Coaching/Mentoring PlanMr. A. Rodrigues

Linda M. SauerbrunEDL/531

August 18, 2014University of Phoenix

Mr. Troy Cox

• Mr. Rodrigues is a teacher at Kelsey High School.

• Teaches tenth grade students English and Language Arts.

• Fourth generation immigrant from Spain to the United States.

• Raised in a bilingual home.

• Understands the importance of language skills.

SummaryWho is Mr. Rodrigues?

Philosophy and teaching styleof Mr. A. Rodrigues

• He believes all students can learn.

• Students complain Mr. Rodrigues spends more time speaking other languages in the classroom.

• Require all student in his campus cultural club to speak English.

• Excellent classroom management.

• All students must demonstrate profiency in English

Profile and Review Review of Mr. Rodrigues – Teacher information and Communication

Communication

Students and parents complain that Mr. Rodrigues is not giving

the American Students equal opportunities.

Scope

All skills taught at one level will be reinforced at subsequent

levels.

Lesson Plan I

The students will analyze the author’s use of literacy elements.

Lesson Plan II

Students will demonstrate a mastery of using organizational

strategies for prewriting.

HR File

Mr. Rodrigues maintains a great instructional classroom but he

needs to be sure ‘all’ students in his classroom feel important.

Areas of Concern

• Mr. Rodrigues is using other languages (not approved) for use in the classroom.

• Students complain that Mr. Ridrigues shows favoritism toward foreign students.

• Parents complain the separation (languages) in the classroom contribute to some campus altercations.

Action Plan – Coaching Plan

• Awareness

• Realistic Goals

• Objectives

• Action Plan

• Monitor Progress

• Closure

Action Plan - Awareness• Role of the Mentor

• Empowering Mr. Rodrigues; however the mentor will give steady direction in cultural diversity and inclusion. Discuss at first meeting the issues and expectations of resolution.

• Established Agreement

• Statement of principles creating a culture of respect the rights of all persons.

• Promote learning and individual success.

• Attend at least one opportunity (yearly) to participate in diversity related training.

• Method of monitoring

• Assess awareness by supporting a student survey – to monitor implementation of good practices.

• Mr. Rodrigues will be involved in developing and review students surveys.

• Motivation

• Open a discussion with Mr. Rodgrigues regarding how he feels about having a mentor and the concerns in the classroom.

• Expectations

• Discuss the goal to be an all inclusive classroom for all student learning.

Realistic Goals and Objectives

• Setting a Standard for Success

Ensure Mr. Rodrigues is following all of the guidelines set up by Kelsey Administration.

• Specific Goals

• Discuss the possible implementation of introducing a new student learning policy to the Kelsey education program for English and Language Arts.

• Student survey will be conducted. Example of a few questions in the survey.

• Students will be asked if they interact with faculty.

• Students will be asked if they receive all of the support they require by Kelsey faculty and Kelsey School system.

Action Plan• Detailed description and steps

• Tutoring sessions

• Mr. Rodrigues will be required to conduct three workshops per month after school for any student needing extra learning assistance.

• Support and motivational goals.

• Mr. Rodrigues will attend at least one faculty development workshops in cultural diversity at least once a month.

• Understanding the mentor/mentee relationship

• Sign and agreement outlying the issues agreed upon set forth by both the mentor and the mentee.

Example of a Mentor AgreementMENTOR AGREEMENT

As a mentor in the ( ) Mentoring Program, I agree to

Make a one-year commitment to mentoring;

Attend a training development session and conduct tutoring sessions to help my students;

Be on time for scheduled meetings;

Notify the program coordinator if I am unable to keep my weekly mentoring session;

Engage in the relationship with an open mind;

Accept assistance from my mentee’s teacher and/or school support staff;

Keep discussions with my mentee confidential.

Notify the program coordinator of any changes in my employment, address and telephone number;

Notify the program coordinator of any significant change in my mentee; and

Refrain from contacting or seeing my mentee outside of the established parameters and supervised sites where the program takes place.

_____________________________________ _______________________

Signature of Mentor and Mentee

_____________________________________ ________________________

Date

Monitor Progress• Variety of successfully completing goals.

• Develop checklist and sign off on all items as agreed upon.

• Encouragement

• Support Mr. Rodrigues’s efforts to implement changes and follow up on any items not addressed.

• Established expectations and measurable outcome.

• Mutually establish guidelines from implementation to completion.

• Guidelines established - one year commitment to mentoring

• Be on time for all sessions agreed upon.

• Notification if not able to attend mentoring session

• Keep an open mind

• Confidentiality maintained

Closure• Established specific expectations

• Assessment of surveys, completion of lesson plan changes, and cultural diversity addendum to Kelsey school administration

• Positive learning outcome

• Ongoing personal and professional growth

• Should mentoring end? Were all goals met?

• Ask questions to find if mentoring should end.

ConclusionA mentoring program for Mr. Rodrigues should be used to assist him with a few cultural problems/issues in the classroom in his teaching of English and Language Arts in the Kelsey School system.