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FREEHOLD REGIONAL HIGH SCHOOL DISTRICT
Mr. Charles Sampson
Superintendent of Schools BOARD APPROVED July 23, 2018
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TABLE OF CONTENTS
Background of 2014 N.J. Teacher Mentoring Regulations…………………….…….2
Mentoring Process Model Actions and Provisions/Definitions…………………....…3
New Teacher/Mentor Support/Selection Process…………………..…….…………...4
Mentoring Training/Documentation/Payments/Plan Development……………….....5
Roles & Responsibilities of the Mentor Teacher…………………………………..…..6
Roles & Responsibilities of the Induction Specialists Coordinator …….………....…7
Roles & Responsibilities of the Induction Specialists ………………………..……..…8/9
Roles & Responsibilities of the Principal/Supervisor/Director of
Personnel…………………………………………………………………………..……...10
Duties, Roles & Responsibilities of the Protégé/Novice Teacher ……………….…….11/12
Roles & Responsibilities of New FRHSD Teachers…..………………………......…….12
New Jersey Professional Standards for Teachers……………………………….………13
FRHSD Ethical Practice Code ………………………………………………….….…….14
Mentoring Contract…………………………………………………………………….…15
APPENDIX – Monthly Calendar - Topics for Mentor-Protégé/Novice Teacher
Discussions…………………………………………………………………………………17/23
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Background of 2014 New Jersey Teacher Mentoring Regulations (N.J.A.C. 6A9-8)
(http://www.nj.gov/education/profdev/mentor/)
Effective May 5, 2014, the rules for new teacher mentoring have been amended to better align with the TEACHNJ
Act of 2012, to reduce district reporting burdens, and to promote flexibility and accountability for district
implementation. Each public school district is still required to implement a system of supports for new teachers.
In compliance with these regulations, the Freehold Regional High School District provides a comprehensive
district mentoring program, as described in this plan.
Mentor Goals
1. To enhance teacher knowledge of and strategies related to the NJ Student Learning Standards in order
to facilitate student achievement.
2. To identify and attract highly qualified veteran teachers with exemplary teaching skills and educational
practices necessary in order to assist novice teachers in acquiring and maintaining excellence in
teaching.
3. To assist novice teachers in the performance of their duties and adjustments to the challenges of
teaching in order to facilitate student achievement.
4. To assist novice teachers in assimilating into the culture of their school, the district, and community
by providing orientation to district programs, procedures, and services, thus enhancing student
achievement.
5. To build a foundation for continued professional growth through structured interactions with mentors,
administrators, and veteran teachers for the purpose of facilitating student achievement.
6. To integrate the Mentor Program with professional development efforts in order to promote the
personal and professional growth of the novice teacher as he or she works to facilitate student
achievement.
3
MENTORING PROCESS MODEL ACTIONS AND PROVISIONS
The follow actions and provisions will enable the district to meet its mentoring goals for Novice/Protégé
Experienced Teachers:
DEFINITIONS:-
INDUCTION SPECIALISTS:-
An Induction Specialist is an experienced teacher/leader and proven Master-Teacher, appointed to each high
school in the FRHSD. The Induction Specialists provide ongoing support for novice teachers by participating in
the development of the New Staff Orientation, planning and conducting New Staff Meetings, establishing and
maintaining a trusting and confidential relationship with novice teachers, and assisting novice teachers in
reflecting on and analyzing their teaching practices. Additionally, Induction Specialists recruit mentor teachers,
run Mentor Training Workshops, assign mentor teachers, support mentor teachers assigned to novice teachers
and act as a liaison to the principal, supervisors, mentors, novice teachers and the Personnel Office.
INDUCTION COORDINATOR:-
An Induction Coordinator promotes a district-wide, consistent mentoring program by providing resources to
Induction Specialists, mentors and novice teachers, developing orientation and mentor training materials and
acting as a liaison between the building-based Induction Specialists and the Personal Office to ensure that the
induction program is implemented as designed.
MENTOR
The mentor is an experienced educator employed by FRHSD who observes, supports, and coaches the new teacher
in his or her assigned school setting.
T2T MENTOR
A T2T Mentor is an experienced teacher who supports and mentors a teacher who is new to the building, but
already has either a Standard certificate or a Second Year Provisional Certificate.
