Jaffrey-Rindge Cooperative School District

MENTORING HANDBOOK 2015-2016

SECTION 1 2

Table of Contents Look here for:

3

Mentee Needs Assessment

4

Individual Mentoring Plan

5 6

Mentoring Log Mentor-Mentee Relationship Rubric Educator Self-Assessment End-of-Year Mentor/Mentee Survey

7 8

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Goals & Philosophy Roles & Responsibilities

2-4

Calendar of activities and tasks

5-6

Form A

7-8

Form B Form B - Sample Form C

9 10 11

Form D

12-13

Form E

14-15

Mentoring Overview Mentor/Mentee Timeline

Contact Directory Mentoring Checklists

J-R Mentoring Handbook 2015-2016

PAGES

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Form F Building-specific information and topics for discussion

1

JGS RMS JGS/RMS JRMS CHS

17 18 19-22 23-27

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Mentoring Overview Why is a Mentorship Program Important? The goal of the J-R Mentoring Program is to help new educators increase their proficiency in order to provide maximum learning opportunities for every student. An effective mentoring program provides necessary support for beginning educators, fosters effective instructional practices and optimizes student learning. Mentoring acknowledges the wisdom and leadership of experienced educators. Mentors contribute to the success of students, the school district, and the profession. The role of the mentor is to coach, guide, encourage, and advise. This formal mentoring process is NOT the only place that support and professional growth takes place. Teams, departments, staff meetings, and informal faculty connections are job embedded professional development opportunities.

Who Receives a Mentor? Educators who are new to the profession will receive a full mentoring program during their first year. A full or partial mentoring program may also be provided for second-year educators and experienced educators new to the district. A mentoring program (full or partial) may also be implemented at other times deemed appropriate by the administration and the educator. Examples may include an educator changing assignments or an educator in need of additional support.

Who Are Mentors? All educators are expected to serve as informal mentors to new colleagues. They are also expected to contribute to ongoing professional growth within the school. Formal mentors are experienced teachers. The building administrative team selects mentors in consultation with the grade level team or department. Whenever possible, potential mentors are involved with the hiring process. Mentors are paired with consideration for content area, grade level, proximity, and communication & learning style.

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What are the Characteristics of an Effective Mentor? A mentor is a skilled educator who: • models effective teaching practices • demonstrates effective classroom management strategies • possesses subject area and/or grade level expertise • collaborates • demonstrates proficiency in professional practice • advocates for the mentee • commits to the mentoring process • respects colleagues • demonstrates strong interpersonal skills • possesses knowledge of the Danielson Framework • maintains confidentiality • is respected by colleagues • is dedicated to the profession

Is there Mentor Compensation? Mentoring requires commitment of time and effort. Mentors will be compensated on a full or partial basis depending on the degree of support required (based on current rates and availability of funds). This stipend will be determined at the time the mentor is assigned.

What are the Responsibilities of the Mentor? • • • • • • • • • •

Meet with mentee in the summer to review curriculum, procedures and assist with preparations. If summer meetings are not possible, this checklist will be reviewed as soon as both parties are available. Ensure that mentee has all necessary classroom and curriculum resource materials. Establish a meeting schedule with the mentee at a frequency outlined by Individual Mentoring Plan (IMP). Complete the activities included in the Individual Mentoring Plan. Observe new teacher and offer feedback Support the mentee during study of the Danielson Teachscape modules Engage in mentoring professional development activities; self-reflect, meet with other mentors and mentor coordinator Meet jointly with mentee and administrator. Assist the mentee with completion of all portions of the IMP. Meet with mentee at a frequency outlined in the IMP.

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What's in the Individual Mentoring Plan (IMP)? • • • • •

meeting schedule plan for collegial observations self-reflection goal setting action plan related to goals

What are the Responsibilities of the Mentee? • • • • • • • •

Demonstrate a commitment to improving teaching skills. Identify needs and be willing to ask for assistance and honest feedback. Observe experienced teachers. Become familiar with information contained within the teacher handbook, student handbook, teacher contract, professional development handbook. Attend meetings with mentor. Develop proficiency in district and building programs/initiatives. Set goals based upon assessments, feedback and self-reflection. Utilize district resources, such as Danielson Teachscape modules.

Who is a Mentor Coordinator? Each building administrator will select a willing mentor coordinator to facilitate the mentoring process in that school.

