Medford Lakes School District Plan 2018-2021.pdf · The Medford Lakes Board of Education has reviewed and approved the local mentoring plan developed by the Medford Lakes ScIP (School

Medford Lakes

School District Mentoring Plan

July 1, 2018 - June 30, 2021

Medford Lakes School Mentoring Plan 2018-2021 2

Medford Lakes Mentoring Plan: The District Plan

Development and Approval Process District Mentoring Plan Checklist



Development and Approval Process Table of Contents

PREFACE a. Local mentoring plan checklist

b. Table of Contents

Section I District Profile ……………………………………………..pg 4 a. District Profile Sheet

b. Board of Education Approval: Signoff Sheet

Section II Needs Assessment…………………………………………..pg 8 a. Current assessment of mentoring program

b. Current needs of district mentoring plan

Section III Vision and Goals…………………………………………pg 16 a. Mentoring program vision

b. Mentoring program goals

Section IV Mentor Selection………………………………………...pg 19 a. Guidelines for selection of mentors

b. Application process and criteria for selection of mentors

Section V Roles and Responsibilities …………………………….. pg 26

Section VI Professional Learning Components for Mentors …….pg 31 a. List of professional learning opportunities

b. Explanation of how the plan aligns with NJ Professional Standards for

Teachers

Section VII Professional Learning Components for Novice Teachers……..pg 37 a. List of professional learning opportunities

b. Explanation of how the plan aligns with NJ Professional Standards for

Teachers

Section VIII Action Plan for Implementation………………………. pg 43

Section IX Resources Options Used ………………………………. pg 45

Section X Funding Resources ……………………………………. pg 47

Section XI Program Evaluation…………………………………….pg 49



Development and Approval Process District Profile Sheet

Name of District: Medford Lakes

District Code: 3070 County Code: 05

District Address:

Nokomis School

133 Mudjewkeewis Trail

Medford Lakes, NJ 08055

Chief School Administrator: Anthony V. Dent, Superintendent

Mentoring Plan Contact: Carole M. Ramage, Director of Curriculum/Principal

Mentoring Plan Contact Phone: (609) 654-0991

Mentoring Plan Contact Email: [email protected]

Type of District (check one) ____ K-5 ____ K-6 _____ K-12 _____ 7-12

____ 9-12 _X_ other (specify) Pre-K to grade 8

Please provide the following information:

Number of novice teachers with a certificate of Eligibility: 0

Number of novice teachers with a certificate of Eligibility with Advanced Standing: 0

Number of novice special education teachers with a standard license: 0

Number of Mentors: 0

Identify the number of provisional novice teachers in the following areas:

K-5 ____ 6-8 ____ 9-12 ____ Special Education (all grades) _____

mailto:[email protected]



Development and Approval Process ScIP Signoff Sheet

Name of District: Medford Lakes School District Code: 3070

County: Burlington Code: 05

Name of Professional Staff Members Serving on the ScIP:

Lisa Better ____________________ Teacher

Name Signature Position

Jennifer Martinez ____________________ Teacher


Judy McKeever ____________________ Teacher


Brian Meakim ____________________ Teacher


Jay Wassell ____________________ Teacher


Amy Wiker ____________________ Teacher


Contact Person: Carole M. Ramage, Director of Curriculum/Principal

Phone: (609) 654-0991

Fax: (609) 953-8258

Email: [email protected]

mailto:[email protected]



Development and Approval Process District Board of Education Approval and Comment Form



Development and Approval Process District Board of Education Approval Notification

District Board of Education Approval Notification:

County Superintendent

The Medford Lakes Board of Education has reviewed and approved the local mentoring

plan developed by the Medford Lakes ScIP (School Improvement Panel). The Medford

Lakes Board of Education assures that the submitted plan is aligned with the New Jersey

Professional Standards for Teachers and meets or exceeds the minimum requirements of the

mentoring regulations in N.J.A.C. 6A: 9-8.4.

A copy of the district profile sheet and the board of education’s review of

the plan has been attached.

________________________________ (Signature of Board of Education President)

_____________________________________________

(Signature of Board of Education Vice President)

_____________________________________________

(Date)


Section II

Needs Assessment



Development and Approval Process Needs Assessment Questionnaire for Novice Teachers



Development and Approval Process Needs Assessment Questionnaire for Novice Teachers Continued

Please choose the response for each item that most closely indicates your level of need for

assistance in the area described.