NOVICE TEACHER/PROTÉGÉ
The novice teacher is a beginning educator who is assigned to and works with a mentor on a one to one basis.
Both new and novice teachers attend the New Staff Orientation and the after-school mentoring meetings provided
by the Induction Specialist. Both also receive tailored supports including occasional mentorship by a supervisor,
colleague, or team
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NEW TEACHER
The experienced teacher, who is new to the district, who holds a standard teaching certificate or second year
Provisional certificate holder will be assigned a designated T2T mentor.
MENTOR SUPPORT ACTIVITIES FOR NOVICE TEACHERS INCLUDE:-
New Staff Orientation/Induction:-
A comprehensive two-day orientation to the district, including its policies and procedures, is specified in
the district’s contract with its teachers and in its annual calendar, and provided for all new first-year
teachers in August. This orientation is organized by the Induction Specialists with the support of the
Director of Personnel and Building Administrators.
Mentoring Support for the critical first weeks of employment may include individualized actions specified
in the teaching professional development plan (PDP) based on level of preparation and experience and a
new PDP created within 30 days of new assignment, to be completed by the administrator who is
responsible for the new teacher’s evaluation.
One full school year of one-to-one mentoring from beginning of assignment, pro-rated for part-time teachers;
mentor/ protégé novice teacher meetings at least once per week for first four weeks of assignment. In the event
that the novice teacher holds a Certificate of Eligibility (as opposed to a Certificate of Eligibility with Advanced
Standing), the mentor will, in addition, align support to the protégés novice preparation curriculum.
A session dedicated to the mentor leading the protégé novice teacher in guided self-assessment on district’s
evaluation tool; additional support with regular meetings and observations;
After-school workshops provided by the Induction Specialist, all to be directed and monitored by the Principal,
under the supervisor of the Director of Personnel.
MENTOR SELECTION CRITERIA/PROCESS.
Mentors are selected thru the district’s annual selection process. All mentors must meet the following:-
Teachers serving as one-to-one mentors are required to have at least three years of teaching experience, with at least two of
those years completed within previous five years, and to demonstrate a record of success in the classroom through a
summative rating of Effective or Highly Effective on most recent summative evaluation. In cases where summative
evaluation is delayed, the mentor must have earned a rating of Effective or higher on the District’s teacher practice
instrument.
Individuals who meet the criteria are board approved and appointed or re-appointed for refresher training.
Once appointed, mentors who are selected, are approved they must attend a workshop/seminar. A training is
held in each of our six high schools at various times to accommodate the newly appointed mentors with locations and
various times. Each workshop is conducted by our appointed Induction Specialists, using materials created
by the Induction Coordinator and Personnel Director.
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MENTOR TRAINING:-
Mentors are required to participate in the district’s Mentor Training Program to be held prior to the start of the
school year in which they serve as a mentor. Refresher Trainings are periodically offered for those not trained in
the past five (5) years. The training syllabus will include the district’s teacher evaluation rubric and practice
instrument; the NJ Professional Standards for Teachers; the New Jersey Student Learning Standards; classroom
observation skills; facilitating adult learning; and leading reflective conversations about practice. Mentor training
will be designed and provided by the Induction Specialist.
DOCUMENTATION OF MENTORING:-
Mentors are further required to maintain a log to record all contact time between themselves and the novice provisional
teacher. An electronic log form based on the NJ Department of Education Optional Mentoring Log Template will be
provided and monitored by the Induction Specialist. Logs are submitted to the Personnel Office at the end of each school
year.
HANDLING OF MENTOR PAYMENTS:-
All mentor payments will be handled by the District’s Administrative Office, Personnel Department
A new teacher holding a CE or CEAS certificate is provided with mentoring information regarding the amount of mentoring
they will receive as well as the payment arrangements.
- CE certificated personnel, upon receipt of their VOPC 50 hours form, will pay $1,000.00 for a full 30 weeks
of mentoring which includes an initial 8 weeks (16 hours) of intense mentoring, two hours a week, then a
remainder of an hour a week thru completion.
- CEAS certificated personnel will receive 30 weeks of mentoring receiving an hour week and will owe their
mentor $550.00.
