TASD Mentor/Mentee Handbook

Mentor/Mentee Handbook 2022-2023

Welcome to the Tomah Area School District . . .

Teaching is a craft practiced by skilled professionals, not an exact science in which any person can follow a standard recipe that guarantees success. Even the best teaching recommendations do not work in every situation for every student.

Successful teachers not only teach well, but also are able to make good decisions about what strategies work in various situations. Successful teachers also learn through experience what works in various instructional activities. ~International Center for Leadership in Education, Inc.

“There is no more noble occupation in the world than to assist another human being - to help someone succeed.” ~Alan Loy McGinnus

Mentor/Mentee Handbook

TABLE OF CONTENTS Tips and Inspiration Tips for Your First Year at TASD Your Important Information for a Substitute Teacher Phases of First Year Teaching Tomah Area School District Mentoring Program Mentor/Mentee Lists Philosophy Goals Mentoring Program Components Mentor Qualifications Mentor Compensation Mentor/Mentee “No Fault” Agreement Mentoring Program Confidentiality Policy Mentor Input/Initial Educator “A Mentor Is…” Responsibilities of the Mentor Responsibilities of the Mentee “Do You Know…"

Observation Responsibilities of Building Administrator Responsibilities of the Mentor Program Coordinator

“The greatest discovery of my generation is that a human being can alter his life by altering his attitude of mind.” ~William James

1st Year Mentor Forms and Monthly Checklists Timeline Summary Checklist Pledge of Confidentiality Pre-Needs Assessments August Monthly Checklist Planning the First Month September to May/June Monthly Mentor Checklists Mentor Program Evaluation Mentor Feedback Post Needs Assessment

TABLE OF CONTENTS (cont.)

2nd Year Mentor Quarterly Checklists Quarter 1 Quarter 2 Quarter 3 Quarter 4 Child Abuse and Neglect Reporting Guidelines for Reporting Child Abuse & Neglect Parent Communication Parent Communication Recommendations Sample Letters to Parents Parent-Teacher Conferences Diversity and Poverty Diversity in the Classroom Key Points to Remember Instruction SMART Goals LANAG LANAG Lesson Plan Template 50 Tips on Motivating Students Differentiation of Instruction Teacher Forms Staff Development Request Form Conference/Workshop Reflection Summary Form Check Request Form

Tips and Inspiration

“There is something inherently special about our profession that allows us to close out a previous academic year and plan for a new beginning - a sort of annual renewal, if you will.” ~Lee Gray

Tips for Your First Year of Teaching at TASD Teaching is exciting, rewarding and satisfying. It is also difficult, draining and sometimes heart wrenching. The work we do demands dedication and the ability to give and grow year after year. How will you deal with the daily roller coaster of teaching? Here are some tips from Wisconsin Education Association Council (WEAC) to get your first year off to a good start.

1 Set high and consistent expectations.

Reinforce positive behavior and academic performance.

3 Fight isolation in all aspects of your work.

Participate in school/community activities that strengthen your relationship with colleagues, parents, and students. You need to have a life outside of your career.

5 Document communication.

When talking with parents, administrators, or other teachers on important matters, take the time to log the conversation in a notebook. It will help you recall the discussion at a later date, if needed.

7 Take care of yourself.

“Organization is the biggest key! No matter how difficult it gets, kids are number one.” ~Lacy Lemon

Block off time in your calendar to take care of yourself physically, mentally, and spiritually. Treat yourself with respect, compassion, and patience.

2 Support one another and seek wisdom from others.

Your mentor can be a lifesaver.

He or she can help you keep your perspective. Also, look for opportunities to collaborate with other first-year teachers so you can support each other.

4 Reach out for support early and all the time.

Don’t wait for a problem to get out of hand. Communicate with parents early in the year.

Document everything and talk with your mentor and administrator about any problems you may have.

6 Be realistic.

Don’t let your concern for each child overwhelm you.

8 Keep a sense of humor.

Laughter helps to relieve stress. Once you gain some perspective, it will not be as bad as it may seem now.

9 Love learning, love your students, and love teaching!

These tips are offered by both first year and veteran teachers to help you keep your life in perspective.

Your First Day...

• • • • • • • • • •

Introduce yourself and give students a short biographical sketch.

Establish a method for learning students’ names.

Share your expectations with your class.

Review, or develop with students, your rules for behavior with the rewards and consequences.

Rules should be written and posted in the classroom.

Clarify your homework and makeup policies with students.

Establish a place for students’ papers.

Establish a place for your personal papers.

Recognize that you will not know everything; ask questions of your colleagues.

Take time at the end of the day to reflect on the good job you did.

In the first few months…

•

“You must be flexible and prepared to handle incidents when they arise in order to be a successful teacher. If you can’t handle interruptions in your daily routine you may have trouble surviving as a teacher.” ~Kelly McMahon

• • • • • • • • • • • • •

Know where students’ files are housed so that you can consult them when needed.

Familiarize yourself with the timelines for students’ progress reports and grading deadlines.

Read over district/school policies and ask questions if something is not clear.

Become familiar with the procedure for special education referrals.

Make sure you have a substitute folder available.

Broaden your horizons…get to know people outside your immediate environment.

Find out the dates and the procedures for parent-teacher conferences.

Meet with your mentor regarding evaluation procedures (SLO).

Establish a method of communicating with parents on a regular basis.

Talk with your mentor about getting your licensure Professional Development.

Plan (PDP) process started.

Find out the process for requesting/purchasing materials.

Be good to yourself. Make sure you are eating healthy, exercising, and getting enough sleep.

Take some time to reflect on your first month as a teacher.

As you begin the 2nd semester…

• • • • • • • •

Consider attending a school board meeting with a colleague.

Read journals and research on instruction.

Check out the professional development activities offered by your district and WEAC. Your financial future is important. Do you have a budget that includes a tax shelter?

Find out which tax deductions are allowed.

Begin formulating your professional development goal for licensure purposes.

Get to know your building rep and local officers and be apprised of the activities in your local Association.

Reflect, reflect, reflect.

WEAC Beginning Teacher Handbook 2006

Substitute Information

Your Important Information for a Substitute Teacher You are not thinking about it right now, but sometime in your future, you are going to miss a day of school.

This is the IDEAL time to begin preparing for that event because the questions you have now are the same questions a substitute teacher might have. Later, with a routine established, you may forget to think about such details.

Label a file folder or notebook “Substitute,” and keep it in a place anyone would logically look.

Here are some suggestions to include for your substitute: • • •

• • • •

• • • • •

Your schedule of classes including regular classes, special classes (day and time), and an alternate plan in case special classes are cancelled; Names and schedules of students who leave the classroom for special reasons such as medication, remedial or gifted programs, speech, etc.; Opening activities: class attendance, seating chart for regular activities and special work groups, attendance procedures, lunch count if working in an elementary building, etc.; Lesson plans or where to find the plan book (include alternate plans in case the lesson depends on resources only you have); Classroom expectations and discipline procedures (include any district policies and notes about special cases); Location of manuals and other materials to be used (including procedures for use of AV materials/equipment); Names and schedules of related arts (MAPES) and/or volunteers, name and location of a teacher to call upon for assistance, and other faculty and staff likely to be encountered; Names of pupils who can be depended upon to help; Procedures for sick or injured children (location of nurse’s office, district policy on dispensing medication, notes on allergies or special needs, etc.); Procedures for regular and early dismissal; Floor plan of the building and procedures for emergency drills. Emergency kit/bag should be stocked and accessible to the substitute.

Emergency phone numbers for your building.

PHASES OF FIRST YEAR TEACHING First-year teachers will move through a number of developmental phases. While not every teacher goes through this exact sequence, these phases are very useful to assist you in the process of supporting your new teachers. These teachers move through several phases from anticipation, to survival, to disillusionment, to rejuvenation, to reflection; then back to anticipation.

It is critical to assist new teachers and ease the transition from student teacher to full-time professional.

Recognizing the phases new teachers go through gives you the framework within which you can design your support program to make their first year of teaching a positive experience for everyone.

Here is a look at the stages through which new teachers move during this first crucial year.

ANTICIPATION PHASE New teachers enter with a tremendous commitment to making a difference and a somewhat idealistic view of how to accomplish their goals. One new teacher is quoted as saying, “I was elated to get the job but terrified about going from the simulated experience of student teaching to being the person completely in charge.” This feeling of excitement carries new teachers through the first few weeks of school.