What are the Responsibilities of the Mentor Coordinator? • • •

Oversees mentors and mentoring process in his/her school. Assists with the logistics of the mentoring process. Participates in mentor training and professional growth activities.

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Mentor-Mentee Timeline Month August

Activity

Resources

Discuss Mentoring Checklist: Building and School Procedures

Mentoring Handbook – Section 10

Notes

Complete New Teacher Workshop Days Complete Mentee Needs Assessment

Complete Individual Mentoring Plan

Establish your schedule for mentoring Begin your Mentoring Log

September

Schedule first term collegial observation(s)

Discuss Mentoring Checklist: Fall Topics Discuss Contact Directory Complete Road Map to Success by Oct. 1.

Mentoring Handbook FORM A Mentoring Handbook – FORM B Mentoring Handbook – FORM C AESOP

Mentoring Handbook – Section 10 See Professional Development Plan

Keep in your mentoring file Keep in your mentoring files at this time Log must be maintained on an ongoing basis Date(s) must be approved by administrator

Road Map may reference the Individual Mentoring Plan

October

Schedule a meeting with administrator to discuss Individual Mentoring Plan and Road Map

See administrator to schedule

November

By Nov. 15 - Meet with administrator to discuss Individual Mentoring Plan and Road Map (mentee & mentor attend)

Submit both forms to administrator

December

Complete Mentor/Mentee Relationship Rubric Schedule second term collegial observation(s) Discuss Mentoring Checklist: Winter Topics Submit Mentoring Log to administrator

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Mentoring Handbook – FORM D AESOP

Mentoring Handbook – Section 10 FORM C

Keep in your mentoring files Date(s) must be approved by administrator

Ongoing sharing is encouraged (Google doc)

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Mentor-Mentee Timeline Month January

Activity

Resources

Notes

Complete Mid-Year Educator SelfAssessment

Mentoring Handbook – FORM E FORM B

Submit to administrator

Review and update Individual Mentoring Plan as needed

Submit changes to administrator as needed

February Discuss Mentoring Checklist: Spring Topics

March

Schedule third term collegial observation(s) as needed

Mentoring Handbook – Section 10 AESOP

Date(s) must be approved by administrator

April Update Mentor/Mentee Relationship Rubric

May

Submit End-of-Year Mentor/Mentee Survey Submit Mentoring Log to administrator

Mentoring Handbook – FORM D Mentoring Handbook – FORM F Form C

Keep in your mentoring files

Log is required for approval of mentor stipend

June

Note: Educators pursuing certification through an alternative pathway must also adhere to NH Department of Education timelines.

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Mentoring Handbook

FORM A

Mentee Needs Assessment Name: _______________________________

Mentor’s Name: ________________________________

Certified In: ____________________________________

School Year: ______________________

Rate your need for mentoring in the following areas (1 = lowest priority, 4 = highest priority).

Planning and Preparation Knowledge of content and pedagogy What is the district curriculum? What teaching practices are encouraged?

1

2

3

4

Knowledge of students 1 What skills and learning styles will my students exhibit?

2

3

4

Selecting instructional goals & designing curriculum 1 What should I focus on when planning learning activities, lessons, and units?

2

3

4

Knowledge of curricular resources Where can I find what I need?

1

2

3

4

Assessing student learning What types of assessment will I use to plan instruction and measure student progress?

1

2

3

4

Establishing a culture for learning 1 Creating an environment of respect and rapport Managing student behavior What are school guidelines and behavioral standards? How can I create a productive learning environment?

2

3

4

Classroom procedures How will I handle daily routines and transitions? How will students use materials & supplies?

1

2

3

4

Organizing physical space How can I set up the classroom to maximize learning?

1

2

3

4

1

2

3

4

Classroom Environment

Instruction Communicating clearly Questioning and discussion techniques How will oral and written language within my classroom facilitate learning? J-R Mentoring Handbook 2015-2016

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MENTEE NEEDS ASSESSMENT (continued)

Mentoring Handbook – FORM A

Engaging students in learning Providing feedback Demonstrating flexibility and responsiveness How can I meet the needs of all students through appropriate grouping, structure, pacing, et cetera?

1

2

3

4

Reflecting on teaching How will I know how I’m doing?

