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Mentor’s Guide2023-24Professional Development Department(972) 708-23141 | Page
Table of ContentsWelcome LetterExplanation of House Bill 3 Mentor Program Allotment● Qualifications● Requirements● Training Requirements● Mentor Meetings● District ExpectationsDuncanville ISD Mentor Guidelines● Mentor Characteristics● Mentor Responsibilities● Campus Responsibilities● District SupportMentoring Tools● Monthly Discussion Topics● Classroom Observation Checklist● Coaching Conversation Template● Mentoring Documentation LogFrequently Asked QuestionsMentor Application & Agreement2 | Page
Dear Duncanville ISD Mentor:Serving as a mentor teacher may prove to be one of your greatest accomplishments.Your willingness to provide guidance and direction while also being an emotionalsupport for the new teacher you are mentoring is one of the most important roles inDuncanville ISD.We want to welcome you to the mentor program team and thank you in advance for theenergy and enthusiasm you will pour into this program.Just as we serve our students in our classrooms to build them up and lead them tosuccess, you will undoubtedly do the same for the teachers you mentor. Again, thankyou for all you do in Duncanville ISD.Sincerely,Director of Professional Development3 | Page
Explanation of House Bill 3 Mentor Program AllotmentThe Mentor Program Allotment (MPA) is a new optional program fordistricts. If districts choose to follow the best practices in TEC, §21.458,they could qualify for MPA funds. Funding is intended to reduce districtscosts for building and sustaining best practices in new teachermentorship.QualificationsA mentor teacher must:➔ teach in the same school➔ teach the same subject or grade level to the extent practicable➔ have at least three complete years of teaching experience and a superior history ofimproving student performance➔ have completed a mentor training program provided by the districtRequirements➔ A mentor teacher must agree to serve as a mentor teacher for at least one school year.➔ The mentor teacher’s assignment must begin no later than the 30th day of employmentof the classroom teacher to whom the mentor teacher is assigned.➔ The mentee teacher must be served by a mentor for at least one school year.Training Requirements➔ Training must be completed by the mentor teacher before the start of the school year.➔ The mentor must attend ongoing training provided by the district.➔ The mentor must also attend supplemental training as assigned throughout the schoolyear. The content of the training will be related to best mentorship practices.Mentor Meetings4 | Page
➔ A mentor teacher must meet with each classroom teacher assigned to the mentor anddocument these meetings on the (District Name, Campus) Mentor Form.➔ Mentors must provide a minimum of six hours of mentorship (time may be split if thereis more than one mentee) per nine weeks. The 24 hours per year can and should includeobservations by the mentor and the mentee(s). Attendance at new teacher meetings willalso count toward the 12 hour meeting requirement per semester.➔ Mentoring sessions must include:◆ orientation to the context, policies, and practices of the school district◆ data-driven instructional practices◆ specific instructional coaching cycles, including coaching regarding conferencesbetween parents and the classroom teacher◆ professional development◆ professional expectationsDistrict Expectations➔ Districts may add to the requirements/expectations but may not take away from whatHouse Bill 3 states.➔ Districts must schedule release times or a reduced teaching load for mentor teachers andbeginning teachers.➔ District must designate time during the school day for mentoring activities.➔ Districts must provide research-based mentorship training sessions.Duncanville ISD Mentoring Program5 | Page
Duncanville I.S.D.Mentor Guidelines2023-2024Mentoring is a system of supportand development to facilitatethe growth of beginningteachers in Duncanville ISD.Mentors (MT)Beginning Teachers - 0-1 year (BT)6 | Page