SURVIVAL PHASE The first month of school is very overwhelming for new teachers. They are learning a lot and at a very fast rapid pace. During the survival phase, most new teachers struggle to keep their heads above water. They become very focused and consumed with the day-to-day routine of teaching. There is little time to stop and reflect on their experiences. It is not uncommon for new teachers to spend up to seventy hours a week on schoolwork. New teachers, still uncertain of what really works, must develop their lessons for the first time. Although tired and surprised by the amount of work, first-year teachers usually maintain a tremendous amount of energy and commitment during the survival phase, harboring hope that soon the turmoil will subside.

DISILLUSIONMENT PHASE After weeks of nonstop work and stress, new teachers enter the disillusionment phase. The intensity and length of the phase varies among new teachers. The extensive time commitment, the realization that things are probably not going as smoothly as they want and low morale contribute to this period of disenchantment. New teachers begin questioning both their commitment and their competence.

Many new teachers get sick during this phase. During this phase, classroom management is a major source of distress.

At this point, the accumulated stress of the first-year teachers, coupled with months of excessive time allotted to teaching, often brings complaints from family members and friends. This is a very difficult and challenging phase for new entries into the profession. They express self-doubt, have lower selfesteem and question their professional commitment. In fact, getting through this phase may be the toughest challenge they face as a new teacher.

REJUVENATION PHASE The rejuvenation phase is characterized by a slow rise in the new teacher’s attitude toward teaching. It generally begins in January. Having a winter break makes a tremendous difference for new teachers. It allows them to resume a normal lifestyle, with plenty of rest, food, exercise, and time for family and friends. This vacation is the first opportunity that new teachers have for organizing materials and planning curriculum. It is a time for them to sort through materials that have accumulated and to prepare new ones. This breath of fresh air gives novice teachers a broader perspective with renewed hope.

REFLECTION PHASE The reflection phase is a particularly invigorating time for first-year teachers. Reflecting back over the year, they highlight events that were successful and those that were not. They think about the various changes that they plan to make the following year in management, curriculum, and teaching strategies. The end is in sight, and they have almost made it; but more importantly, a vision emerges as to what their second year will look like, which brings a new phase of anticipation.

Phases of First Year Teachers’ Attitudes Towards Teaching

Yes! I can!

I’m ready!

Anticipation

Anticipation

Reflection

HELP!

Survival

Rejuvenation

Disillusionment

Winter Break!

Aug

Sept

November 2007

Oct

Nov

Dec

Jan

Feb

Mar

Ellen Moir, UC Santa Cruz, 1990

7

Apr

May

June

July

Aug

Tomah Area School District Mentoring Program “How you introduce yourself on the first day may determine how much respect and success you will have for the rest of the school year.” ~Harry K. Wong

PHILOSOPHY Teaching is a complex and demanding profession. The initial educator needs a support system to make the transition from theory to practice. Successful teaching depends on shared developmental experiences and collegial nurturing under the guidance of experienced professionals. To meet this need, the Tomah Area School District is committed to Teachers Helping Teachers. The mentor/mentee program will: • • • •

Be a cooperative agreement among the various groups of involved educators.

Facilitate professional and personal growth.

Be supportive and instructive rather than evaluative.

Be separate from summative evaluation and licensure.

Tomah teachers have a commitment to excellence in education. Since the classroom teacher is the most important contributor to excellence, we have an interest and an obligation to see that beginning teachers become successful teachers.

The Tomah Area School District is committed to student learning. New teachers need positive support and guidance, as they become part of the Tomah Area School District Community. This support is best provided through a mentoring program, which is part of the district staff development program. The mentoring program will provide support and encouragement for new staff, so they will become the best teachers.

GOALS To ensure a successful mentor program, there must be commonly accepted goals. The Tomah Area School District’s goals for a mentor program are: 1.

To bridge the gap between student teaching and the teaching career.

There are many adjustments to be made from college-based theory classes to actual classroom practices.

Much time can be saved and foundering spared if beginning teachers have someone to introduce them to the intricacies of the school district, their individual school, and its personnel, and the rudiments of establishing classroom procedures and efficient practices.

2.

To enhance teaching performance.

In pursuing our mission and purpose we need to continually focus on three critical corollary questions: 1. What is it we expect students to learn?

2. How will we know when they have learned it?

3. How will we respond when they don't learn it?

3.

To improve professional relationships.

Educational researchers David and Roger Johnson (1987) have analyzed the three structures of relationships among teachers: competitive, individualistic, and cooperative. They found that adult cooperation promotes: • higher achievement • more positive interpersonal relationships • greater social support • higher professional self-esteem

4.

To improve the personal and social well-being of the beginning teacher.

For many teachers, the first year may mean a move away from familiar settings and people to a situation where everything is unfamiliar – the town, the customs, the school, and the students. Mentees may need help in fitting into their surroundings. This could take a variety of forms, from helping to locate community resources to holding get-togethers so mentees can meet co-workers.

5.

To improve the educational climate of the school.

When new teachers have emotional as well as instructional support from other educators, they are likely to have more confidence and to experience less stress and anxiety. As a result, a higher level of expertise and greater continuity will be achieved in the classroom and throughout the school.

6.

To enhance student achievement.

New teachers will be more confident, more competent, less stressed and have greater support resources.

Collaborative experiences will lead beginning teachers to use advanced teaching techniques earlier in their careers, and students will benefit from having stronger, more effective teachers.

7.

To enhance the image of the profession.

Teachers, like doctors and lawyers, need a residency period where they are practicing the profession, yet have support and immediate feedback on their techniques. Mentor programs will align teaching with other professions, thereby improving the image of the profession.

The ultimate goal is to begin building long-term professional growth.

MENTORING PROGRAM COMPONENTS Orientation – Orientation takes place prior to the start of the school year. Topics covered during the orientation include technology, salary, benefits, insurance, mandatory reporting, diversity training, blood-borne pathogens, effective teaching, mentor program, and teacher evaluation.

Mentor – Initial educators are assigned a mentor for a period of two years. Professional educators new to the district are provided a mentor for a minimum of one year. The mentors are chosen from the trained mentor pool by the building administrator and are matched giving consideration to subject area, grade level, and building location. The mentor guides the initial educator for two years and the professional educator for at least one year.

Mentors meet with the mentees weekly and complete all documents in the Tomah Area School District 1st Year Mentor/Mentee Handbook. Mentors meet with 2nd year mentees quarterly and complete all checklists in the Tomah Area School District Mentoring Handbook

Initial Educator Support Seminars at CESA 4 Attend four out of the five listed dates by registering on the CESA 4 website.

Dates can be found on the CESA 4 website by searching for Initial Educator Support Seminar.

MENTOR QUALIFICATIONS Hold a Professional Educator License Have at least two years successful teaching experience in the district Demonstrate knowledge of the Wisconsin Standards for Teacher Development Completed mentor training Desire to support and guide a new teacher Knowledge of the district curriculum and teaching practices Demonstrated continuing professional development Strong collaboration skills

MENTOR COMPENSATION Mentors for 1st year initial educators are paid a $500 stipend at the end of the school year if all mentor duties outlined in the Tomah Area School District 1st Year Mentor/Mentee Handbook are successfully completed.

Mentors for 2nd year initial educators are paid a $250 stipend at the end of the school year if all mentor duties outlined in the Tomah Area School District 2nd Year Mentor/Mentee Handbook are successfully completed.

MENTOR/MENTEE “NO FAULT” AGREEMENT The district recognizes that at times the mentor/mentee match does not always work for one or the other participants. For this reason, if either the mentor or mentee does not feel like the relationship is working, he or she may inform the building principal and a replacement will be secured.

MENTORING PROGRAM CONFIDENTIALITY POLICY The mentoring program of the Tomah Area School District has been developed to ensure that each teacher new to the district be afforded the support of experienced teachers for orientation and instructional coaching. For mentoring to meet its goal of aiding new teachers in effective instructional practices, the environment must be risk-free and non-threatening; new teachers need to avail themselves of such help and willingly open their classrooms to their mentors. With this understanding as the foundation, the relationship between the mentor and new teacher will remain confidential and non-evaluative.

• • • •

At their discretion, new teachers may wish to share personal or evaluative information with either mentors, department chair(s), or principals as a means of seeking help/advice.

Principals will be informed if/when any new teachers avoid or refuse to participate in this mandatory program.

If a new teacher’s retention or future contract to the district is in question, mentors may not be asked to comment.

Should a mentee leave the district, professional ethics should maintain the confidentiality.

