Mentoring CTE Teachers through the Resident Educator Program : Support for Success

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

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

3. Presentation Objectives • To share a model of a successful mentoring program that has been evolving for 15 years • To provide examples of how the Resident Educator Program can be incorporated into mentoring programs • 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

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

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

6. Example of Monthly Meeting Calendar

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

8. Sample New in System (NIS)

9. Sample RE checklist

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

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

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

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

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

15. Questions?