Duncanville ISD Mentor GuidelinesIn an effort to improve teaching and learning, all beginning teachers (0-1 years)are assigned a campus-based mentor through the Duncanville ISD MentorProgram. Mentor teachers (MT) serve a critical role in impacting the lives ofbeginning teachers (BT) by influencing teaching and learning.Characteristics of a Mentor● Consistently uses a positive, encouraging, and helpful tone of voice andspeech.● Shows professionalism in attire, attitude, and interactions with students,parents, and school personnel at all times.● Supports the district, school administration, other teachers, and students ina positive and encouraging manner.● Focuses on implementing and supporting the campus improvement plan.● Leads and supports the beginning teacher (BT) with additional timeoutside of the school day.● Shares information and knowledge about school policies and procedures.● Maintains confidentiality with regard to the relationship between thebeginning teacher (BT) and mentor teacher (MT).● Demonstrates excellent communication skills and a desire to workcollaboratively with colleagues.● Displays the characteristics associated with a growth mindset.Mentor ResponsibilitiesThe mentor will fulfill a critical role in the induction and mentoring of the district’snew hires. As a MT, you will be responsible for providing support to successfullyenrich the experience of the BT. To be assigned as a mentor, a teacher mustagree to serve as a Mentor Teacher for at least one school year. Theassignment must begin no later than the 30thday of employment of thebeginning teacher. Mentor training will be provided prior to the start of theschool year to provide clarity on the needs of beginning teachers, coachingtopics and techniques, and resources. MT and BT will have supplementaltraining sessions throughout the school year focused on best practices asoutlined in https://texastlaconline.org/. A minimum of 12 hours of documentedmentoring is required per semester. Mentoring support includes, but is notlimited to:7 | Page
● Observing and providing feedback● Modeling techniques● Coaching conversations● Professional learning● Assisting BT in planning lessons and locating appropriate instructionalresources● Assisting BT in utilizing student data to guide instruction● Supporting BT in developing efficient and effective classroom routines andprocedures.Teachers who are interested in mentoring must complete the mentor applicationand be approved by the campus principal. If selected, mentors will:● Receive initial and supplemental training● Complete mentoring expectations outlined for each nine weeks.● Receive extra duty pay of $150 for each nine weeks for completion ofresponsibilities (as documented and approved by administrator).● Be given release time or reduced teaching load to facilitate the mentorrequirements.Campus Administrator ResponsibilitiesCampus administrator(s) will:● Meet with MT at least once each quarter to ensure mentoring action stepsare completed and gain feedback on the process.● Ensure MTs are provided release time or reduced teaching loads tofacilitate mentoring requirements.● Provide time during the regularly contracted school day for meetingsbetween MTs and the BTs they mentor, which must abide by the mentorand beginning teachers’ entitled planning and preparation requirementsin TEC §21.404.● Recognize and celebrate the efforts and progress of MTs and BTs.● Attend at least one supplemental training event per semester.● Approve and submit extra duty pay requests to Jamie Brown through theGoogle Classroom created for mentors.● Due dates: October 16, 2023 (1st 9 weeks duties) January 16, 2024 (2nd9 weeks duties) March 19, 2024 (3rd9 weeks duties) May 28, 2024 (4th9 weeks duties)8 | Page
District SupportDuring New Teacher Induction, BTs will learn about the mentoring opportunitieswithin Duncanville ISD. BTs will be matched with a MT within 30 days. To thegreatest extent possible, mentors will share common grade levels, content,schedules, or proximity. Mentor training will be conducted prior to the start ofthe school year. Duncanville ISD will provide supplemental training andresources to promote the success of beginning teachers. .Be sure the Extra Duty Pay Form is completed by using the "8 point check" system. Find the 8 checkson the form, and fill in the information needed on the blanks.GradingCycleDates tocompletementoringactionsDue Date for MentoringDocumentation/PayrollForm (requires principalapproval)1st9Weeks8-10-23 through10-5-23DocumentationLog10-16-23Timesheet: Quarter 1timesheet2nd9Weeks10-16-23through12-20-23DocumentationLog1-16-24Timesheet: Quarter 2timesheet3rd9Weeks1-8-24 through3-8-24DocumentationLog3-19-24Timesheet: Quarter 3timesheet4th9Weeks3-19-24 through5-24-24DocumentationLog5-28-24Timesheet: Quarter 4timesheetEnd of Year Mentoring Celebration - April 22, 20249 | Page