It is important to recognize the positive potential in the mentor-mentee relationship. The confidentiality and trust built into the partnership needs to prevail if it is to work to the benefit of the mentee, mentor, students, and the district.

MENTORS HAVE INPUT INTO THE CONFIDENT FORMATIVE ASSESSMENT OF THE INITIAL EDUCATOR In year 1 of the mentor program, mentors meet with mentees weekly to discuss concerns, ongoing progress, professional development, and handbook checklists. Opportunities are provided for the mentor to visit the mentee’s classroom, as well as opportunities for the mentees to visit other classrooms. The mentor is required to observe the initial educator once and conference after the observation using the feedback form. This feedback is formative (constructive in nature) and is not part of the formal evaluation process. The mentor’s role is to provide ongoing support, encouragement, and advice and counsel while maintaining confidentiality.

In year two of the mentor program, mentors meet with the mentees monthly to discuss concerns, ongoing progress, professional development, and handbook checklists. Opportunities are provided for the mentor to visit the mentee’s classroom, as well as opportunities for the mentees to visit other classrooms. The mentor’s role is to provide ongoing support, encouragement, and advice and counsel while maintaining confidentiality.

A MENTOR IS . . .

1.

A Role Model

Gives examples; provides opportunities to protégé to observe professional behavior.

2.

A Motivator

Helps new teachers to explore ways to involve pupils in learning.

3.

A Communicator

Listens carefully and uses new teacher responses to improve learning for pupils.

4.

An Advisor

Gives clarification and feedback by providing specific and general answers to questions.

5.

A Guide

Assists new teacher to set up routines and understand the school organization.

6.

A Demonstrator

Helps new teacher by demonstrating lessons for teaching specific learning objectives.

7.

An Enabler

Helps new teacher to become self-evaluative.

8.

A Resource

Provides appropriate materials and directs new teacher to in-school and community resources.

9.

An Assessor

Monitors progress and impact of learning in the classroom.

10.

A Friend

Develops a relationship of trust, confidentiality, and support.

11.

A Teacher/Coach

Provides instruction in specific knowledge and skills necessary for successful job performance.

12.

A Protector

Watch over the mentee while he/she learns “the ropes” and insulates him/her.

13.

A Counselor

Is an empathetic listener who assists the mentee in coming up with his/her own solutions.

14.

A Supporter

Encourages and praises while being realistic when events don’t go as planned.

15.

A Developer of Talent

Challenges protégé to assess his/her talents and special abilities; and assists him/her in improving or refining these talents.

16.

A Sponsor

Encourages protégé to serve on important committees; helps give protégé exposure to high-level people so he/she will be considered when opportunities arise.

RESPONSIBILITIES OF MENTOR  Act as a role model.  Model effective teaching.  Provide support and constructive feedback.  Discuss curriculum, instruction and assessment issues.  Two-year commitment with mentee(s).  Call and welcome mentee. Based on the mentees’ needs, arrange a time to meet with mentee privately and/or in small groups prior to school starting.  Provide tour of building on orientation day. (See “Do You Know….” on following page)  Informally introduce mentees to the staff.  Be available throughout the year to answer building-related questions.  Attend New Teacher Orientation (Mentors will receive an overview of the handbook along with expectations.)  Maintain a mentor log of contacts with mentees.  Meet with assigned mentees monthly to review the mentor handbook, answer questions, and complete and submit the Monthly Checklist form.  Maintain confidentiality and should not be involved in the formal evaluation process of the mentee. Complete and submit the Pledge of Confidentiality.  Provide input on the mentor program.

RESPONSIBILITIES OF MENTEE  Fully participate in the mentoring program.  Regularly meet with your mentor to discuss issues, concerns and celebrate.  Develop a collegial relationship with mentor.  Observe other teachers during the school year. Release time should be arranged with the administration.  Jointly plan and complete observations.  Contact your building principal if you need assistance or have concerns.  Provide input on the mentor program.

“Do You Know…”

If you are unable to answer any of the “Do you know…” questions below, contact your mentor to help you.

Do you know where to find…? □ □ □ □ □ □ □ □ □ □ □ □ □

A map or layout of your school The main office Other offices (administrative, guidance, etc.)

Media Center Other important areas, such as gym, auditorium, computer lab(s), cafeteria, art and music rooms, speech, bilingual/bicultural rooms, Special Education resource rooms Teacher workroom, lunchroom, restroom(s) and lounge Teaching resources, literacy labs Teacher parking lot or on-street parking areas. (Note parking permit requirements or restrictions.)

General supplies Student information folders, including health information Custodian’s room Building telephones District required forms (attending conferences, field trips, transportation, etc.)

Do you know what…? □ □ □

□ □ □ □ □

□ □ □ □ □

□ □

School hours School calendar (search “calendar” on district site) District requirements: o W-2 Tax Forms o Insurance Enrollment and Coverage o Teaching License o Physical Examination Your duties and responsibilities, such as supervision, extra-curricular assignments District or school homework policy District or school policy for students who miss work District or school procedures for dealing with disciplinary problems, Positive Behavioral Intervention System District policy for referrals such as: o Special Education o Speech and Language o Reading Resource o Gifted and Talented o Title I Policy on dispensing medication District or school duplication policy/procedure and copyright restrictions Procedure for fire drills, tornado drills, lock-downs, and building security Purchasing procedures School forms; what they are and how they are handled, such as: o Accident Reports o Students Absences o Hall Passes o Progress Reports How and when you are paid Procedures for personal illness or personal emergency

□ □ □ □ □

Required staff/faculty meetings Food Service (breakfast and lunch) account procedure and policy Bus policies Instructional policies, such as lesson plans, grading, sign-up for resource rooms Internal district computer programs for grading, budgeting, discipline, attendance, report cards, lunch count

Do you know who…? □ □ □ □ □ □ □ □ □ □ □

Your professional colleagues. These are the people in your immediate work environment who can serve as valuable resources. They may include department members, grade level team, mentor teacher.

The principal. The principal is the educational leader of the school. A discussion of his/her vision for the school and school climate can be significant.

The assistant principal. This person is often in charge of discipline. A few minutes with this key person can be helpful.

The department chairperson, learning coordinator, or grade level team leader.

Secretary(s). A key individual to meet! As the saying goes…if you want to know what is going on, ask the secretary.

Custodians(s). Another key individual…sometimes the best friend a teacher can have.

Aides and paraprofessionals People who provide school services, such as computer resource person, audio-visual coordinator, psychologist, social worker, therapist.

The Integrated Technology Specialist Instructional Coach Parent volunteers

Do you know about…? □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □

Your schedule School calendar Teacher handbook (search “handbook” on district site) Curriculum guides Textbooks (students’ and teachers’ editions) Student handbook (search “handbook” on district site) Keys and ID badges Class lists Supplies (paper, pencils, chalk, stapler, scissors, tape) Lesson plan (LANAG) Computerized grade book Staff directory (search under STAFF tab in navigation bar of district site) Local teaching contract Mentor/Mentee Handbook Access to district technology (Kodiak) District Playbook

Observation Purpose: • • • •

To identify positive teacher behaviors and effects on students To desensitize peers to having an observer in the classroom To provide practice in identifying cause/effect relationships To begin a peer support system

Pre-observation Conference Purpose: •

• • •

To find out teacher’s agenda o What would you like to focus on? o What is your goal? o Tell me about your lesson.

To build trust and rapport To establish the times for the observation and post-conference To enable the teacher to inform you as to what will occur

Possible areas to discuss/observe: • • • • • • • •

Planning Classroom management Instructional organization/development/pacing Presentation of subject matter Communication: verbal/non-verbal Testing Motivation Time management

Post-observation Conference Depending on the form of observation used (mirroring, collaborative, expert), the post-observation conference will vary. Use this as a guide for discussion.

1. What was the area observed?

2. Outcomes of the observation.

3. Open-ended questions: • When watching your class I saw…

• When observing your class I heard…

RESPONSIBILITIES OF BUILDING ADMINISTRATOR  Assign mentors.  Approve, as requested, some common released time or joint planning time to facilitate mentor/mentee interaction.  Make formal and informal observations of initial educators.  Provide in-service opportunities for mentees.  Meet with mentor and mentees to discuss progress and facilitate successful completion of the mentor program guidelines within the individual building.  Provide input on the mentor program.

