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Beginning Teacher Mentor Program
PROGRAM DESCRIPTION & GOALS
Portland Public Schools Beginning Teacher Mentor
Program is a teacher induction program that is designed to provide
support, assistance, training and resources to beginning teachers during
their first year in the teaching profession. The program also provides:
1) a process of socialization to the teaching profession 2) an
adjustment to the procedures and mores of the school site and school
district and 3) the development of effective instructional and classroom
management skills.
PROGRAM GOALS:
- To assist beginning teachers in understanding
the complexities of teaching through the support of a mentor teacher
who will serve as peer coach, resource provider, role model and
facilitator.
- To provide both mentors and beginning teachers
with professional development in effective instructional practices
to help all students achieve identified content standards.
- To provide training opportunities to beginning
teachers that specifically focuses on their needs.
- To inform beginning teachers of available
district, building and community resources.
- To facilitate and encourage peer support and
peer coaching at the school level.
- To assist beginning teachers in developing
their instructional potential, assuring greater student and teacher
success in the classroom.
- To provide experienced teachers opportunities
for professional growth and recognition.
- To provide resources and ongoing support which
encourage the retention of beginning teachers in the district.
- To provide an ongoing support network to
assist in the pre-service to in-service transition process.
- To improve the climate for teaching and
learning and build community between new and veteran teachers.
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Novice/Beginning Teacher
PROGRAM
GUIDELINES
Novices are first year beginning teachers who are
committed to expanding their professional skills by being a member of a
mentor/novice team.
ROLES:
- Partner with a
mentor teacher from his/her school.
- Collaborate
with mentor to develop instructional potential, to help assure
greater success in the classroom.
RESPONSIBILITIES:
- Weekly contact
with mentor (90 hours per year)
Demonstration teaching
(actual and/or video tape),
Coaching,
Observation of mentor
teaching (actual and/or video tape) once each quarter,
Instructional
support (procedures, lesson planning, strategies, etc.),
Collegial emotional
support
- Maintain a
Monthly Activity Log – Mentor/Protégé Meeting Summary.
- Meet with
Program Administrator and Mentor during the year.
- Read brief
materials in advance of monthly meeting support group meetings.
- Attend and
participate in scheduled program meetings and training sessions.
REWARDS:
- Greater job
satisfaction
- Free materials
and resources
- More frequent
professional collaboration
- Increased
knowledge through the feed back from mentor/protégé relationship
- Increased
professional efficacy
- Improved
professional growth
QUALIFICATIONS:
- First year in
the teaching profession as a probationary teacher.
- Expressed
willingness to work collaboratively with mentor teacher.
- Expressed
willingness to participate in professional development
opportunities.
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