Mentoring ToolsListed below are possible discussion topics throughout the school year.AUGUSTIntroductory phone callGrade procedures and policiesCampus tour and introductionsHomework policiesFirst day proceduresProactive parent communicationLesson DesignTEKS Resource System/CurriculumSystemCampus Schedule504 education referrals/Special EducationreferralsBuilding procedures/traditionsIEP PlansEmergency phone numbersSubstitute folders and proceduresDiscipline Management proceduresGradebook/student information systemintroductionTeaching materials, supplies, andcampus resourcesTeacher Absence System introductionProfessional conduct and responsibilityT-TESS procedures/T-TESS GoalsSEPTEMBERClassroom ManagementStudent expectations and progressParent ConferencesHome-school communicationPeer ObservationsGuidelines for sponsors, field trips,eligibilityWalk-throughsConferencing with parentsResponding to walk-throughsClassroom observationsT-TESSData Collection10 | Page
FERPARTI, Gifted/TalentedProgress reportsELPSOCTOBERReport card finalizationFirst year observationsParent communication/conferencesT-TESSNOVEMBERTTESS observationsInstructional strategies (grouping)Data AnalysisPacing lessonsLead4ward review strategiesFailing studentsClassroom management/consistencyDECEMBEREnd of semester proceduresBell to Bell instructionTime and stress managementStudent Attendance StrategiesJANUARYSmall group instruction/interventionsupport resources for guided reading,guided math, and conferring with writersPeer ObservationSecond semester proceduresTELPAS/STAAR procedures andpreparationsBenchmark proceduresStudent motivationData Analysis11 | Page
FEBRUARYRecord keepingTesting proceduresTest taking strategiesInterventions/TutorialsMARCHStudent EngagementReview Walkthrough GuidelinesStudent RotationsCombatting Spring FeverTexas Public School WeekAPRILT-TESS ReflectionParent CommunicationSummative conferences/using evidenceEnd of Year Engagement PlanSTAAR TestMAYEnd of Year EventsTeacher Summative EvaluationSTAAR Test Monitor OverviewSummer Professional Development12 | Page
Classroom Observation Checklist(Aligned to T-TESS)MENTOR:DATE & TIME:MENTEE:OBSERVATION #:Student EngagementObservation:Notes:§ Students demonstrateknowledge of ecient routines,transitions and procedures. (3.1)§ All students are engaged in thelesson. (3.3)§ Teacher addresses o-taskbehaviors in a way that does notdisrupt lesson momentum. (3.2)§ Lesson has a quick pace withlittle to no idle time. (3.1)Essential ContentObservation:Notes:§ Teacher delivers lesson contentclearly, accurately, and withcoherence. (1.1, 2.2)§ Teacher posts and clearlycommunicates the lessonobjectives aligned to statestandards. (1.1, 2.3)13 | Page
§ Teacher providesaccommodations andmodifications as needed to ensureall students are able to attainlearning goal. (1.3, 2.4)§ Lesson focuses on content thatadvances students toward gradelevel expectations. (1.1)Demonstration of LearningObservation:Notes:§ Teacher accurately checks forstudent understanding in order toassess progress towards masteryof the learning objectives (e.g.,during direct instruction,guided/independent practice, exittickets). (2.5, 1.2)§ Students have opportunities toexpress learning through writingand speaking utilizing academiclanguage. (1.4, 2.1)§ Student responses, work, andinteractions demonstrate thatmost students are on track tomaster the objective. (2.1)Academic OwnershipObservation:Notes:§ Teacher poses questions orprovides lesson activities thatrequire students to providemeaningful oral or writtenevidence to support their thinking.(1.4, 2.1)§ Students are providedopportunities to respond and givefeedback to their peers’ thinking,ideas, or answers. (1.4, 2.3)14 | Page
§ Students try hard to completeacademic work and answerquestions, even if the work ischallenging. (2.1, 2.3)§ Students complete anappropriately challenging amountof the cognitive work during thelesson (reading, writing,discussing, analyzing, problemsolving). (3.3, 1.4, 1.3)15 | Page
