Mentoring CTE Teachers through the Resident Educator Program

Mentoring CTE Teachers through the Resident Educator Program: Support for Success Jane Briggs, Lead Mentor, Eastland Career Center j. Briggs@efcts. us Michelle Maskulinski, Lead Mentor, Fairfield Career Center m. Maskulinski@efcts. us

Introductions and Background Ø The Eastland-Fairfield Career & Technical Schools (EFCTS) has operated an induction program for all new staff to our District titled the EFCTS Mentoring Program. Ø 1999 – EFCTS Pilot Mentoring Program Ø Twenty-eight staff (28) are included in the 2014 -2015 Mentoring Program Ø Semi-annually, the program is reviewed by participants to continue to keep the program relevant

Presentation Objectives Ø To share a model of a successful mentoring program that has been evolving for 15 years Ø To provide examples of how the Resident Educator Program can be incorporated into mentoring programs Ø To share ideas and examples of best practices for organizing and operating a mentoring program to build school culture, support new staff members, and educate high-quality mentors

Key Mentoring Program Components Ø Summer – ODE Training for any RESA Mentor Ø Matching of Mentors with Mentees as hired Ø Join function of Ass’t. Superintendent + Lead Mentors – contract involved Ø August - District Mentor Training Ø Calendar for 2014 -2015 Ø Mentor Duties Ø Discussion of “Best Practices” Topics Ø September – May – Different activities depending upon staff level Ø Mid-Year (Dec. ) and End-of-Year (May) Evaluations are completed by all mentors and mentees

Year 1: Resident Educator Level 1 (RE-1 s) and New-In-System Staff (NIS) Ø 1: 1 Mentoring Ø Fall Semester – Meet weekly Ø Spring Semester – Meet monthly Ø Monthly, after-school Mentoring Meetings with Best Practice Demos Ø RE-1 s, NIS, Mentors, Leads, Admin. Ø Notebooks used with “checklists” for 1: 1 meetings

Example of Monthly Meeting Calendar

Notebook/Checklist System Ø Weekly checklists through January, then monthly Ø Separate checklists for New-in-System (NIS) staff and Resident Educators (RE) Ø Checklists were revised to incorporate RE timelines, ODE requirements Ø Checklist items are prompts for discussion; the mentee & mentor decide which items need to be discussed during meetings

Sample New in System (NIS)

Sample RE checklist

Year 2: Resident Educator Level 2 (RE-2 s) Ø Importance of this year cannot be underestimated! Ø Major components to this year: Ø Removal of a formal day-to-day checklist and a move toward a topical checklist Ø Continuation of the 1: 1 Mentor-Mentee Relationship; Mentors are new pairings to Mentees (no repeats) Ø Integration of two Videotaping Projects—one fall, one spring Ø Mentor and mentee view together and critique Ø Lesson plan and video segment provided to entire RE-2 group of mentors and mentees to dissect, evaluate, improve upon Ø Approximately 5 -6 after-school meetings/year

Year 2: Resident Educator Level 2 (RE-2 s) con’t. Ø New for 2014 -2015: Ø Mentors will be asked to provide an after-school workshop on the following topics in preparation for RESA 3: Ø Using Google Sites to organize your artifacts and evidence in preparation for RESA-3 Ø Writing for RESA-3 - Practicing writing skills for 200 -word requirements throughout Tasks 1 -5 Ø How to use technology to best capture yourself, your students, and your teaching on video for RESA 3 Ø Mentors with these expertise were specifically asked to mentor a RE-2

Year 3: Resident Educator Level 3 (RE-3 s) Ø The RE-3 does not have to take the RESA if Mentee is not ready. RESA can be taken during Year 4. Ø Mentee-Mentor Pairings Ø This year, one facilitator will lead the group of RESA candidates in cohort with 3 -4 meetings Ø Last year, 1: 1 relationship was kept Ø Facilitator is asked to provide support through proofing mentees’ written submissions and videoclips as they move through Tasks 1 -5 Ø In 2013 -2014, technology played a major role; facilitator may need to provide additional help Ø The road for a smooth Year 3 is paved during Years 1 & 2!

Year 4: Resident Educator Level 4 (RE-4 s) Ø Until December 31, 2014, we do not know if our RE -3 s have passed their RESA assessments. Ø If they have, then according to the ODE guidelines, those teachers will be asked to do the following: Ø Increase their involvement on building-wide and district-wide committees Ø Evaluate the goals of the school and provide a leadership role in helping to move those goals forward Ø If they have not, then according to the ODE guidelines, those teachers will be required to once again complete the RESA assessments.

Program Administration Ø There is an administrator who works with our Mentoring Program Ø The administrator is not present when RE-2 s present their videos, for example, to the group Ø Our administrator does discuss Mentor-Mentee assignments with Lead Mentors; they handle asking the people to serve as mentors and supplemental contracts Ø Both Lead Mentors have job descriptions and responsibilities for operating the program in addition to their full-time teaching responsibilities

Questions?