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Mentor TeacherProfessional Learning Guide and Leadership Toolkit2022-2023Natalia Rodriguez PerezTeacher of the Year 21-22Magnet Finalist
Student Outcome Goal 1Student achievement on state assessment in all subjects in Domain 1 will increase from 46.0% to 58.0% by June 2025.Student Outcome Goal 2Student achievement on the third-grade state assessment in reading at the Meets performance level or above shall increase from 40.2% to 56.0% by June 2025.Student Outcome Goal 3Student achievement on the third-grade assessment in mathematics at the Meets performance level or above shall increase from 42.3% to 56.0% by June 2025.Student Outcome Goal 4The percent of graduates who are college, career, or military ready (CCMR) from Domain 1 will increase from 42.0% to 54.0% by June 2025.Student Outcome Goal 5Middle-grade (grades 6-8) student achievement on state assessments in all subjects in Domain 1 will increase from 40.0% to 50.0% by June 2025.Student Outcome GoalsMissionEducating all students for successVisionDallas ISD seeks to be a premier urban school district
Dallas ISDMentor Program Overview● Partner novice teachers with effective mentors to provide differentiated support at the campus level● Cultivate leadership potential in veteran teachers serving as mentors● Enhance professional attitudes towards teaching and the teaching professionMentorMentor teachers are champions who support and coach new teachers on their journey as professional educators. Mentors serve as a resource to aid in the growth and development of novice teachers. They provide support that encourages mentees to further their professional commitment to the teaching profession, perform at a high-effectiveness level, and build self-efficacy.MenteeMentees are novice teachers that are in their first or second year of teaching with little or no prior teaching experience. Novice teachers are strategically partnered with highly skilled mentor teachers for enhanced acclimation, increased retention, and amplified teacher effectiveness.GoalsRoles
Dallas ISDMentor Program OverviewMentors who are assigned a 1st or 2nd year novice teacher (per Dallas ISD Human Capital Management records) and fulfill all stipend requirements are eligible to receive the mentor stipend. Mentors will not be double compensated for mentoring more than one mentee. Stipends will be disbursed in two payments: December 2022 and May 2023 for a total sum of $500.❏ Sign and submit the stipend agreement. ❏ Attend three face-to-face Dallas ISD mentor professional learning sessions.❏ 60-minute session, Back to School Training (in-person or asynchronous module)❏ 3-hour session, September 15, 2022❏ 3-hour session, February 16, 2023❏ Complete, log, and verify one observation of each mentee each semester, two total per mentee.❏ Fall documents due by November 14, 2022❏ Spring documents due by April 21, 2023❏ Complete the Middle-of-Year survey, End-of-Year survey, and reflection found in the Mentor Log.❏ Middle-of-Year Survey due by January 31, 2023 (opens January 10)❏ End-of-Year Survey due by April 21, 2023 (opens April 1)CompensationStipend Requirements Attend three Dallas ISD mentor professional learning sessions.
Texas Education CodeSec. 21.458Mentors(a) Each school district may assign a mentor teacher to each classroom teacher who has less than two years of teaching experience in the subject or grade level to which the teacher is assigned. A teacher assigned as a mentor must:(1) to the extent practicable, teach in the same school;(2) to the extent practicable, teach the same subject or grade level, as applicable; and(3) meet the qualifications prescribed by commissioner rules adopted under Subsection (b).(a-1) To be assigned as a mentor, a teacher must agree to serve as a mentor teacher for at leastone school year. The assignment must begin not later than the 30th day of employment of the classroom teacher to whom the mentor teacher is assigned. A district must agree to assign a mentor to a new classroom teacher for at least two school years.(b) The commissioner shall adopt rules necessary to administer this section, including rules concerning the duties and qualifications of a teacher who serves as a mentor and the number of classroom teachers that may be assigned to a mentor. The rules concerning qualifications must require that to serve as a mentor a teacher must:(1) complete a research-based mentor and induction training program approved by the commissioner;(2) complete a mentor training program provided by the district;(3) have at least three complete years of teaching experience with a superior record of assisting students, as a whole, in achieving improvement in student performance; and(4) demonstrate interpersonal skills, instructional effectiveness, and leadership skills.(b-1) A school district must provide training to mentor teachers and any appropriate district andcampus employees who work with the classroom teacher or supervise the classroom teacher. The training must be completed by the mentor teacher and the district and campus employees before the beginning of the school year. The district shall also provide supplemental training to mentor teachers and employees during the school year. The training must include content related to best mentorship practices.