Possible responses:

A. Little or no need for assistance

B. Some need for assistance in the area

C. Moderate need for assistance in this area

D. High need for assistance in this area

E. Very high need for assistance in this area

____ 1. Finding out what is expected of me as a teacher

____ 2. Communicating with the principal

____ 3. Communicating with other teachers

____ 4. Communicating with parents

____ 5. Organizing and managing my classroom

____ 6. Maintaining student discipline

____ 7. Obtaining instructional resources and materials

____ 8. Planning for instruction

____ 9. Managing my time and work

____ 10. Diagnosing student needs

____ 11. Evaluating student progress

____ 12. Motivating students

____ 13. Assisting students with special needs

____ 14. Dealing with individual differences among students

____ 15. Understanding the curriculum

____ 16. Completing administrative paperwork

____ 17. Using a variety of teaching methods

____ 18. Facilitating group discussions

____ 19. Grouping for effective instruction

____ 20. Administering standardized achievement tests

____ 21. Understanding the school system’s teacher evaluation process

____ 22. Understanding my legal rights and responsibilities as a teacher

____ 23. Dealing with stress

____ 24. Dealing with union-related issues

____ 25. Becoming aware of special services provided by the school district



Development and Approval Process Needs Assessment Questionnaire for Novice Teachers Continued



Development and Approval Process Mentor Questionnaire



Development and Approval Process Mentor Questionnaire Continued



Development and Approval Process Self-Assessment Tool for District Mentoring Plan



Development and Approval Process Self-Assessment Tool for District Mentoring Plan Continued


Section III

Vision and Goals



Development and Approval Process Vision

The professional staff of the Medford Lakes School District believes that we as educators must

assure novice teacher success as well as ongoing preparation for mentors in heir supportive role.

Our plan will link the theory of instruction learned in teacher preparation programs with the

practice of classroom teaching aligned with the New Jersey Professional Standards for Educators.

Goal

Over the course of a three year span, 95% or more of all novice teachers in the Medford Lakes

School District will be retained as measured by job satisfaction, teacher efficacy, and impact of

teacher of teacher effectiveness aligned to the New Jersey Professional Standards for Educators.

Our program will incorporate development of interpersonal skills between mentor and novice

teacher.

The Medford Lakes School District shall strive to include the following goals within is mentoring

plan:

To assist teachers in their knowledge of district curricula, district objectives, as well

as the New Jersey Student Learning Standards

To hold up exemplary teaching skills as the standard to which teachers strive to

achieve and to identify those skills which set apart the exemplary teacher.

(Standard 4, 9)

To assist the novice teacher in his or her performance of duties

To assist the novice teacher in his or her orientation to the school district. (Standard

6 & 9)

To build professional relationships with colleagues and administration so the novice

teacher can understand the school and is structure. (Standard 6 & 9)

To integrate the mentor program with the professional development plan so that

professional growth is maximized. (Standard 3)

To assist teachers in learning and adoption of effective classroom management

strategies based upon h grade and developmental levels of the students (Standards 2,

3, & 6)



Development and Approval Process SMART Goal Framework


Section IV

Mentor Selection



Development and Approval Process Qualities of Effective Mentors



Development and Approval Process Criteria for Selection of Mentor Teachers



Development and Approval Process Self-Survey: Should I become a mentor?



Development and Approval Process Mentor Teacher Application and Assignment Form



Development and Approval Process Mentor Teacher Application and Assignment Form Continued



Development and Approval Process Mentoring Intent Form


Section V

Roles & Responsibilities

for Mentors



Development and Approval Process Mentoring Contract



Development and Approval Process An Ethical Code of Practice for Mentoring



Development and Approval Process Role of the Building Principal

To ensure mentors are formally trained in the mentoring process and role of the mentor

To participate in the selection and assignments of mentors

To pair the mentors and new teachers

To provide a schedule which includes mutual release time for mentors and novice teachers



Development and Approval Process No-Fault Exit Process


Section VI

Professional Learning

Components for

Mentors



Development and Approval Process Professional Learning Components for Mentors

Mentor’s will receive the following professional materials and resources:

“How to Mentor in the midst of change” by Cheryl Sullivan

“How to Help Beginning Teachers Succeed” By Stephen P. Gordon & Susan Maxey

“Mentoring the New Teacher-Facilitator’s Guide”

All of the above resources and materials encompass the New Jersey Professional Standards for

Teachers as mentioned on the following pages of section 6 of this mentoring plan.

Regularly scheduled meetings with the mentor and/or administration will be built in to the both the

mentor and novice teacher’s schedule.



