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- What policies exist or should exist in the system to ensure that appropriate coaching and mentoring of new teachers takes place?
- To what extent are coaching and mentoring done? See Spotlight 4.
- How do teachers, administrators, and board members respond to coaching/mentoring or the lack of it?
- What resources are budgeted for mentoring?
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- How do you coordinate a mentor program with staff development, contracted obligations, and orientation for new teachers?
- What mentoring model do you utilize?
- How does the mentoring model correspond to your instructional program and teacher evaluations?
- What experience on boards and with Vermont education law (Title 16) do new board members have?
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- What is the mentoring system/model used in your district/SU?
- What are your responsibilities in that model?
- How are mentors selected?
- What is the training they must complete, if any?
- How are assignments made for new teachers and mentors?
- How are new mentors added to the system?
- Is there an evaluation/feedback system for mentors?
- Are there any secondary goals that you want to achieve with your mentoring program i.e., links with goal-setting for your evaluation system?
- How do you set expectations for both mentors and new teachers?
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- Review policy on mentoring.
- Review district coaching and mentoring objectives, plans, and activities.
- Request a report from the superintendent on the status of coaching/mentoring.
- Design a mentor program for new board members.
- Assign coaches or mentors for new board members.
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- Review NCLB requirements and VT DOE requirements.
- Review teacher contract for working conditions, compensation, etc.
- Plan training for men tees.
- Plan program for mentors.
- Ensure continuing coaching for all teachers (including experienced teachers).
- Plan board orientations with chair of board.
- Review board policies.
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- Establish a system with the central office for training new mentors.
- Review/Develop a job description for mentors.
- Establish and communicate expectations to mentors and new teachers.
- Develop a timeline for all aspects of the program including assignment mentors, pre-start of school meetings, follow-up meetings with mentors, etc.
- Develop a system to gather and provide feedback on how the system/model is working.
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