(c) Repealed by Acts 2019, 86th Leg., R.S., Ch. 943 (H.B. 3), Sec. 4.001(a)(10), eff. September 1, 2019.(d) In adopting rules under this section, the commissioner shall rely on research-based mentoring programs that, through external evaluation, have demonstrated success.(e) Each year the commissioner shall report to the legislature regarding the effectiveness of school district mentoring programs.(f) A mentor teacher must meet with each classroom teacher assigned to the mentor not less than 12 hours each semester. Observations of the mentor by the classroom teacher being mentored or of the classroom teacher being mentored by the mentor may count toward the 12 hours of meeting time required for the semester. Except as provided by Subsection (f-1), the mentoring sessions must address the following topics:(1) orientation to the context, policies, and practices of the school district;(2) data-driven instructional practices;(3) specific instructional coaching cycles, including coaching regarding conferences between parents and the classroom teacher;(4) professional development; and(5) professional expectations.(f-1) Subject to approval by the agency, in determining the topics to be addressed in the mentoring sessions, a school district may create an appropriate curriculum that meets the district needs.(g) A school district must:(1) designate a specific time during the regularly contracted school day for meetings between mentor teachers and classroom teachers assigned to a mentor; and(2) schedule release time or a reduced teaching load for mentor teachers and classroom teachers under this section to facilitate mentoring activities, including classroom observations or participation in supportive coaching.Added by Acts 2006, 79th Leg., 3rd C.S., Ch. 5 (H.B. 1), Sec. 4.07, eff. May 31, 2006.Amended by:Acts 2009, 81st Leg., R.S., Ch. 796 (S.B. 1290), Sec. 1, eff. June 19, 2009.Acts 2013, 83rd Leg., R.S., Ch. 1282 (H.B. 2012), Sec. 8, eff. September 1, 2013.Acts 2019, 86th Leg., R.S., Ch. 943 (H.B. 3), Sec. 2.009, eff. June 12, 2019.Acts 2019, 86th Leg., R.S., Ch. 943 (H.B. 3), Sec. 4.001(a)(10), eff. September 1, 2019.
Mentor and New TeacherProfessional Learning Series OverviewFallAugustNew Teacher AcademyThe Journey Starts Here: Welcome to Dallas ISD / Quarter I CurriculumI’m new, now what?September9/15 - PDBuilding Relationships Core Content SupportHow can I foster a positive relationship with my students, mentor, and learning community?October/NovemberSocial Event MOY SurveyFall ObservationCore Content Routines & Procedures /Quarter II CurriculumHow do I create and sustain structures in my classroom that engage all learners?December CultureHow do I create a safe environment that promotes cultural diversity and exclusivity?The professional learning for mentors and new teachers focuses on exploring the essential components of being a successful mentor and new teacher, respectively. Throughout professional learning sessions, mentors will learn how to utilize tools and resources to help support their mentee(s) while mentees will engage in professional learning that builds foundational knowledge and implementation of best practices to promote student achievement.
SpringJanuaryCulturally Responsive TeachingHow do I address my biases to purposefully plan for the diverse needs of my learners?February/March2/16 - PDData-Driven Instruction and Core Content Planning / Quarter III CurriculumHow do I analyze student learning to plan for small group instruction, extension, and intervention?April/MayEOY SurveySpring ObservationLook-Back and Plan ForwardHow do I identify my areas of professional growth and make accommodations to extend my learning?