Development and Approval Process New Jersey Professional Standards for Teachers

The standards are organized under four domains:

The Learner and Learning

Standard 1: Learner Development

Standard 2: Learning Differences

Standard 3: Learning Environments

Content

Standard 4: Content Knowledge

Standard 5: Application of Content

Instructional Practice

Standard 6: Assessment

Standard 7: Planning for Instruction

Standard 8: Instructional Strategies

Professional Responsibility

Standard 9: Professional Learning Standard 10: Leadership and Collaboration

Standard 11: Ethical Practice



Development and Approval Process SAMPLE Mentor Training Agenda



Development and Approval Process Monthly Mentoring Documentation Log



Development and Approval Process Mentor-Novice Teacher Communication Log


Section VII

Professional Learning

Components for Novice

Teachers



Development and Approval Process Professional Learning Components for Novice Teachers

Novice teachers will receive the following materials and resources:

“The First Days of School” by Harry Wong

“Mentoring the New Teacher: Planning Classwork” by the Association for Supervision and

Curriculum Development video series (Standards 1, 3 ,4 ,5 & 6)

“Mentoring the New Teacher: Classroom Discipline” by the Association for Supervision

and Curriculum Development video series (Standards 2 & 6)

rent Relations” by the Association for Supervision and Curriculum Development video

series (Standards 2, 8, & 9)

“Dealing with Individual Differences” by the Association for Supervision and Curriculum

Development video series (Standards 2, 3, & 7)

Regularly scheduled meetings with the mentor and/or administration will be built in to the both the

mentor and novice teacher’s schedule. In addition novice teachers will attend all district in-service

programs, weekly grade level/department articulation meetings, and faculty meetings.



Development and Approval Process Novice Teacher Self-Assessment Inventory



Development and Approval Process Year-Long Mentoring Activities Checklist



Development and Approval Process Year-Long Mentoring Activities Checklist Continued



Development and Approval Process Mentor/Novice Teacher Interaction Log


Section VIII

Action Plan for

Implementation



Development and Approval Process Action Plan

This section includes the steps to developing an action plan for the implementation of the local

mentoring plan.

Timeline

Upon BOE approval

1. Post mentor position as per negotiated agreement

2. Accept applications from mentor candidates

3. Applications are reviewed by administration and ScIP

4. Mentors are notified of selection

5. Mentors are paired with novice teacher

Before School Year Begins/Before Start Date

1. Mentor and novice teacher fill out needs questionnaires

2. Schedule is developed by administration for common meeting time between

mentor and novice teacher

3. Conduct first formal mentoring meeting with administration

During the School Year

1. Mentor and novice teacher meet weekly as per schedule

2. Mentor and novice teacher meet monthly with administration

* see First Year Mentoring Log for discussion items

End of School Year

1. Mentor and novice teacher complete self-assessment rubrics

2. Mentor and novice teacher participate in an exit meeting with


Section IX

Resource Options Used



Development and Approval Process Resource Options Used

1. New Teacher Orientation

(scheduled annually in August or as needed during the year for new hire)

2. Back to School Teacher Orientations/Workshops (September)

3. Internal Professional Development Opportunities as scheduled throughout the school

year

4. Weekly mentoring meetings between mentor and novice teacher

5. Monthly mentoring meetings with administration

6. Attendance of applicable workshops/programs through Rowan University - New

Teacher Induction Center, Lenape Regional Curriculum Consortium, etc


Section X

Funding Resources



Development and Approval Process Funding Resources

The Board of Education assigns a pre-determined portion of its budget to professional

development through the budgetary accounts of Instruction and Instructional Staff Training.

A district budget account is set up that supports the hiring of substitute teachers thus enabling

teachers to attend professional development, articulation, collegial coaching opportunities.

In addition the district has a tuition reimbursement allocation for all staff members to further their

professional knowledge.


Section XI

Program Evaluation



Development and Approval Process Evaluation

This section includes resources for planning the program evaluation required in the state

regulations. The purpose of program evaluation is to support program improvement as well as to

ensure accountability for resources.

Evaluation is based on feedback from stakeholders involved in the mentoring process. There

are five levels of Professional Development Evaluation.

1. Participants Reactions

2. Participants Learning

3. Organization Support & Change

4. Participants’ Use of New Knowledge and Skills

5. Student Learning Outcomes

The following will be measured:

1. Initial satisfaction with the experience

2. New Knowledge and skills or participants

3. The organization’s advocacy, support, accommodations, facilitation, and reorganization

4. Degree and quality of implementation

5. Student Learning Outcomes:

a. Cognitive (Performance & Achievement)

b. Affective (Attributes & Dispositions)

c. Psychomotor (Skills & Behaviors)

Information will be gathered as follows:

1. use various questionnaires

2. simulations

3. demonstrations

4. participant reflections

5. participant portfolios and logs

6. district/school agendas from meetings and professional development sessions

7. direct observations both formal and informal

8. collegial coaching

9. interviews

The administration in cooperation with the ScIP will meet and review the above data and make

recommendations for improvements to the plan.

Documents

Medford Lakes School District Plan 2018-2021.pdf · The Medford Lakes Board of Education has reviewed and approved the local mentoring plan developed by the Medford Lakes ScIP (School