- When payment is required, a memo is forwarded to the novice teacher, advising them that payment is due. The
novice teacher then, in turn, returns the money order to the Personnel Department.
- All payments are made with a money order payable to their mentors. Once the log sheets are secured, the
mentoring payment is then forwarded to the mentor along with a memo, which is signed and returned as a
receipt of payment.
- New staff who are appointed as LTS’s during the year, pay pro-rated fees and the tracking process remains the
same. New novice teachers enrolled in the mentoring program as an LTS will receive a transfer form for their
new district to ensure that that their time in FRHSD is tracked correctly.
PLAN DEVELOPMENT/PROMULGATION:-
The Superintendent of Schools is responsible for district mentoring plan development and is required to share the plan with
the district Board of Education for annual review of its fiscal impacts. The financial impact of this plan is reflected in the
salaries of the administrative personnel and supplies required to implement the plan. The Superintendent is further required
to submit a Statement of Assurance to the Department that the district is meeting the requirements for the mentoring program
and aligns the three required formative and summative evaluations of the novice provisional teacher with required
observations through AchieveNJ.
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Roles and Responsibilities of the Mentor Teacher
The Mentor Teacher’s overall role is to promote the growth and development of the beginning teacher to improve student
learning. When new teachers are hired, they are given a full program and are expected to impact student learning
immediately without the benefit of any period of apprenticeship.
The knowledge, advice, and resources a mentor shares depend on the format and goals of a specific mentoring
relationship. A mentor may share with a mentee (or protégé/novice) information about his or her own career path, as well
as provide guidance, motivation, emotional support. A mentor may help with exploring careers, setting goals, developing
contacts, and identifying resources. The mentor role may change as the needs of the mentee change. Some mentoring
relationships are part of structured programs that have specific expectations and guidelines: others are more informal.
1. Know and understand the mentoring tasks, responsibilities, and goals.
2. Establish a positive and communicative relationship with the protégé.
3. Assist the protégé in adjusting to and becoming familiar with the school and the school’s policies,
procedures, and resources. See appendix for suggested monthly topics.
4. Visit the protégé’s classes (at least four times) and give appropriate feedback.
5. Offer insight and suggestions for improvement regarding lesson planning, classroom management,
and managerial tasks.
6. Demonstrate successful teaching and professionalism.
7. Attend mentor training sessions.
8. Encourage protégé to use experiences, and resources of other experienced classroom teachers.
9. Keep all information shared between mentor and protégé confidential.
10. Confer regularly with protégé, particularly before and after observations.
11. Motivate the protégé to be reflective of his/her actions.
12. Assist in forming an action plan for professional growth.
13. Assess relationship with protégé and seek assistance if needed.
14. Confer on a regular basis with the Induction Specialist.
15. Maintain an official log of all mentoring activities.
16. To adhere to FRHSD Ethical Practice code for mentors
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Roles and Responsibilities of the Induction Specialist Coordinator
1. Under the supervision of the Director of Personnel, coordinates with the Chief Academic Officer, the
Director of Curriculum and Instruction, and the district ScIP to assist in providing high quality continuous
professional development and support to novice teachers during the first four years of initial licensure.
2. Complies with the district, state, and federal policies, laws, and regulations regarding new teacher
induction and related licensure issues.
3. Supports principals and assigned mentor teachers in the development of novice teachers.
4. Promotes the use of district-wide resources and support materials to novice teachers.
5. Develops orientation materials to assist building-based Induction Specialists in training novice teachers
of the new formative assessment system.
6. Maintains weekly contact with building-based Induction Specialists.
7. Conducts professional development for novice teachers each August related to the induction of novice
teachers.
8. Plans and develops resource materials to assist building-based Induction Specialists in their training
opportunities with novice staff.
9. Acts as a liaison between the building-based Induction Specialists and the Personnel Office to ensure that
the overall induction program is implemented as designed.
10. Establishes both formal and informal processes to obtain feedback from new teachers regarding training
and support received.
11. Follows up on/troubleshoots with building-based Induction Specialists’ feedback inconsistent with district
philosophies.
