• Hello UCPS Mentors!

     I hope that you are doing well today.  Hope springs eternal each day...
     
    Thank you for agreeing to serve in the very vital role of a mentor.  Mentors have a significant impact on the retention and success of beginning teachers. We are so grateful that you have assumed this leadership role in your school.
     
    This webpage has been developed specifically for mentors.  Although there are numerous resources on the Human Resources Website, we have dedicated this page to the wonderful mentors who support our beginning teachers. Please take a little time to open other links on the Human Resources Support Services Website. There are four links that pertain to the support of beginning teachers and mentors. Additionally, we welcome any suggestions that you would like to make regarding additional resources that you would like to see on this page.
     
    Thank you for all that you do to support and nurture your beginning teacher(s).  Have a great day and a rewarding year!
     
    LEGRorie
     

    Mentor Teacher Selection Criteria

    The UCPS Administration uses criteria supported by state guidelines in the selection of mentors. Selection criteria include the following:

    • Must have a minimum of four years of teaching experience
    • Must have performed successfully as a teacher as evidenced by the most recent summary  evaluation
    • Must commit to participating in training on the North Carolina Mentor Program
    • Must be endorsed by the principal or supervisor.

     Roles of Mentors

    Roles and expectations of mentors include the following:

    • Attend site-based and district professional development activities as required.
    • Abide by locally established expectations for mentor teachers as outlined in the Union County Public Schools Beginning Teacher Support Program Handbook.
      • Serve as the key support person for the beginning teacher.
      • Participate in site-based teacher support activities.
      • Provide conference feedback.
      • Assist the beginning teacher with the interpretation and application of the North Carolina Teaching Standards, the /Standard Course of Study, and Common Core Standards. 
      • Collaborate with the beginning teacher in the preparation of the Professional Development Plan (PDP)/ Individual Growth Plan (IGP). (Initial, Mid-Year, and End-of-year) 
      • Complete and submit the Mentor Timeline/ Checklist according to established timelines.
      • Serve as the key support person for acclimating the beginning teacher to the school community.
      • Model appropriate professional behavior.
      • Provide resources as needed or as deemed appropriate.
      • Provide input (as applicable) in verifying the BT’s completion of the BT Support Program.
      • Serve as the key support person for the completion of the BT’s Second-Year Interim Requirements.
      • Align all mentoring practices with the North Carolina Mentor Standards as follow.

     North Carolina Mentor Standards

    Standard 1: Mentors Support Beginning Teachers to Demonstrate Leadership – Mentors utilize effective communication skills to establish quality professional and confidential relationships with beginning teachers to impart knowledge of ethical standards, instructional best practice, and leadership opportunities. Key elements of the standard include building trusting relationships and coaching, promoting leadership, facilitating communication and collaboration, sharing best practices, imparting ethical standards and advocating for beginning teachers and their students.

     Standard 2: Mentors Support Beginning Teachers to Establish a Respectful Environment for a Diverse Population of Students – Mentors support beginning teachers to develop strong relationships with all learners, their parents or guardians, and the community through reflective practice on issues of equity and diversity. Key elements of the standard include supporting relationships with students, families, peers and the community, honoring and respecting diversity, creating classroom environments that optimize learning, and reaching students of all learning needs.

    Standard 3: Mentors Support Beginning Teachers to Know the Content They Teach – Mentors have strong knowledge of the North Carolina Standard Course of Study (NCSCOS) and 21st century goals and assist beginning teachers in the utilization of these tools to promote student achievement. Key elements of the standard include imparting and utilizing the NCSCOS and 21st century goals into beginning teacher practice.

    Standard 4: Mentors Support Beginning Teachers to Facilitate Learning for Their Students: Mentors support beginning teachers in their understanding and use of student assessment tools to drive student achievement. Mentors also support beginning teachers to understand their professional licensure obligations and pursue professional growth. Key elements of the standard include developing and improving instructional and professional practice and understanding and analyzing student assessment data.

    Standard 5: Mentors Support Beginning Teachers to Reflect on Their Practice - Mentors continually work on improving their mentoring and observation skills to improve their effectiveness with beginning teacher support. Key elements of the standard include allocating and using time with beginning teachers, developing reflective practitioners and gathering data on beginning teacher practice.

