Mentoring

Mentoring Overview

Year 1

There are six group meetings scheduled for teachers in the first year mentoring program. The presentations and discussions center on Charlotte Danielson’s book, Enhancing Professional Practice: A Framework for Teaching. Emphasis is placed on Classroom Environment and Planning and Preparation. Catholic Identity is integrated throughout both areas of study. Mentees, who are engaged in ongoing discussions with and observed by mentors, choose one or two focus areas, apply new strategies, and engage in discussions about successes and challenges. The goal is to attain growth in the focus areas.

Mentees are required to attend all scheduled meetings and at the conclusion of the year, a portfolio of the year’s mentoring experience is submitted.  In addition, teachers seeking licensing by the Delaware Department of Education must submit verification of successful completion of Pro-Ethica.

Year 1 Forms

Year 2

There are three required group meetings scheduled for teachers in the second year mentoring program. The second year of mentoring seeks to enhance growth in classroom environment, planning and preparation, and instruction.   In addition, there are six workshops which mentees are strongly encouraged to attend.  These workshops will provide mentees help and support to successfully complete the edTPA, a performance assessment required for licensing by the Delaware Department of Education.  At the conclusion of the year, a portfolio of the year’s mentoring experience is submitted along with verification of successful completion of the edTPA.

Year 2 Forms

Year 3

In Year 3, there are nine “formal” meetings; one is a large group session, six are Learning Team discussions, and two are meetings with the Mentoring Program Coordinator. Throughout the year, there are on-going meetings between Mentor and Mentee. The work focuses on Rick Stiggins’ book,Classroom Assessment for Student Learning for teachers of Grades 2-12 and Gayle Mindes’ book, Assessing Young Children for Pre-K through Grade 1 teachers. The Year 3 teachers are leading most of the discussions and ensuring on-going dialogue among the team members. They are reviewing, critiquing, and refining both personal and textbook assessments to assure that they are accurately measuring what is being taught. Year 3 Mentees bring assessments and student work to their Learning Team meetings and analyze them as a group.

Mentees are required to attend all scheduled meetings and at the end of the year, a portfolio of the year’s mentoring experience is submitted.

Year 3 Forms

Year 4

In Year 4, there is a large group session, periodic meetings between Mentor and Mentee, and one required one-on-one meeting with the diocesan Facilitator. The Year 4 Mentoring Program is mostly self-directed with the Mentor and diocesan Facilitator providing input to the Mentee throughout the year. Mentees in the Year 4 Program are reviewing their professional growth status related to content and pedagogy, setting professional goals, and doing research and/or professional development.

Mentees are required to attend all scheduled meetings and at the end of the year, a portfolio of the year’s mentoring experience is submitted.

Year 4 Forms