RESPONSIBILITIES OF THE MENTOR PROGRAM COORDINATOR  Identify, support, and provide mentor training opportunities.  Communicate with staff the philosophy and goals of the mentoring program.  Schedule and facilitate new teacher orientation.  Schedule on-going support seminars.  Collect Monthly Checklists.  Collect and summarize program evaluation.

st

1 Year Mentor Forms and Monthly Checklists

“The rewards in education and in life go to the person who is a professional.” ~Harry K. Wong

Mentor/Mentee TimeLine Summary Checklist for 2022-2023 Submit Monthly Checklist to the Director of Instruction at the District Office

Date due (Lemonweir Calendar)

Date due (Traditional Calendar)

Pledge of Confidentiality - Form A

7/22/22

9/16/22

Pre-Needs Assessment - Form B

7/22/22

9/16/22

August - Form C

7/22/22

9/16/22

Planning the First Month - Form D

7/22/22

9/16/22

September - Form E

8/19/22

9/16/22

October - Form F

9/16/22

10/21/22

November - Form G

10/21/22

11/18/22

December - Form H

11/18/22

12/16/22

January - Form I

12/16/22

1/20/23

February - Form J

1/20/23

2/17/23

March - Form K

2/17/23

3/17/23

April - Form L

3/17/23

4/21/23

May/June - Form M

5/26/23

5/26/23

Mentor Program Evaluation - Form N

5/26/23

5/26/23

Mentor Feedback - Form O

5/26/23

5/26/23

Post Needs Assessment - Form P

5/26/23

5/26/23

Forms

✓ When sent to Curriculum Secretary

Copy sent to Bldg.

Admin. ✓check if sent

Pledge of Confidentiality ❖ I pledge to honor the privacy and confidentiality of information about the mentee shared during this school year. ❖ I will not divulge this information to any person outside of this professional educational arena. ❖ I respect information shared between the mentor and mentee as professional educators.

Mentee, print your name: _________________________________ Signature________________________________Date___________

Mentor, print name:______________________________________ Signature________________________________Date___________

Form-A

Number of teaching years: _____________ Elementary:

Name (optional): _____________________

Secondary:

PRE-NEEDS ASSESSMENT (September) Indicate your degree of need for assistance in each of the following areas by circling the response that best indicates your need level. Use the following scale in responding to each item. Submit a copy to your building principal and Director of Instruction. Keep original for your records.

LN SN MN HN VHN Low Need Some Need Moderate Need High Need Very High Need 1. Finding and understanding curricula guidelines and LN SN MN HN VHN materials.

2. Obtaining instructional resources and materials.

LN

SN

MN

HN

VHN

3. Planning for instruction.

LN

SN

MN

HN

VHN

4. Classroom organization and management.

LN

SN

MN

HN

VHN

5. Management of student behavior.

LN

SN

MN

HN

VHN

6. Effective instructional techniques.

LN

SN

MN

HN

VHN

7. Monitoring and evaluating student performance.

LN

SN

MN

HN

VHN

8. Motivating students.

LN

SN

MN

HN

VHN

9. Dealing with individual student needs, interests, abilities, and problems.

LN

SN

MN

HN

VHN

10. Understanding expectations of the principal and other staff.

LN

SN

MN

HN

VHN

11. Effective communication with parents.

LN

SN

MN

HN

VHN

12. Interpreting district policies, rules, and contract.

LN

SN

MN

HN

VHN

13. Planning and managing my time and work.

LN

SN

MN

HN

VHN

14. Communicating with other staff (administrators, teachers, secretaries, custodians, etc.).

LN

SN

MN

HN

VHN

15. Professional growth opportunities.

LN

SN

MN

HN

VHN

16. Understanding the school system’s teacher evaluation process.

LN

SN

MN

HN

VHN

Form-B

List other areas in which you may want assistance or feedback. _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

Describe your single greatest concern as a teacher. Try to write at least three or four sentences discussing the concern. _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

Submit by_______________________________________ Form-B, Cont’d

Monthly Checklist August ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑

Review Instructional Playbook Give tour of building Discuss Open House procedures at your building Introduce to other staff Meet principals and/or superintendent Review orientation packet/checklist Discuss scheduling of mentor/mentee observations PBIS procedures Introduce state standards and content curriculum Review building goals Discuss budget requests Discuss grading procedures — grade book/computer program.

Discuss first day procedures Discuss emergency procedures Complete and submit Confidentiality Agreement (Form A) to Director of Instruction by Complete and submit a copy of Pre- Needs Assessment (Form B) Complete and submit Monthly Checklist (Form C) to Director of Instruction Other Submit all forms by the last day of August.

Reflection/Goals: ____________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ Mentee, print and sign your name: _____________________________________________________ Mentor, print and sign your name: ______________________________________________________ Date: _________________________________________________________________ Signature indicates that this information has been shared but not necessarily agreed upon.

Form-C

PLANNING THE FIRST MONTH The mentor and the mentee need to find a mutually convenient time to meet each week, during the first four weeks. Both parties should make attendance a high priority. Use the checklists in the handbook as a guide; these monthly checklists and the First Month Planner must be submitted to your building Principal with a copy to the Director of Instruction. The worksheet below is intended to help mentors identify the people, resources, and information needed for each weekly meeting with the mentee.

First Week

Second Week

Third Week

Fourth Week

Date

Date

Date

Date

Time:

Time:

Time:

Time:

Topics:

Topics:

Topics:

Topics:

Materials:

Materials:

Materials:

Materials:

Other Persons to Invite:

Other Persons to Invite:

Other Persons to Invite:

Other Persons to Invite:

Form-D

Monthly Checklist September Plan the first month (form D is an optional form if you find helpful) Plan monthly meeting and review checklist Review monthly district/building activities, collaboration schedule Review district benchmark testing procedures and the collection of data Review parent communications, parent organizations Talk about the unwritten professional policies within the building and district Discuss extracurricular school activities/ duties/ responsibilities Review homework policies Introduce parent volunteers Reminder: SLO and PPG due Assist with classroom management plan Review field trips/bus requests, assemblies, emergency response directions Review system in place (Outlook Calendar) to manage building/district meetings Observe each other’s classrooms/teaching Review and plan lessons and the LANAG format Discuss Parent-Teacher Conferences Check Infinity for medical information for students Check with the special education teachers for IEPs At A Glance Schedule time to observe another classroom and contact your instructional coach Complete and submit Monthly Checklist (Form E) to Director of Instruction by the third Friday of September. ❑ Other ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑

Reflection/Goals: ____________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ Mentee, print and sign your name: _____________________________________________________ Mentor, print and sign your name: ______________________________________________________ Date:

_________________________________________________________________ Signature indicates that this information has been shared but not necessarily agreed upon.

Form-E

Monthly Checklist October Review monthly district/building activities Discuss Educator Effectiveness Model – review Danielson’s framework Examine classroom management and discipline Up to date grading for midterms Reflection on parent/teacher conferences Review Special Education referral procedures Review In-service days, professional development opportunities Review information on student holiday parties/district policies Discuss areas of need, concern, questions, celebrations, etc.

Complete and submit Monthly Checklist (Form F) to Director of Instruction by the third Friday of October. ❑ Other ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑

Reflection/Goals: ___________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Mentee, print and sign your name: _____________________________________________________ Mentor, print and sign your name: ______________________________________________________ Date:

_________________________________________________________________ Signature indicates that this information has been shared but not necessarily agreed upon.

Form-F

Monthly Checklist November Review monthly district/building activities Examine snow day procedures Reflect on collaboration and communication with other staff members Discuss opportunities to participate in building or district committees Review playground rules/procedures for inclement weather Examine local assessments Observe each other’s classroom/teaching Continue observation feedback Share information on staff holiday parties Complete and submit Monthly Checklist (Form G) to Director of Instruction by the third Friday of the November. ❑ Other ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑

Reflection/Goals: ___________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Mentee, print and sign your name: _____________________________________________________ Mentor, print and sign your name: ______________________________________________________ Date:

_________________________________________________________________ Signature indicates that this information has been shared but not necessarily agreed upon.

Form-G

Monthly Checklist December Review monthly district/building activities Discuss end of semester procedures Review report cards/records day/final grades Examine retention policies/credit obtained Target teacher standards for Professional Development Plan Continue observation feedback Continue verbal and written support and encouragement Discuss department meeting/unit meetings/team leaders meeting Appraise instructional pacing Complete and submit Monthly Checklist (Form H) to Administrator/ Director of Instruction by the third Friday of December ❑ Other ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑

Reflection/Goals: ___________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Mentee, print and sign your name: _____________________________________________________ Mentor, print and sign your name: ______________________________________________________ Date:

_________________________________________________________________

Signature indicates that this information has been shared but not necessarily agreed upon.