Coaching Conversation TemplateGlowWhat did the teacher do well? Be as specific as possible.GrowWhat could the teacher work on to immediately improve instruction? Be as specific as possible.ModelHow will the mentor model the skill for the teacher?PracticeHow will the teacher practice the skill DURING the coaching conversation?16 | Page
Duncanville ISD Mentoring Documentation Log{Minimum of 6 mentoring hours per nine weeks}Mentor Name: Click or tap here to enter text.Mentor Campus: Click or tap here to enter text.Quarter 1☐ Quarter 2☐ Quarter 3☐ Quarter 4☐Due dates: (10/16/23) (1/16/24) (3/19/24) (5/28/24)DateTime Duration(ie. 30 mins)Description ofMentoringSupport(List meetingtopics, Modelingobjectives,Co-teachingtechniques,observing, etc.)NotesMentorInitialsTotal HoursMentor will submit extra duty pay forms by the following due dates above.Mentor Signature ________________________ Date ________________17 | Page
FREQUENTLY ASKED QUESTIONS1. Will mentors receive compensation for their work?Yes, an extra-duty pay form will be completed, signed by theprincipal, and submitted to the PD Department (10/16/23, 1/16/24,3/19/24, 5/28/24). The yearly payment of $600 will be distributedquarterly in payments of $150. The principal is responsible forensuring duties are completed by the mentor.2. How many new teachers will the mentor assist?Each mentor can work with up to 4 beginning teachers. Beginningteachers are defined as those with zero or one year of experience.Beginning teachers are eligible for two years of mentoring support,on an as needed basis.3. How long is my mentor commitment?Selected mentors must commit to a full year of support.4. Can Instructional Support Specialists be mentors?No, but they will provide instructional coaching to all teachers oncampus, including beginning teachers.4. How many mentor teachers should be selected at each campus?This will be determined by the number of eligible new hires for the2023-2024 school year. It is recommended that each campus havealternate mentors should late hires occur.5. How does the selection process occur for mentor teachers?In the spring of 2023, communication is made to all teachers aboutthe opportunity to mentor. Applications are submitted to theprincipal for approval. Those names are then submitted to the18 | Page
Professional Development Director. Any additions or changes shouldbe reported to the Professional Development Director as early aspossible. New beginning teachers are to be assigned a mentorwithin 30 days of hiring.6. How will the work of the mentor be monitored?At least once every nine weeks, the mentor teacher will meet withthe campus principal to discuss observations, feedback, and nextsteps for BTs. The extra duty payroll form will be signed by theprincipal upon successful completion of work. The ProfessionalDevelopment Department will collect and share data with principalsrelated to training attendance and mentoring progress.7. Will mentor teachers receive training?Yes, mandatory mentorship induction will be provided to all mentorsat the beginning of the school year. Throughout the year, there willbe quarterly supplemental training sessions for mentors and newteachers to jointly attend.8. Are mentor teachers Instructional Support Specialists?No, they are classroom teachers who provide another level ofsupport to new teachers. The teacher specialist is another resourceto the new teacher.9. Are mentor teachers evaluators?No, they are trusted colleagues expected to respect theconfidentiality of the relationship, as well as honor the personalneeds and growth of the new teacher.10. What if the mentor teacher does not adequately complete thejob duties?If documentation is lacking for completion of work, the principal mayremove this mentor from the role and select an alternate.11. How do I find the extra duty pay form?19 | Page
All mentor resources, including the EDP form, are linked in theGoogle Classroom.12. Can attendance at the supplemental mentoring sessions counttowards the expectation of 12 hours per semester?Yes, along with time spent on campus modeling, observing, assisting,conferencing, and coaching, attending the supplementalmentoring sessions may count towards the expected hours.20 | Page