12. Serves as the district advocate for the cadre of novice teachers.
13. Evaluates the district’s novice teacher induction program on an annual basis.
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Roles and Responsibilities of the Induction Specialist
Collaborate with beginning teachers, school staff, and district staff to enhance the effectiveness of the teacher
induction process:-
1. Plans and runs portions of New Staff Orientation in August.
2. Acts as a liaison with Curriculum and Instruction, the building administration, supervisors, mentors,
and protégés
3. Matches mentors and protégés as new staff are hired, ask supervisors for input.
4. Assists new teachers with district information as well as mentoring, planning, and classroom
management data and resources.
5. Reviews the District Mentor Program annually. Updates web resources.
6. Plans and runs a minimum of six New Staff meetings-topics covered at those meetings.
include but not limited to:
a. General introduction to the building, who’s who, etc.
b. Using the portals, Genesis, LINKIT, AESOP, GCN, iObservation, Staff Resources (formerly
Intranet, Teacher Coach Support Hub, Google Suite, and computer- based grading programs.
c. Handling “Back to School” Night and Parent Conferences.
d. Basic classroom management and organization.
e. Personal organization and time management.
f. End of year procedures.
g. Legal issues.
7. Provides guidance and support to all new staff, mentors, and 2nd year teachers, hopefully on a weekly
basis.
8. Match T2T mentors to new staff that hold standard certificates.
9. Acts as a liaison between the Personnel Office and the protégé teachers to process paperwork and
complete mentoring requirements.
10. Maintains a confidential relationship with mentors and protégés.
11. Provides educational materials, websites, and research to new teachers and mentors.
9
12. Keeps abreast of changes and developments in the profession and mentoring by attending
professional development and reading professional journals and research.
13. Communicates regularly with the building principal and provides New Staff meeting attendance to
them.
14. Meets with the supervisors as a group 1-2 times a year.
15. Facilitates class coverages for mentors and protégés to do observations. Visits the classrooms of
new teachers as needed or as requested for the purpose of collegial coaching.
16. Collects logs from mentors and sends them to the Personnel Office at the
end of the mentoring period.
17. Works one on one with alternate route protégé teachers using the Alternate Route Workbook.
18. Works on or with the ScIP.
19. Introduces the NJ Professional Teaching Standards to new teachers.
20. Recruits potential mentor teachers, helps with the application process.
21. Plans and runs district training for new mentors and more advanced training for experienced
mentors.
22. Plans and runs workshops for non-tenured teachers.
23. Creates and facilitates the taking of a Mentoring Program online evaluation.
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Roles and Responsibilities of the Principal and Supervisor
1. Observes, evaluates, and conferences with the new staff.
2. Assists the new staff with classroom management issues.
3. Assists the new staff with short and long term lesson planning.
4. Assists the new staff with student assessment.
5. Assists the new staff with content standards and assessment issues specific to their department and
subject area.
6. Assists mid-year hires in getting passwords and user names for the intranet, portal, etc.
7. Assists mid-year hires with district policies on staff attendance, calling out for absences, development
of substitute lesson plans, etc.
8. Communicates with mentors and building coordinators on as needed basis maintaining the confidential
requirement established by code.
9. New teachers, starting after July 1, 2015, evaluations will be compiled thru the Teacher Evaluation
Model. New hires who began their mentoring program prior to July 1, 2015 will continue to follow
the 10/20/30 week evaluation process until all evaluations have been completed.
10. Assists the new staff in acquiring necessary materials, books, curriculum guides, etc.
11. Assists the new staff in orientation to subject specific journals, organizations, and professional
development.
Roles and Responsibilities of the Director of Personnel
1. Responsible for the submission of all state reports as required by law
2. To annually notify the Board of Education, via the superintendent, of the financial impact of this
plan
3. To monitor the implementation of this plan throughout the district
4. To monitor and approve the selection process of the mentors
5. To notify the state with the names and qualifications of the mentors
6. To disseminate materials, including copies of this plan, to building principals for use of the ScIPs
11
Duties, Roles and Responsibilities of the Protégé Teacher:
A protégé is a partner in the learning process with the mentor. Protégés are expected to play an active role in their own
development by identifying their own needs, making those needs specific, soliciting mentor assistance, and making
effective use of that help to increase their own personal effectiveness and productivity.