Dallas ISD New Teacher Academy - PreparationTeaching and Learning Day Agenda8:00 - 8:40 a.m.Welcome to Dallas ISD! Auditorium8:45 - 10:45 a.m.11:55 - 1:55 p.m.2:00 - 4:00 p.m.Use the following information to design your schedule for the day.You will need to attend one content session, the classroom management session, and one choice session.Preparing for Instruction - Content SessionDuring this session, new teachers will learn how to unpack the Texas Essential Knowledge and Skills and effectively deliver delivery instruction through a research-based lesson cycle. See map for room locationsCreating a Welcoming Environment - Classroom Management SessionDuring this session, new teachers, will learn instructional strategies to create a warm, welcoming, and structured classroom environmentAuditoriumtiny.cc and QR code in this boxMeeting the Diverse Needs of Teachers and Students - Choice Sessions5 Things to Know About Using Discovery Education Experience in Any Learning EnvironmentDiscovery Education Experience continues to provide educators with resources, strategies, and tools for creating quality lessons using multimodal digital resources. In this session we will review the basics of navigation, managing resources, personalizing the landing page, sharing resources with students, and locating on-demand support.B113CTI: Critical Thinking InvestigationIn this session, participants will engage in a hands-on investigation while learning how to leverage critical thinking skills in the classroom to have students gather and analyze facts to draw sound conclusions.B119Getting Started with iPad*Mandatory for all PreK-2 TeachersIn this session, participants will learn how to leverage features on iPad to maximize learning.LibraryHow to Eat an Elephant: Making Student Portfolios DigestibleHow do you leverage digital portfolios in your classroom to capture student growth, empower students to own their learning, and improve learning outcomes? The same way you eat an elephant - one bite at a time. This session will focus on strategies for digital portfolio implementation that enhance existing classroom practice, dive into best practices and practical tips and tricks, and grant you access to exclusive portfolio templates through Bulb digital portfolios.B112Scan for Event Map:tiny.cc/nta22mapJuly 27, 2022 and August 2, 2022
8:45 - 10:45 a.m.11:55 - 1:55 p.m.2:00 - 4:00 p.m.Meeting the Diverse Needs of Teachers and Students - Choice Sessions cont’dIncreasing Student Exposure to VocabularyDid you know that providing multiple opportunities for vocabulary growth is crucial to students’ reading success? This session is for K-5 teachers new to the profession and will provide instructional strategies to expand daily vocabulary opportunities for optimal student growth.B117Laboratory and Field Investigations with the STEM Environmental Education CenterEngaging students in meaningful, longer-lasting science learning is challenging, but also worthwhile. During this session, teachers will explore hands-on laboratory investigations they can do with their students. Teachers will learn how to utilize the district’s Science Resource Center to check out equipment and materials they’ll need for these investigations. Teachers will also learn how to schedule field trips and utilize the district’s Living Materials Center to make their classroom come alive with science learning.A103Learning with Nearpod & FlocabularyNearpod is an educational platform filled with Discover teaching and learning with engaging activities, games, and assignments to make the learning experience even more robust. In this introductory session, we will demonstrate how the site is organized, describe the function of each of the lesson features,and highlight a range of subject and grade-level content that students will be able to access.B114B115Multi-Tiered Systems of Support (MTSS) EssentialsThe Multi-Tiered Systems of Support (MTSS) framework encompasses structures and procedures that campuses offer to help each child achieve success. During this session participants will identify the essential components of Multi-Tiered Systems of Support (MTSS) that will strengthen student achievement and explore tools and resources that will be used to support the implementation of the framework.B118Onward with SEL: Creating Classrooms of BelongingActivate your creative confidence through SEL to build welcoming classroom systems and strong relationships. In this session participants will learn about Dallas ISD SEL practices and how the practices can be used to engage students. B106B107What is Differentiated Instruction?Just as everyone has a unique fingerprint, every student has an individual learning style. Chances are, not all of your students grasp a lesson in the same way or share the same level of ability. In this session, participants will delve into discussions to help them define differentiated instruction and identify why it is a crucial element of classroom discussion. Participants will leave the session with a plethora of resources to use while starting off the year in their differentiated classroom.B116Dallas ISD New Teacher Academy - PreparationTeaching and Learning Day AgendaFrequently Asked Questions: tiny.cc/nta22faqJuly 27, 2022 and August 2, 2022