Form-H

Monthly Checklist January Review monthly district/building activities Review school/classroom procedures for ending and beginning a semester Discuss report cards and grading Examine 2nd semester classes/schedule Mid-year SLO and PPG Review first semester experience and reflective monthly checklists Complete and submit Monthly Checklist (Form I) to Administrator/ Director of Instruction by the third Friday of January ❑ Other ❑ ❑ ❑ ❑ ❑ ❑ ❑

Reflection/Goals: ___________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Mentee, print and sign your name: _____________________________________________________ Mentor, print and sign your name: ______________________________________________________ Date:

_________________________________________________________________

Signature indicates that this information has been shared but not necessarily agreed upon.

Form-I

Monthly Checklist February Review monthly district/building activities Elementary – plan any fieldtrip options and details Continue with observation feedback Continue with encouragement and support Examine new teachers professional growth opportunities and professional organizations Complete and submit Monthly Checklist (Form J) to Administrator/ Director of Instruction by the third Friday of February ❑ Other ❑ ❑ ❑ ❑ ❑ ❑

Reflection/Goals: ___________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Mentee, print and sign your name: _____________________________________________________ Mentor, print and sign your name: ______________________________________________________ Date:

_________________________________________________________________

Signature indicates that this information has been shared but not necessarily agreed upon.

Form-J

Monthly Checklist March Review monthly district/building activities Examine new teachers’ concerns and needs Review end of the quarter grading and report cards Discuss budgeting and ordering for the following year Spend out any remaining budget money for the current school year by April 30 Complete and submit Monthly Checklist (Form K) to Administrator/ Director of Instruction by the third Friday of March ❑ Other ❑ ❑ ❑ ❑ ❑ ❑

Reflection/Goals: ___________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Mentee, print and sign your name: _____________________________________________________ Mentor, print and sign your name: ______________________________________________________ Date:

_________________________________________________________________

Signature indicates that this information has been shared but not necessarily agreed upon.

Form-K

Monthly Checklist April ❑ ❑ ❑ ❑ ❑ ❑ ❑

Review monthly district/building activities Review Human Growth & Development Topics and complete required documentation (if applicable) Continue positive feedback and support Reminder: Artifacts for E.E. Coaches due in May Review summer professional development opportunities Complete and submit Monthly Checklist (Form L) to Administrator/ Director of Instruction by the third Friday of April Other

Reflection/Goals: ___________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Mentee, print and sign your name: _____________________________________________________ Mentor, print and sign your name: ______________________________________________________ Date:

_________________________________________________________________

Signature indicates that this information has been shared but not necessarily agreed upon.

Form-L

Monthly Checklist May/June ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑

Review monthly district/building activities Review Professional Development Plan Discuss testing and evaluation end of the year progress of students Discuss next year’s calendar Review closing up your classroom for summer Discuss end of the year procedures Visit with Principal for Educator Effectiveness Complete and submit Monthly Checklist (Form M) to Administrator/ Director of Instruction by the last day with students Complete and submit Mentor Program Evaluation (Form N) to Administrator/ Director of Instruction by the last day with students Complete and submit Mentor Feedback (Form O) to Administrator/ Director of Instruction by the last day with students Complete and submit Post Needs Assessment (Form P) to Administrator/ Director of Instruction the last day with students Other

Reflection/Goals: ___________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Mentee, print and sign your name: _____________________________________________________ Mentor, print and sign your name: ______________________________________________________ Date:

_________________________________________________________________

Signature indicates that this information has been shared but not necessarily agreed upon.

Form-M

MENTOR PROGRAM EVALUATION This form must be completed by the Mentor and Mentee.

Please circle on the scale at the right of the goals, the degree to which you feel this program is meeting its objective.

Goals

Meeting Goal

1. To improve the learning environment for students.

5

4

3

2

1

2. To meet the individual professional needs of initial educators and to assist them in understanding the mechanics of various district functions.

5

4

3

2

1

3. To enable new teachers to be the best they can be.

5

4

3

2

1

4. To provide a vehicle for socialization and camaraderie.

5

4

3

2

1

5. To promote the personal and professional development, well-being and career development of initial educators.

5

4

3

2

1

6. To ease the transition for newly hired teachers.

5

4

3

2

1

Not Meeting Goal

Comments:

OPTIONAL: Mentee, print and sign your name: _____________________________________________________ Mentor, print and sign your name: ______________________________________________________ Date:

_________________________________________________________________

Submit this form to the Director of Instruction by the last day with students.

Form-N

MENTOR FEEDBACK This form must be completed by mentee only and returned to the Director of Instruction Please circle on the scale at the right of the goals, the degree to which you feel your mentor is meeting the objective.

Goals

Meeting Goal

1. Act as a role model

5

4

3

2

1

2. Coordinate regular meeting times

5

4

3

2

1

3. Model effective teaching

5

4

3

2

1

4. Develop a professional relationship respecting the importance of confidentiality

5

4

3

2

1

5. Answer questions and serve as a resource

5

4

3

2

1

6. Visit the classroom of the mentee a minimum of 4 times and provide feedback – (Optional)

5

4

3

2

1

Not Meeting Goal

Comments:

OPTIONAL: Mentee, print and sign your name: _____________________________________________________ Date:

_________________________________________________________________

(Administrator signature not needed)

Submit this form to the Director of Instruction by the last day with students.

Form-O

Number of teaching years: ____________ Name (optional) _________________________________________

POST NEEDS ASSESSMENT Indicate your degree of need for assistance in each of the following areas by circling the response that best indicates your need level. Use the following scale in responding to each item. Submit a copy to your building principal and Director of Instruction. Keep original for your records.

LN Low Need

SN Some Need

MN Moderate Need

HN High Need

VHN Very High Need

1. Finding and understanding curricula guidelines and materials.

LN

SN

MN

HN

VHN

2. Obtaining instructional resources and materials.

LN

SN

MN

HN

VHN

3. Planning for instruction.

LN

SN

MN

HN

VHN

4. Classroom organization and management.

LN

SN

MN

HN

VHN

5. Management of student behavior.

LN

SN

MN

HN

VHN

6. Effective instructional techniques.

LN

SN

MN

HN

VHN

7. Monitoring and evaluating student performance.

LN

SN

MN

HN

VHN

8. Motivating students.

LN

SN

MN

HN

VHN

9. Dealing with individual student needs, interests, abilities, and problems.

LN

SN

MN

HN

VHN

10. Understanding expectations of the principal and other staff.

LN

SN

MN

HN

VHN

11. Effective communication with parents.

LN

SN

MN

HN

VHN

12. Interpreting district policies, rules, and contract.

LN

SN

MN

HN

VHN

13. Planning and managing my time and work.

LN

SN

MN

HN

VHN

14. Communicating with other staff (administrators, teachers, secretaries, custodians, etc.).

LN

SN

MN

HN

VHN

15. Professional growth opportunities.

LN

SN

MN

HN

VHN

16. Understanding the school system’s teacher evaluation process.

LN

SN

MN

HN

VHN

Form-P

List other areas in which you may want assistance or feedback. _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

Describe your single greatest concern as a teacher. Try to write at least three or four sentences discussing the concern. _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Submit this form to the Director of Instruction by the last day with students.

Form-P cont.

Child Abuse And Neglect Reporting “No significant learning occurs without a significant relationship.” ~Dr. James Comer

GUIDELINES FOR REPORTING CHILD ABUSE & NEGLECT Virtually everyone employed in a school is required by law to report any suspected instances of child neglect, physical abuse or sexual abuse. The following guidelines will help you know what you must do if you suspect abuse is occurring or has occurred.

Your Responsibility: The law requires you to report any suspicion of abuse immediately. You are not expected to try to figure out whether your suspicion is correct—and in fact, YOU SHOULD NOT TRY TO INVESTIGATE ON YOUR OWN. That is the responsibility of the Monroe County Department of Human Services.

To whom do you report your concern?

1. You may bring your concern to a counselor, social worker, or the principal, if one of us is available. Or, 2. You may report it directly to Monroe County. If no other staff is available to consult with, then you must report it directly to Monroe County. How to do this is outlined below.

3. Inform your building principal that a report has been made so that arrangements can be made for Human Services to interview the student, should that take place.

You must report immediately. This is a very important part of law, and prompt reporting will save you, the child, and those who must respond from some very unpleasant scenarios that can be brought about if you delay.

It is not OK to wait until someone to consult with is back in the building. It is not OK to simply leave a note in someone’s mailbox. You may have legal problems if you wait or delay reporting.

