1 / 16

Developing a Mentoring Program for non-traditional staff

This initiative focuses on creating a mentoring program specifically designed for non-traditional staff within a 45-square-mile area encompassing seven school districts, four high schools, seven middle schools, and 27 elementary schools. With challenges including a sense of disconnect among staff and lack of training, our goal is to build communication, support, and effective training for both mentors and new employees. By prioritizing meaningful connections, we aim to enhance staff integration and success within our diverse educational environment.

romney
Télécharger la présentation

Developing a Mentoring Program for non-traditional staff

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Developing a Mentoring Program for non-traditional staff

  2. Who We Are 45 square mile area 7 school districts 1 special school 4 high schools 7 middle schools 27 elementary schools 150 special education service providers

  3. Challenges I don’t get a sub My position is unique…mentor programs are for teachers I am a contracted employee I already have a mentor from the district I’m placed in I ‘m new here but experienced in my profession

  4. What needed to be improved? • Some individuals feeling a disconnect with CASE • Most employees unaware of organization size and scope • Lack of training for mentors • Lack of support for mentors and new teachers

  5. Setting Priorities • Make it meaningful…Program needs to meet the needs of the new staff • It’s about C.A.S.E…Program needs to build staff communication and support • Training MattersGet staff on same page and feeling prepared

  6. Participants • Year One Staff = 24 • Year Two Staff = 14 • Mentors = 22

  7. Job Types Speech and Language Pathologists Social Workers Classroom Special Education Teachers Intervention Specialists Vision/Orientation and Mobility and Hearing Itinerant Teachers Psychologists Contracted PT and OT Adapted Physical Education Teachers Physical Therapists SUBSTITUTE TEACHERS

  8. Getting Started • New Teacher Meeting • Forming leadership team • Addressing “delicate” issues immediately • Refocus on priorities each time

  9. INTC Two mentor trainings – June and August New Teacher Inservice luncheon Outstanding Planning and Assistance!

  10. Jeopardy Challenges Special Education Mentee Mentor Q $100 Q $100 Q $100 Q $100 Q $200 Q $200 Q $200 Q $200 Q $300 Q $300 Q $300 Q $300 Q $400 Q $400 Q $400 Q $400 Q $500 Q $500 Q $500 Q $500 Final Jeopardy

  11. Jeopardy Special Education Challenges Mentee Mentor Q $100 Q $100 Q $100 Q $100 Q $200 Q $200 Q $200 Q $200 Q $300 Q $300 Q $300 Q $300 Q $400 Q $400 Q $400 Q $400 Q $500 Q $500 Q $500 Q $500 Final Jeopardy

  12. LINKAGES Goal = 4 per year • Legal Lite • CASE • Testing • Assistive Technology Shared Purpose Regouping the mentors and the new staff

  13. The Act of Mentoring Scheduling Release time Preparation Establishing Credibility

  14. My experience… Rachel – 2nd Year Itinerant Teacher Kerry – 1st Year Classroom Teacher SUCCESSES CHALLENGES!!

  15. Administrators Getting Assistance for New Staff Members Perceptions of Mentor Role Aligning Support Finding the “fine line”

  16. Next Steps – Our Priorities • Establish Linkage schedule earlier in the year 2. High-Quality 2ndyear experience • Assessment of program quality – specifically related to student success

More Related