THIS POSITION IS OPEN TO CURRENT TCAPS TENURED TEACHERS ONLY.

To understand the mentor teacher process and to provide guidelines for everyone concerned, one must examine the needs at all levels.  Mentors should concentrate their efforts in four critical areas: the classroom environment, curriculum, instruction and emotional support. The responsibilities listed below will vary according to the beginning teacher's skills and confidence.

Everything the mentor observes or discusses is strictly confidential, except legal obligations.  Remember, the mentor is not an evaluator!  The mentor is a professional resource, support, sounding board and coach to the new teacher.

Preparation and Training, and Expectations

• The mentor will be expected to participate in 1 mentor coaching meeting with the mentee and 1 mentor/mentee meeting. These sessions will occur outside of the teacher’s normal work day. 
• The mentor will provide weekly support in the areas of teaching and learning guidance, practical applications, and emotional support.

Teaching and Learning Guidance

The mentor will offer expertise in the following areas:

• Classroom behavior and social/emotional learning;
• Curriculum support;
• Attendance and grading expectations;
• District instructional strategies (examples: Project Based Learning; Explicit Instruction);
• Using feedback for yourself and students in continuous improvement;
• Understanding data and assessment;
• Building partnership with parents;
• Using district approved resources;
• Evaluation and observation support.

Practical Applications

The mentor will:

• Schedule regular time to conference in person and/or virtually with the teacher, at least weekly;
• Maintain a journal of mentor/new teacher contacts on Google Docs;
• Encourage mentee teacher to join professional organizations to broaden their growth and development;
• Encourage interactions with district and staff members to help them feel welcome and part of our TCAPS community;
• During the mentee’s first year help maintain the Annual Record of Professional Development.

Emotional Support

The mentor will:

• Give regular constructive feedback in person and electronically;
• Exhibit confidence and support for the veteran teacher's decisions;
• Make time to listen;
• Help find joint solutions to problems;
• Treat mentee teacher as a partner;
• Support the mentee teacher in taking risks;
• Encourage mentee teacher to be involved in activities outside of school.
• Remind mentee teacher that all work and no play leads to stress.
  

TCAPS MENTOR TEACHER CRITERIA

for Mentee Teacher in Years 1-3 of Teaching

The Mentor Teacher Program in Traverse City Area Public Schools is designed to assist the new teacher in becoming successful.  The goals of the program are:

• To improve teaching performance based on student achievement.
• To promote the personal and professional well-being of beginning teachers.
• To transmit the culture of the system to the beginning teacher.

A Mentor Meacher:

• is a Master teacher;
• continues to demonstrate excellence in teaching, including, but not limited to, recent positive evaluations;
• maintains proximity to the new teacher;
• is available to work and to consult with the new teacher;
• has compatible knowledge and skills as related to grade level/course assignment in year 1; and, in years 2 and 3, as related to goals in the IDP of the new teacher;
• uses technology as a learning and communication tool with parents, staff, and students;
• can be a mentor to more than one mentee in a school year.

Selection Process for Mentor Teachers

Selection of mentor teachers will be based on matching needs of the mentee teacher with strengths of the mentor.  The application process will include:

• Complete and submit an online application.
• A mentor teacher will be assigned based on the following criteria:
• Demonstrated excellence in teaching, use of technology and student achievement growth results;
• Availability;
• Compatibility of knowledge and skills;
• Year 1 - grade level or course assignment;
• Years 2 and 3 - IDP goals of mentee teacher to match expertise of mentor.
• Every attempt will be made to have a 1:1 ratio. However, the ratio of the mentor to mentee will not exceed 1:2;
• Human Resources will notify mentor and mentee of the assignment within the first 10 days of the school year or employment/assignment date, whichever comes first.