Worse still, a child could be harmed while reporting is delayed.

So let’s take the worst case scenario…It’s 2:55 and a student has just disclosed to you that they were abused this morning before coming to school. No other support staff is available to help you. Here is what you do: 1. Call Monroe County Department of Human Services at (608) 372-8600 or (608) 2698600, Juneau County at (608) 847-2400, or Jackson County at (715) 284-4301 ext. 360.

(You will need the following information on the student readily available: student’s name and date of birth, parents’ name, address, and phone number.)

2. Give them your name and tell them you are a teacher, assistant, etc. and that you have reason to suspect that a child has been abused and why. Be as specific as you can.

3. Answer their questions to the best of your ability. You may be asked questions you can’t answer; don’t worry, you are not expected/required to have all the answers.

A few things you should know…You may request that your identity as a reporter be kept confidential (by Human Services); if you do, this will be respected, although people sometimes guess who reported. The law protects you from being sued if you have made your report “in good faith,” that is, not in an attempt to harass someone. You are also protected by Board Policy. Please see your school social workers or building principals if you have any questions or concerns regarding this process.

Here is some additional information …

What exactly is abuse/neglect?

• •

•

Physical Abuse: Includes not only physical abuse by a parent, but by any other household member, including siblings. It also includes threats if they seem likely to be acted upon.

Physical Neglect: Neglect happens on many levels. The law requires us to report neglect that is so severe that it may cause “serious endangerment to physical health.” Many situations we would find unacceptable do not meet the high threshold of Wisconsin’s legal definition of child neglect. In any case, neglect situations are usually chronic rather than emergency situations, so there should be time to consult.

Sexual Abuse: There are many levels of sexual contact. All of them are illegal if the recipient is under age 16. There is no such thing as “consent” for a child younger than 16. Even if the perpetrator is a peer, it is still considered “abuse” under the law.

Your feelings about having to report…

It is never a comfortable thing to have to make an abuse or neglect report. It is easier to accept your responsibility when you understand that the intent of this system is to get help for families.

Very seldom do such reports result in children being removed from the home.

Your feelings about your child protection system…

We who are outside the child protection system are often frustrated because we believe the system is not working or works too inconsistently or slowly. Those who work in the system would be the first to say that the system is not perfect. The community does not have all of the resources or legal tools in place to assure that the outcomes for kids are always good. Doing our part well, however, will help the system to provide earlier and more effective intervention.

Parent Communication

“Locate a resilient kid and you will also find a caring adult - or several - who have guided him. ~Invincible Kids, U.S. News & World Report

Parent Communication Recommendations 1. Send a “before school starts” greeting to all parents and incoming students.

2. Communicate your expectations to parents.

• Discipline procedures • Homework • Other procedures you have set up for your classroom. (classroom schedule, how to reach you, classroom volunteers, how you will communicate during the school year) 3. Communicate positive student behavior on a regular basis.

4. Consider a classroom newsletter, a journal that the student writes at the end of the week to share information that happened in class, or some other method to share classroom learning and events.

5. Always show your concern for the child whenever you interact with parents.

6. Keep a record of your parent contacts.

Sample Letters to Parents Date Dear Parents: My name is Ms. Jones and your son/daughter is enrolled in my psychology class this semester. I am looking forward to an exciting year. It is my goal to provide all students with an educationally challenging, yet fun, experience in my classroom.

Psychology is a very demanding course. We will cover 19 chapters in 18 weeks.

There will be homework assignments almost daily. Each student will need a single subject notebook, a pocket folder, blue or black pens and pencils. These materials should be brought to class every day. We cover a lot of material in one class period so locker passes will not be issued.

Hopefully, your son/daughter has brought home their course syllabus and you have both read and signed the syllabus contract. I have written this contract to ensure that both the students and their parents understand how this course will run. If you have any questions regarding the syllabus or the course, please contact me.

I have extremely high expectations of all my students. I am asking for your help to maintain those expectations by checking with your son/daughter periodically to make sure that his/her work is being done. I am available to help students individually before school, during my prep periods, and after school. I have included a copy of the course syllabus with this letter. If you would like me to notify you of test dates and/or update you on your son/daughter’s progress, please fill out and return the e-mail form included with this letter. Please do not hesitate to contact me at 123-456-7890 x 4303 or jane.jones@anyschool.k12.wi.us if you have any questions or concerns during the year.

Sincerely,

Ms. Jones

~WEAC Beginning Teacher Handbook 2006

Sample Letters to Parents Date Dear Parents: I am your child’s 5th grade teacher, and I am delighted to have your child in my class this year. I am looking forward to a very successful year and I know you are too. I have high expectations for your child and I will do all that I can to help your child achieve those expectations.

You can help. I will be expecting all work assigned in class to be completed. Of course, all children do not work at the same pace. Some children will get their work done in class and some will not. Whether or not your child gets his or her work done in class has no effect on their grade. If your child does not complete an assignment in class, he or she will be required to complete it at home. The way you can help is to ask your child every school day if schoolwork needs to be done, and if so, make sure your child completes the assignment.

In addition, I will be assigning projects in various subjects throughout the school year. Projects are to be completed at home. Your help and support will not only make your child more successful in school this year but will instill good study habits that will last a lifetime.

Finally, I want you to know that one of my most important goals this year is to keep the lines of communication open with you. I am available every day to talk with you between 8:00 a.m. and 8:30 a.m. and between 3:30 p.m. and 4:00 p.m. Please don’t hesitate to contact me at 123-456-7890 ext. 674 or joe.smith@anyschool.k12.wi.us if you have any questions or concerns during the year.

Sincerely,

Mr. Smith

~WEAC Beginning Teacher Handbook 2006

PARENT-TEACHER CONFERENCES As parent-teacher conferences approach, these suggestions may be helpful to you.

Before Conferences 1. Stagger the schedule so that more difficult conferences don’t come one right after the other (elementary).

2. Allow yourself break time in your conference schedule.

3. Consider having materials available to occupy younger siblings who may attend the conferences. This will eliminate interruptions at the conference.

4. Invite additional staff as needed, counselors, therapists, principals, etc.

5. For each student, prepare a folder of his report card, samples of his work, and any materials you intend to share with the parents.

6. Be prepared to jot down any notes on what you may need to follow up on after conferences.

7. Have students prepare the displays on tables and counters for parents to review.

At Conference Time 1. Have chairs available for parents waiting their turn. If it is in the hallway, have an interesting display of children’s work to keep parents interested and at ease.

2. Greet the parent professionally. Welcome them to the room. Provide adult-sized chairs.

Be careful of seating at a table. Don’t sit on one side, with the table as a barrier. It’s more comfortable to sit next to, or at the end of the table.

3. Keep in mind that some parents are not comfortable in a school setting. Use your best listening skills to what the parents are telling. Make their visit to school seem worthwhile to them.

4. At the start of the conference, go over your agenda to provide structure and save time.

5. At some point in the conference, allow parents to address their own concerns. Make a record of these on your sheet.

6. Develop an attitude of mutual cooperation.

7. Be sure to list the student’s strengths and accomplishments.

8. When addressing a child’s problems, avoid being totally devastating. Offer suggestive ways the parents could assist. Be very careful to include the student if he attends, and not talk negatively while the child plays off to the side.

9. Keep to your schedule. If a conference appears to need more time for discussion, arrange an additional meeting time.

10. Walk parents to your door, but not down the hall, etc. End the conference at the door.

Thank the parents for coming, for their concern and input.

11. Dress comfortably - but professionally.

12. Sample questions: a.

What does your child like best about school?

b.

What does your child do after school? (What are his/her interests?)

c.

Does your child have time and space set aside for homework?

d.

How is your child’s health?

e.

Are there any problems that may affect your child’s learning?

f.

What type of discipline works well at home?

Following Conferences 1. Save your notes for future references.

2. Follow up immediately on parents’ requests.

3. Use suggestions that were brought up at conference.

4. Start a new information, student-work folder for the next conference.

5. Report any concerns or findings to additional personnel, principals, school counselors, school social workers.

6. Contact parents who did not attend. Attempt to arrange a conference - offer to come to their home (if your school approves), or to hold a phone conference.

Diversity and Poverty

“Children who spend more time in poverty are less likely to graduate from high school, obtain fewer years of schooling and earn less.” ~Ruby Payne

Diversity in the Classroom 1. Parent communication is key to student success - just because the student speaks English does not mean his parents do. Be sure to talk to the District ELL teacher to arrange for translations either by phone or written for all aspects of your class. This needs to be done in a timely matter, in other words at the same time the English communication is made to parents the translations should go out, not later. This requires some planning on the part of teachers.