Exhibit a commitment to self-development:-
Be able to work independently
Be able to develop and maintain rapport with persons in various levels of responsibility
Possess effective verbal and written communication skills
Be willing to commit the time and energy required to establish and maintain the mentor-protégé partnership
Protégé roles and behaviors include:
Identifying and sharing needs
Being receptive to information and feedback
Setting realistic expectations with the mentor
Asking questions
Communicating problems clearly
Challenging assumptions in self and others
Active Listening
Providing feedback to the mentor, including a willingness to discuss failures as well as successes.
Following through on commitments and seeking help when necessary
Learn and practice self-empowering behaviors
In addition, the protégé is expected to:
1. Know and understand the protégé’s tasks, responsibilities, and goals.
2. Establish a positive and communicative relationship with mentor. Try to average at least one
meeting a week with mentor for the first three marking periods, and then on an “on-needed”
basis for the remainder of the year.
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3. Visit the mentor’s classes as well as observing the classes of other successful teachers.
Observe at least four classes.
4. Assist in forming an action plan for professional growth.
5. Assess relationship with mentor and seek assistance if needed from the Induction Specialist.
6. Confer on a regular basis with your mentor and Induction Specialist. Monthly mentoring logs
are maintained documenting mentoring activities between both the Mentor and
Protégé/Novice which are signed by each and submitted to the Personnel Department.
7. Share openly effective strategies and techniques.
8. Be open to constructive feedback from the mentor, school leaders, and other content experts.
9. Attend all new staff trainings.
10. Be reflective on your actions.
The State requires that the protégé teacher:
1. Participate in the Provisional Teacher Program, which requires mentoring.
2. Make a commitment of time to the mentor-protégé relationship over the required one year
mentoring program.
3. Establish weekly conferencing times to discuss novice teacher needs, obtain ongoing support,
and plan and reflect on classroom practices aligned with the New Jersey Professional Standards
for Teachers and the NJ Student Learning Standards.
4. Maintain confidentiality for all mentor-protégé activities.
5. Contribute to ongoing program evaluation.
Roles and Responsibilities of New FRHSD Teachers:
1. To attend New Staff Orientation and any required after-school meetings.
2. To follow the schedule as defined by the Induction Specialist.
3. To provide opportunities for the mentor to carry out outlined responsibilities.
4. To fulfill requirements of this mentor plan.
5. To provide payment in the form of a Certified Check or Money Order, payable
to your mentor as requested by the Personnel Department in a timely manner.
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FREEHOLD REGIONAL HIGH SCHOOL DISTRICT ETHICAL PRACTICE CODE
As a FRHSD mentor teacher, I pledge to…
1. …maintain a STRICTLY confidential relationship with my protégé. I will not share conversations or
observations with administrators, supervisors, teaching peers, or students. The only exceptions are those
situations in which I am required by law to report an incident to the administration.
2. …visit the protégé’s classroom often, but only by mutual agreement. Neither an administrator nor a
supervisor can ask or order me to do so.
3. …observe my protégé in a non-evaluative fashion. I will not be there to judge but rather to offer
constructive information and advice.
4. …accept payment from my protégé. My time and experience is valuable and accepting the state-mandated
payment is an essential part of maintaining a professional relationship with my protégé.
5. …teach my protégé the basic ethics of teaching in regards to forming positive relationships with students,
parents, and other educators.
6. …teach my protégé the procedures for dealing with ethical issues in the classroom like cheating, suspected
drug/alcohol use, and suspected child abuse.
7. …encourage professional behavior in my protégé and lead by example.
8. …use the following procedure as a guide if a conflict or problem arises between myself and my protégé:
A. Speak with the protégé first, not as a “boss” but as a more experienced peer. Offer
possible solutions, as well as listen to their ideas and solutions.
B. If the conflict is still present, go to the building Induction Specialist.
C. A meeting will be arranged between the protégé, mentor and Induction
Specialist.
D. If the conflict is still present, the protégé may be reassigned. This is a “no fault”
exit; sometimes relationships just do not work out.
E. Do not under any circumstances discuss the details of the conflict with a
supervisor or administrator.
