leaves to be offered on a voluntary basis to prospective or continuing mentor teachers for training such teachers to aid in the professional development of probationary teachers.
Mentor Teachers. As state law mandates a Mentor Teacher for three (3) years for the purpose of assisting, informing and coaching probationary teachers in the rights, responsibilities and ethics of the teaching profession, the Brighton Board of Education and the Brighton Education Association agree to work together in the selection and appointment process using the following guidelines:
1. Qualified staff may submit their intentions to the building principal to become Mentor Teachers at any time. The list of names will be maintained until the teacher requests removal from said list.
2. The assignment of a mentor teacher will be made by the principal and reviewed with building Association Representatives.
3. General criteria in selection will include:
a. Tenure in Brighton
b. Minimum of five years (HE/E) of teaching experience
c. Same building preferred
d. Whenever possible, same background in major area of instruction (i.e. lower elementary to lower elementary, grade level to grade level, department to department, et cetera)
e. Classroom teachers will be matched to classroom teachers
4. Regarding appointment, the following will apply:
a. All appointments as Mentor Teachers will be voluntary.
b. Appointment will be for three (3) years unless either party requests a change through their building principal.
c. Mentor Teachers will have no involvement in the evaluation process and the relationship will be collaborative.
d. A Mentor Teacher may supervise a maximum of two (2) probationary teachers, if the Mentor Teacher is determined to be the best qualified by the Principal.
e. The mentor program requires observations of the teacher being mentored by the mentor and observations of the mentor by the teacher being mentored. Suggested standards for release time following the mentor program will be determined by the building principal and the assigned mentor teacher.
f. Mentor Teachers will be paid on the following schedule. Compensation will be paid to the Mentor Teacher at the end of the first semester (50%) and at the end of the second semester (50%). An activity log will be maintained for professional development purposes by the mentee and will be signed by the mentor teacher. Mentors will be required to attend all training sessions.
g. The Mentor Teacher will follow the prescribed professional growth activities of the mentor program.