2. Understanding that minority students may come into the schools with different expectations than monolingual English speakers. In some cases boys may get more support from parents as far as academics are concerned than girls. Girls in many cases are expected to come home right after school to help with housework, and care for younger siblings. This limits after school participation in many activities. The cultural paradigm varies from culture to culture, even within the same language group. The variation can be caused by education, social status and economic level.

3. Knowing about the student's home and cultural values will help you to understand the student and meet their specific needs. You cannot be expected to know everything, but the knowledge that the students are coming from different places where role, gender, values, and even personal space are different than the mainstream can be very helpful. This knowledge also helps in classroom management. Some of our students live at or below the poverty level.

They do not have a quiet place to study, a computer at home, or even parents that can read in their own language. In some cases students do not have a bedroom, even to share. We must remember that we can assume nothing.

4. Realizing children from different cultures may learn best in different ways than our mainstream students, and using the teaching strategies necessary to meet these needs will assure student success. One good way to assure student understanding is to make frequent oral comprehension checks. Another is to access prior knowledge from their own country or culture, and compare and contrast to ours.

5. Teaching minority children will involve you on a "deep culture" level. Deep culture is a broad area. It includes values, male and female roles, a definition of worth, social customs, morals, religion, personal space and attitudes. Deep culture is not holidays, food or music, yet these aspects of culture are fun to share and can be a positive way to involve minority students in the school community. An example of deep culture is that in our culture we value independence, education, personal wealth and accomplishment. In the Hispanic culture these things are valued, but not to the same degree as personal character, honor, ethics, wisdom, responsibility to each other and helping others.

6. Jim Cummins: It takes only 6 months to a year to acquire social English (Basic Interpersonal Communication Skills), while it takes from 7 to 10 years to acquire the academic English (Cognitive Academic Language Proficiency), students need to be successful in the classroom, and to compete equally with monolingual English speakers. The social English can be deceiving, and teachers tend to think because students speak and play well with other students they know English. The amount of time needed for academic English acquisition is in great part responsible for the lack of academic progress we sometimes see with ELL students, and also is responsible for the great amount of time many ELL students spend as LEP 3's.

SOME KEY POINTS TO REMEMBER 1. Poverty is relative. If everyone around you has similar circumstances, the notion of poverty and wealth is vague. Poverty or wealth only exists in relationship to known quantities or expectations.

2. Poverty occurs in all races and in all countries. The notion of middle class as a large segment of society in a phenomenon of this century. The percentage of the population that is poor is subject to definition and circumstance.

3. Economic class is a continuous line, not a clear-cut distinction. In 1994, the poverty line was considered $14,340 for a family of four. In 1994, 7% of the population made more than $100,000 per year. Individuals are stationed all along the continuum of income; they sometimes move on that continuum as well.

4. Generational poverty and situational poverty are different. Generational poverty is defined as being in poverty for two generations or longer. Situational poverty is a shorter time and is caused by circumstance (i.e., death, illness, divorce, etc.).

5. This work is based on patterns. All patterns have exceptions.

6. An individual brings with him/her the hidden rules of the class in which he/she was raised. Even though the income of the individual may rise significantly, many of the patterns of thought, social interaction, cognitive strategies, etc., remain with the individual.

7. Schools and businesses operate from middle-class norms and use the hidden rules of middle class. These norms and hidden rules are not directly taught in school or in businesses.

8. For our students to be successful, we must understand their hidden rules and teach them the rules that will make them successful at school and at work.

9. We can neither excuse students nor scold them for not knowing; as educators we must teach them and provide support, insistence, and expectations.

10. To move from poverty to middle class or middle class to wealth, an individual must give up relationships for achievement (at least for some period of time).

11. Two things that help one move out of poverty are education and relationships.

12. Four reasons one leaves poverty are: It’s too painful to stay, a vision or goal, a key relationship, or a special talent or skill.

aha! Process, Inc.

Instruction

“Our Greatest Accomplishment…

Is to be sure there is a teacher in every classroom who cares that every student, every day, learns and grows and feels like a HUMAN BEING.”

SMART GOALS

S M A R T

SMART stands for Specific, Measurable, Achievable, Realistic/Relevant and Time Bound.

S=

Goals must be well defined. They must be clear and unambiguous.

M=

Measurable: How will I measure when it is accomplished? How will I know when I reach the goal?

Define specific criteria for measuring progress toward the accomplishment of each goal you set so that you can measure and keep track of your progress.

A=

G O A L S

Specific: Do I know exactly what I want to accomplish with all the details? What results do I want? How is it relevant to our mission?

Achievable: Is the goal a challenge but still possible to achieve? What are the action steps I will take to achieve it? Are all stakeholders, including myself, in agreement with the goal?

Goals must be achievable. The best goals require you to stretch a bit to achieve them but they are not impossible to achieve.

R=

Realistic: Is your goal realistic and within your specified timeframe? Are there any hindrances that are insurmountable? Are you willing to commit to your goal?

Almost certainly your goal is realistic if you truly believe that it can be accomplished.

Relevant: Is your goal relevant to your life purpose? Is it in line with your beliefs and values?

Your goal must be consistent with other goals established and fit with your immediate and long-term plans.

T=

Time Bound: Does your goal have a deadline? Does it have a starting point, ending point and fixed duration?

Goals must have a clearly defined time frame including a starting date and a target date. If you don’t have a time limit, then there is no urgency to start taking action towards achieving your goals.

Lesson Plan Design using L.A.N.A.G. earning Objective: What will you be teaching? What is it that you want students to How will you communicate the learning goal to students?

L know, be like, or be able to do?

A

ccessing Prior Knowledge: What will you do to access students’ prior knowledge?

N

ew Information: What is the new, important declarative and procedural knowledge that students must learn to achieve the goal of this lesson?

A

pply Knowledge: How will you present the new information multiple times, using a variety of input modes? eneralization/Summary: How will students summarize the learning in relation to the How will they develop their own generalizations? How will you know that they know?

G lesson goal?

Assessment (Traditional/Authentic): How will you know students have learned the content via a variety of assessment modalities? How will you document this over time?

Materials/Technologies: What materials and/or technologies will you need to present the lesson?

TOMAH AREA SCHOOL DISTRICT LESSON PLAN TEMPLATE

LANAG Date:

Teacher:

Grade/Subject:

Learning Objective:

What is it that you want students to know or be able to do? How will you communicate the learning objective to the students?

Accessing Prior Knowledge:

New Information:

What will you do to access students’ prior knowledge?

What is the new, important declarative or procedural knowledge that students must learn to achieve the learning objective of this lesson?

Apply Knowledge:

How will you present the new information multiple times, using a variety

of input modes?

Generalization/Summary:

How will students summarize the learning in relation to the lesson goal? How will they develop their own generalizations? How will you know that they know?

Assessment: How will you know students have learned the content, via a variety of assessment modalities? How will you document this over time?

Materials/Technologies: What materials and/or technologies will you need to present this lesson?

Additional Comments:

50 Tips on Motivating Students 1. Know your students and use their names as often as possible.

2. Plan for every class; never try to wing it.

3. Pay attention to the strengths and limitations of each of your students. Reward the strengths and strengthen the weak spots.

4. Set your room in a U-shape to encourage interaction among the students.

5. Send lots of positive messages with posters, bulletin boards and pictures.

6. Be sure that your classroom is comfortable; check the air circulation, temperature, lighting and humidity.

7. Keep the laboratory well organized and efficient.

8. Vary your instructional strategies; use illustrated lectures, demonstrations, discussions, computers, tutoring, coaching and more.

9. Review the class objective each day. Be sure the students see how the entire program moves along.

10. Make your instruction relevant. Be sure your students see how the content relates to them and the world of work.

11. Open each presentation with an introduction that captures the interest of your students.

12. Move around the room as you teach; walk energetically and purposefully.

13. Be expressive with your face - SMILE! 14. Put some excitement into your speech; vary your pitch, volume and rate.

15. Use demonstrative movements of the head, arms, and hands; keep your hands out of your pockets.

16. Use words that are highly descriptive; give lots of examples.

17. Accept students’ ideas and comments, even if they are wrong; correct in a positive manner.

18. Maintain eye contact and move toward your students as you interact with them; be sure to nod your head to show that you are hearing what they say.