______________________________
Signature of mentor teacher
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MENTORING CONTRACT
The mentoring contract brings together the Mentor, the Novice Teacher, the Building Induction Specialist, and the
Supervisor/Administrator, and spells out each person's responsibilities. When each person's responsibilities are
faithfully performed, the students’ education will be substantially enhanced.
The Mentor and the Novice Teacher hereby agree: 1. to develop a professional and collegial working relationship by discussing expectations and arriving at a mutual
understanding about how to work together effectively.
2. to keep all shared information and discussions confidential.
The Mentor hereby agrees: 3. to review the Novice Teacher’s background and needs to provide the appropriate type and amount of support.
4. to confer on a regular basis with the mentor Induction Specialist.
5. to observe the Novice Teacher's classes regularly (at least 4 total) and provide the Novice Teacher with feedback,
coaching, and support.
6. to be available for formal and informal support and consultation (30 hours minimum).
7. to attend training provided by the district.
The Novice Teacher hereby agrees: 8. to observe the Mentor's teaching as well as the teaching of other experienced professionals (at least 4 total
observations).
9. to consider the suggestions which the Mentor makes.
10.to seek out the Mentor for answers to questions that may arise.
11.to confer on a regular basis with the mentor Induction Specialist.
The Induction Specialist hereby agrees: 12. to provide support and training for the Mentor as needed.
13. to maintain a confidential relationship with the Mentor.
14. to act as a liaison between the Mentor and the Administration.
The Supervisor/Administrator hereby agrees: 15. to observe and evaluate the Novice Teacher.
16. to provide support to both the Mentor and the Novice Teacher.
17. not to solicit evaluative comments from the mentor regarding the Novice Teacher.
18. to allow both the mentor and protégé at least 4 periods of release time per year for observations as needed.
19. complete timely evaluations for per annum staff thru the district’s Teacher Evaluation Model for New hires
starting after 7-1-2015. New hires who are grandfather prior to 7-1-2015 complete the required 10/20/30 paper
evaluations necessary for certification.
All the signers agree: 20. to follow all New Jersey regulations and FRHSD policies regarding the Mentoring Program.
21. to adhere to the Professional Standards for Teachers.
Mentor: __________________________________________________________Date:___/___/___
Novice Teacher: ___________________________________________________Date:___/___/___
Administrator/Supervisor: ___________________________________________Date:___/___/___
Induction Specialist: ________________________________________________Date:___/___/___
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APPENDIX
MONTHLY CALENDAR
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Appendix: Suggested Monthly Topics for Mentor-Protégé Discussions
September
Curriculum & Instruction
Curriculum Guides
Teacher Resources: textbooks, supplements, online materials, test generators
Marzano Focused Teacher/Non-Classroom Instructional Personnel Evaluation Model
Marzano Art & Science of Teaching Framework Learning Map
Lesson Planning: Platform, Formatting, Requirements (district & department)
Gradebook Requirements
Student Attendance Requirements
SGOs
First Days of School
Parent/Teacher/Student Handbook
Bell Schedule
School Map
Teacher Websites
Class Websites/Forums
Student Information Sheets
Classroom Rules, Routines & Procedures
Grading Policies (district, school, department requirements)
Bulletin boards
Sharing rooms/space
Classroom organization system
Seating Charts
SECURITY DRILLS
Getting Connected
Genesis login
How to create class profiles on Genesis
Voicemail Set-up
Copy Codes & Copy Room Etiquette
iObservation login
Teacher Coach Support Hub
Google Suite
FRHSD Staff Resources
LINKIT
GCN and PD Requirements
Computer-based grading programs
FRHSD Staff Handbook and Policies
AESOP login
18
September (continued)
Classroom Management
Class Routines: Start-Up and Closure Activities
Collecting/passing out papers
Absent students/make-up work
Managing transitions
Bell-to-Bell instruction
Hall passes/BR pass
Discipline forms
Cell phone policy
Professional Requirements
Duty Expectations
Teacher Dress Code
Emergency Lesson Plans
Parking Pass
Back to School Night (Professional attire, handouts, timing, etc.).