     
    Mentor Resources
     
    Wikispaces Page for Mentors and BT Support
     
    North Carolina Teacher Working Conditions Survey 
     
    North Carolina Mentor Program Manual
     
    BT Support Presentation/Resources PowerPoint 
     
    BT-Mentor Support Facilitator Meetings PowerPoint
     
    Technology Acceptable Use Policy 
     
    NCDPI Licensure Management System PowerPoint 
     
    Licensure Specialists by School Assignments 
     
    Forms
     
    Mentor Timeline/Checklists
     
    Mentor Application-Agreement Form
      
    Mentor Self-Assessment
     
     
    Standard 3 of the North Carolina Peer Review Rubric for Beginning Teacher Support Programs
    Each year, there is a peer review process during which the school district is rated on five standards.  Standard 3 pertains to the mentoring process and the activities that mentors perform to promote instructional excellence. Thank you for all that you are doing as a mentor to nurture the instructional excellence of your beginning teacher(s).
     
     Standard 3: Mentoring for Instructional Excellence

    a. Quality Time. Effective mentor-beginning teacher interactions and relationships are at the core of a successful mentoring and induction program.  Program, district and site leadership collaborate to ensure that sufficient time is provided for mentors to meet with their beginning teachers to engage in the improvement of teaching and learning and induction-related activities both during and outside of school time.

    Developing

    Proficient

    Accomplished

    Distinguished

    Not Demonstrated

    (Comment Required)

     

    €     Mentors work with beginning teachers occasionally

    . . . and

    €     Mentors work with beginning teachers during and outside of the school day, based upon schedule and mentor flexibility

    . . . and

    €     Mentors and beginning teachers have sufficient time to engage in induction-related activities

    . . . and

    €      Mentors are provided protected time to engage with beginning teachers and support their professional growth

    €      Beginning teachers are released to work with mentors, and other support providers as appropriate

     

    b. Instructional Focus. The North Carolina Professional Teaching Standards are the comprehensive guide used by all teachers, mentors, and beginning teachers to advance practice and student learning.  Mentors are regularly present in the classrooms of beginning teachers to observe and to strategically collect data on management, instruction, and student learning.  Mentors and beginning teachers collaboratively analyze observation data, develop next steps and together monitor results in an ongoing process designed to continuously improve teaching and learning.

    Developing

    Proficient

    Accomplished

    Distinguished

    Not Demonstrated

    (Comment Required)

     

    €     Mentors focus on logistical and operational issues, such as school practices and culture, administrative and classroom procedures and norms

    . . . and

    €     Based on classroom observations, mentors work with beginning teachers on issues of classroom management, lesson planning, delivery of instruction and student learning aligned with curriculum standards

    . . . and

    €     Mentors work with beginning teachers across the full-range of teaching practices as defined by North Carolina Professional Teaching Standards and identified by the North Carolina Teacher Evaluation Process

    . . . and

    €      Mentors work with beginning teachers on a strategic focus as determined by the North Carolina Teacher Evaluation Process and other assessments of classroom practice and student learning.

     

    c. Issues of Diversity*.  Mentors support their beginning teachers to appreciate the wide-range of assets that all students bring to the classroom through their diversity.  Mentors guide beginning teachers in the development of positive, inclusive and respectful environments that support learning for a diverse student population.  Mentors and beginning teachers design and implement a broad range of specific strategies designed to meet the diverse needs of their students and promote high levels of learning.

     

    €     Mentors are aware of   equity issues as they arise in beginning teachers’ practice

    . . . and

    €     Mentors support beginning teachers’ development to meet the needs of all students and create a respectful environment for a diverse population of students

    . . . and

    €     Mentors guide the beginning teachers’ appreciation for diversity and responsive approaches to instruction during analysis of student work, planning of differentiated instruction and other opportunities as they arise

    . . . and

    €     Mentors proactively engage beginning teachers around issues of diversity

    €     Mentors guide beginning teachers in the ongoing development of responsive curriculum and practices.

     

    €