19. Give lots of positive feedback when students respond, offer their ideas, perform a task correctly, come to class on time, and bring their materials to class.

20. Foster an active student organization.

21. Use appropriate humor in your teaching and in tests, to relieve anxiety.

22. Post program-related cartoons, and use them on overheads and in handouts.

23. Provide opportunities for the students to speak to the class.

24. Be available before class starts, during break, and after class to visit with students who wish to see you.

25. Return assignments and tests to students ASAP. Be sure to make positive comments and suggestions.

26. Teach by asking lots of questions during introductions, presentations, demonstrations, and laboratory work.

27. Plan laboratory activities so that all of the necessary tools, equipment and materials are available when the students are ready to use them.

28. Give the students an opportunity to participate in the organization and management of the classroom.

29. Be aware of those students requiring assistance, and then see that they get it.

30. Maximize the use of time so that the students keep busy with productive, relevant activities.

31. Be a model of the work ethic in your dress, language, support of the school and respect for the profession.

32. Be consistent in your treatment of students.

33. Make sure that your tests are current, valid and reliable. They must be based on your curriculum objectives.

34. Organize a “student of the month” award.

35. Invite parents, advisory committee members and school administrators to visit your program for special activities.

36. Plan relevant study trips out of the school.

37. Bring a dynamic subject matter expert into your program.

38. Recognize appropriate behavior and reward it on a continuing basis.

39. Use a surprise - an interesting film, special break, or similar activity - to reward the class for good behavior.

40. Use games and simulations to spark interest, provide a break in the routine, and to supplement a unit in your curriculum.

41. Praise students in front of the class; reprimand them in private.

42. Explain why rules are used, why activities are important, and why some requests must be denied.

43. Involve all of your students in your teaching.

44. Provide clear directions for program activities and assignments.

45. Plan around 15-30 minute cycles - students have difficulty maintaining attention after a longer period of time.

46. Provide opportunities for the students to read alone and in a group.

47. Make home visits (in the summer) for new students entering your program.

48. Send “happy-grams” home to parents periodically.

49. Use task and job sheets to help students remember the steps to perform skills.

50. Be enthusiastic about yourself, your students, and your profession.

By Richard Sullivan and Jerry Wircenski

Differentiation of Instruction is a teacher’s response to learners’ needs guided by general principles of differentiation, such as

respectful

ongoing assessment

tasks

and adjustment flexible grouping, etc.

Teachers can differentiate

Content

Process

Product

according to students’ Readiness

Interest

Learning Profile

through a range of instructional and management strategies such as multiple intelligences jigsaw taped material anchor activities organizers varied texts supplementary materials circles Etc.

tiered lessons tiered centers tiered products learning contracts small-group instruction group investigation orbitals independent study Etc.

4-MAT varied questioning strategies interest centers interest groups varying varied homework compacting varied varied journal prompts literature complex instruction Etc.

Teacher Forms

“Schools exist and teachers are hired for one reason only: to help students achieve.” ~Harry K. Wong

TOMAH AREA SCHOOL DISTRICT STAFF DEVELOPMENT REQUEST FORM This form must be completed and sent to the Curriculum Department at least 2 weeks prior to the staff development event.

Name:

Date Submitted:

Building: Click here to enter text.

Position:

Staff Development Event Title: Date(s) of Staff Development Event: Time of Staff Development Event: If known, who else is requesting to attend this staff development event:

What other staff development events have you attended this year?

Have you attended this staff development event in the past? Yes ☐ No ☐ Check which of the following the staff development event will cover:

☐ Standards (CCSS/Next Generation) ☐ RtI ☐ Legal Mandates

☐ Literacy ☐ Math ☐ PBIS ☐ School Safety (CPI training, restraint training, child abuse)

Projected Conference Expenses: $

Registration (including luncheons/banquets)

$

Lodging (the allowance for lodging shall not exceed $100.00 per night per room

$

Total Expenses - Please Note: Mileage is not an allowable expense. School vehicles should be used.

Explain how the professional growth that you expect to acquire from attending this event ties to the District initiatives and how it will help improve student learning. Click here to enter text.

Explain how you will share the information gained from this event with colleagues. Click here to

enter text.

Approved

Denied

_____________________________ ________ Principal/Pupil Services Director Date

Approved

Denied

_____________________________ Director of Instruction

STAFF DEVELOPMENT FORMS & INFO/STAFF DEVELOPMENT REQUEST FORM

__________ Date

Revised 1-9-15

Submit the TASD Staff Development Request Form to your building principal for initial approval.

Once approved by the principal you may then submit (all at one time, paper clipped together) the following documents to the Curriculum Director for final approval: o TASD Staff Development Request Form – signed by building administrator o Hard copy of the staff development event registration confirmation o Check Request Form for the registration cost, if applicable – signed by you & building administrator o Check Request Form for the lodging cost, if applicable – signed by you & building administrator o Hard copy of the lodging confirmation, if applicable TO GO ONLINE FOR THE TASD STAFF DEVELOPMENT REQUEST FORM or CHECK REQUEST FORM • Open the TASD Staff Start page • Select the Staff Intranet option • Select the Curriculum block • Select the Staff Development Forms option • Click on the TASD Staff Development Request Form, edit and print, obtain required building administrator’s signature • Click on the TASD Check Request Form, print and complete w/ your signature and obtain building administrator’s signature • Complete the form and send it to your building principal and Angie Plueger

If applicable: o Make lodging reservations and inform the hotel that the TASD is tax exempt. Staff may need to “hold” a hotel room on a credit card. o One week prior to the staff development event the staff member will receive a check payable to the hotel with the TASD tax exempt information. This should be taken to the hotel. o Lodging ($100 per night) is paid if driving to and from the staff development event, attending the event, and driving home would be longer than a 12-hour day. NOTE: Distance and hours are calculated with departure from Tomah. o Immediately after the event send the receipt of the hotel lodging expense to Amy Krultz at the District Office.

Within 30 days, the staff member will meet with the Principal/Pupil Services Director to discuss what was gained from the staff development event and determine the best way to share the information with colleagues.

Within 30 days, the staff member must complete the *Staff Development Reflection Form and email the form to marionmurray@tomah.education.

TO GO ONLINE FOR THE TASD STAFF DEVELOPMENT REFLECTION FORM • Open the TASD Staff Start page • Select the Staff Intranet option • Select the Curriculum block • Select the Staff Development Forms option • Click on the TASD Staff Development Reflection Form to open document • Complete the form and email it to your building principal and Angie Plueger

Cancellation or Illness: If a staff development event is cancelled and/or the staff member does not attend due to illness, weather, etc., please notify the Curriculum Department (608-374-7019) immediately because there are deadlines for refunds.

STAFF DEVELOPMENT FORMS & INFO/STAFF DEVELOPMENT REQUEST FORM

Revised 1-9-15

CHECK REQUEST FORM Check One: GENERAL FUND

FUND 21 ACTIVITY ACCOUNT Name of Account _________________

MAKE CHECK PAYABLE TO: __________________________________________________________

Mailing Address:

Name: ___________________________________________________ Address: _________________________________________________ City, State, Zip: ____________________________________________

All checks are mailed from the District Office. Attach the appropriate paper work to accompany the check.

FOR: (PURPOSE) ______________________________________________ Amount $ ____________

Date Need By:_______________________

GENERAL FUND ACCOUNT # __________________________________________  FUND 21 ACCOUNT # ________________________________________________ REQUESTED BY: ____________________________________________ DATE: ________________ AUTHORIZED BY:(Administrator) _______________________________ DATE: ________________ BUSINESS OFFICE APPROVAL:________________________________ DATE: ________________

TOMAH AREA SCHOOL DISTRICT CONFERENCE/WORKSHOP REFLECTION SUMMARY FORM This form must be completed and emailed to the Curriculum Department within 30 days of the staff development event.

Date Submitted: Name: Building: Position: Staff Development Event Title: Date(s) of Staff Development Event: Time of Staff Development Event: Presenter/Organization: General Topic: Overall Rating: ☐Excellent

☐Good

☐Poor

Please list the highlights of the staff development event.

Please list specific examples of how the information gained from the staff development event has improved student learning.

Please list how you have shared the information gained from the staff development event with colleagues.

Do you have handouts available to share?

If yes, please list the handouts available.

☐Yes ☐No

Please email the Conference/Workshop Reflection Summary to marionmurray@tomah.education within 30 calendar days after the conference/workshop.

CURRICULUM/FORMS: CONFERENCE REFLECTION FORM

Revised 7/2/2013