AppendixPresentationsMentor Teacher Kick-offReady, Set, Mentor! (BTS new teacher training)Asynchronous Training 2022-2023 Mentor Teacher Back to School TrainingMentor Professional Learning September Sessions 2022-2023May 2022December 2022 Mentor Professional Learning ModuleJanuary 2023 Mentor Professional Learning ModuleMentor Professional Learning February Sessions 2022-2023Available February 16, 2023
Classroom Observation and DebriefSample Initial Meeting Day Agenda**Shared with principals for their first day with new teachers.Sample Mentor-Mentee Monthly Meeting AgendaStipend AgreementMonthly Check-In Forms*Please submit all documentation through Dallas Mentor Teachers 2022-2023 Schoology GroupOctober/November Classroom Observation Forms*Please submit all documentation through Dallas Mentor Teachers 2022-2023 Schoology GroupPre-Observation ConferenceMentor Observation of New TeacherNew Teacher & Mentor Classroom Observation DebriefSeptember October/November DecemberJanuary February MarchApril May June
Digital Portfolio Quick Reference SheetElements of Effective LessonsThree-Two-One ReflectionAppendixStages of First Year Teacher Look Fors DocumentsSURVIVAL PhaseDISILLUSIONMENT PhaseREJUVENATION PhaseREFLECTION Phase
Building positive, trusting relationships are integral to achieving collective success in an organization. Icebreakers, Energizers, and Team Building Activities are some activities that can be used to help us learn more about the people we engage with within the school and classroom environment.IcebreakersAn icebreaker helps to clear the way for learning to occur by creating a positive space where participants are comfortable while engaging in conversation. Specifically, an icebreaker is an activity designed to help people to get to know each other and usually involves sharing names and other background information.Have You EverTeacher BingoWould You RatherMy N.A.M.E.Sweet StoriesToilet PaperAppendix
Building positive, trusting relationships are integral to achieving collective success in an organization. Icebreakers, Energizers, and Team Building Activities are some activities that can be used to help us learn more about the people we engage with within the school and classroom environment.EnergizersEnergizers are quick, fun activities to liven up a group. They are particularly useful after a meal, when groups may be getting sluggish, or late in the day when energy is waning and motivation is decreasing.The GIF ChallengeThe Taxi DriverThe Shake DownUpside DownAppendix
Building positive, trusting relationships are integral to achieving collective success in an organization. Icebreakers, Energizers, and Team Building Activities are some activities that can be used to help us learn more about the people we engage with within the school and classroom environment.Team Building ActivitiesA team building activity is designed to help groups form bonds and become a team. Team building activities differ from icebreakers and energizers in that the group members are already primed for active participation, have learned each other’s names, and perhaps some personal information, and the focus is on making the group become more cohesive.Campus Scavenger HuntCommunity Walk ImmersionName Game New Year’s Resolution Personal Mission StatementYes, But… versus Yes! AndBlind Count OffAppendix
A Solid Foundation for a Mentoring RelationshipThe Stages of a Teacher’s First YearA Teacher Mispronouncing a Child’s Name Can Have a Lasting ImpactCommunity Walks: A Day of Learning for SchoolsCulturally Responsive Teaching and the BrainCultural Competence NowEvery Teacher Needs a MentorBurnout and Quick Brain Health StrategiesEight Challenging Classroom Behaviors ChartContact UsEmail: pdl@dallasisd.orgWebsite: dallasisd.org/pdlAppendix
Online Modules and Instructional Videos**Links will be updated here at a later date.**Building Vocabulary with Big WordsCritical ThinkingCulturally Responsive LiteracyCulturally Responsive Teaching and the BrainDifferentiated InstructionEveryday Strategies for Building VocabularyShort Texts with a Big ImpactContact UsEmail: pdl@dallasisd.orgWebsite: dallasisd.org/pdlAppendix