IEP/504/ELL requirements Long-Term Planning
Unit Planning
Pacing Guides
TCAS – Through Course Assessments (TCA’S)
SGO Benchmarks
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October
District Procedures
AESOP
Sick, personal & professional day policies
Professional Development Videos
HIB Policies
Policy on returning parent phone calls
Substitute Plans
Seating Chart & Rosters
Best Practices for creating Substitute Plans
Emergency Plans
Observations
Marzano Art & Science of Teaching Framework Learning Map: Focused Model
What to expect during observations
Different types of observations
Mentor observations
Administrator & Supervisor Look–Fors
Pre & Post Conference Procedures
Who’s Who in the Building & District Office
Central Office Configuration
Assistant Principals for each grade
Student Assistance Counselor (SAC)
Guidance Counselors
Child Study Team
Supervisor of Extra-Curricular Activities
Security
Secretaries
Custodians/Maintenance/Grounds
Work Orders
Who to go to for what
Interim Reports
Genesis how-to
Which comments to use
How many comments to use
Reaching out to parents
Classroom Management
Consistency
Bell-to-Bell instruction
Seating Charts
Parent Communication
Teacher Detention, Discipline Referrals
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November
End of 1st Marking Period
Providing timely feedback
Entering final grades & comments in Genesis
Credit Withdrawal Forms & Policies
Parent-Teacher Conferences
Timing & Scheduling
Materials to have
Conference best practices
Attire
Emergency Situations & Teacher Obligations
Review security drills
HIB requirements
Sick or injured students
Policy on fighting between students
Suicidal students
Students under the influence
Pregnant Students
Reporting suspected abuse/neglect
Technology
Review Staff Resources online web-site
Role of Technology Teacher Coach
Meeting Room Booking System
Media Center
Computer Labs
Chromebook/iPad cart procedures
Getting Involved
Chaperoning school events
Advising clubs; coaching
Time Management
21
December
Professional Development
Logging PD hours
Keeping records & maintaining evidence for Domains 3 & 4 Evaluation Procedural Issues
National Honor Society Recommendations
Peer Leadership Recommendations
Course Recommendations
8th Grade Orientation
Snow Day Procedures
Delayed Opening Schedule
Robo Calls for closures: be sure all phone numbers are updated with Main Office
Pre-Winter Break Classroom Management
Bell-to-Bell instruction
Plans until the last day
District policy – no parties
Managing potential increase in student absences
System for make-up work
22
January
Posting Grades
Comments in Genesis
Reaching out to parents
TCAs
Creating final exams for ½ year classes
Calculating grades for ½ year classes
Procedures for student failures
Credit Withdrawal
Procedures to follow
Forms to fill out
Administrators/Teachers/Guidance Office involved
“W” in Genesis Mid-Year Reflection
Reflect of first half of the year: What is working? What should be changed?
Best Practices
Reviewing classroom management plan
Reviewing organization systems
Reflecting on goals set at the start of the school year
February
Parent-Teacher Communication
Maintaining communication throughout the year
Reaching out to parents
Best Practices
Procedures
Following-up with parents
Curriculum Pacing
Maintaining status with Pacing Guides
Planning around assemblies, guidance presentations, health office screenings, etc.
Snow Day Procedures: Class Assignments, Due Dates, etc.
23
March/April
Pre-Spring Break Classroom Management
Bell-to-Bell instruction
Plans until the last day
Managing potential increase in student absences
State Assessments
Dates
Who are the test-takers
Lesson planning during testing
Schedule of events
Proctoring requirements
Survival Tips
Importance – graduation & placement Professional Development
Role & expectations in Professional Learning Communities
Seeking out meaningful professional development
Mandated paperwork for professional development
Turn-keying information to departments & colleagues
May/June
Professional Development Plan
Items to include in next year’s PDP
Individual/Department/School/District Goals
Professional Activities: Consider committees to join next year
Final Topics to Cover
FRHSD Strategic Plan
Year-end evaluations
Observing Master Teachers in the Building
Credit Withdrawal
Students in danger of failing
College recommendation procedures
Close-out procedures
Calculating Final Grades
Graduation
Organizing lesson binders/online folders for classes
Cleaning room for summer
Begin to reflect, think of improvements to implement for next year
Summer Goals: Preparing for the next school year