1

2

3

4

Maintaining accurate records How will I document the learning process? What paperwork must I complete?

1

2

3

4

Communicating with families How will I share information and engage families in the learning process?

1

2

3

4

Contributing to the school and district What are my responsibilities outside the classroom?

1

2

3

4

Professional development How will the district professional development plan help me grow professionally?

1

2

3

4

Professional Responsibilities

Professional Development Which of the following areas of professional development would you be interested in pursuing this year? ____ Classroom management

____ Special Education programs and procedures

____ Curriculum development

____ Math content knowledge/core programs

____ Assessment and grading

____ Writing content knowledge/core programs

____ Differentiated instruction

____ Reading content knowledge/core programs

____ Modifying instruction

____ Literacy supplemental programs

____ Smart boards/Interactive projectors

(i.e. Fundations/Just Words/Wilson)

____ Technology integration

____ Math supplemental programs (i.e. Touch Math)

____ Online learning

____ Other content knowledge/core programs (specify)

____CPR/First aid

____ NWEA (MAPS)/Smarter Balance

List any others: J-R Mentoring Handbook 2015-2016

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Mentoring Handbook

FORM B Jaffrey-Rindge Cooperative School District

INDIVIDUAL MENTORING PLAN MENTEE Job Assignment Mentor

SCHOOL YEAR School Full or Partial

September – Complete Goal Setting and Action Plan January – Review and edit as needed Note: This should be considered a “living” document. You may review and edit as needed throughout the year. GOAL SETTING Please utilize your Mentee Needs Assessment to complete this section.

Areas of Strength:

Priority Goals (top areas for targeted support and professional development):

Additional Goals (lower priority areas for targeted support and professional development):

ACTION PLAN Please outline the support and professional development that will help you meet your goals.

Activity

Timeframe

Resources

Note: A record of your activities should be maintained on your Mentoring Log. SIGNATURES Mentor

Date

Mentee

Date

ADMINISTRATOR REVIEW LOG Signature Signature

Date Date

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Mentoring Handbook

FORM B SAMPLE Jaffrey-Rindge Cooperative School District

INDIVIDUAL MENTORING PLAN MENTEE Job Assignment Mentor

SCHOOL YEAR 2015-16 School JGS Full or Partial Full

New Teacher Gr. 3 Classroom Veteran Teacher

September – Complete Goal Setting and Action Plan January – Review and edit as needed Note – This should be considered a “living” document. You may review and edit as needed throughout the year. GOAL SETTING Please utilize your Mentee Needs Assessment to complete this section.

Areas of Strength: • Organizing physical space Priority Goals (top areas for targeted support and professional development): • Creating a culture for learning • Knowledge of content and pedagogy (core math curriculum) Additional Goals (lower priority areas for targeted support and professional development): • Communicating with families

ACTION PLAN Please outline the support and professional development that will help you meet your goals.

Activity Observations focused on culture for learning – Mentor and mentee will spend time together observing in four classrooms. Professional reading

Timeframe Late Sept.

Resources • Use Danielson rubrics for 2b as an observation/discussion guide. • Two half-day subs will be scheduled through AESOP. Sept./Oct. Read First Six Weeks of School by Denton & Kriete. Singapore Math training Nov. 5-Dec. 10 Complete an online bar modeling course through SDE. Note: A record of your activities should be maintained on your Mentoring Log. SIGNATURES Mentor Mentee

Date Date

ADMINISTRATOR REVIEW LOG

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PROFESSIONAL DEVELOPMENT Mentoring Handbook FORM C ANNOTATED LOG OF HOURS Word and Excel versions of this log available at sau47.org (Staff Development). Name: School Year:

School: Cycle Year:

1

2

3

Note:

Strategy (#/Name) **

Title/ Description

Reflection

Times (Include AM/PM)

Total Hours* Uncompensated

School Day? Y/N**

Date

Total Hours* Compensated

Please include whether activity took place during school day or not. Please include AM or PM when you log hours. Compensated hours include any time you were compensated, whether by the district or another entity. (This does not include reimbursement for the cost of the course.) Uncompensated hours include any time you were not compensated. Reflection should address how the activity helped you grow professionally, how it increased student learning, and/or how it aligned with district and/or school goals.

#7 Mentoring #7 Mentoring #7 Mentoring #7 Mentoring #7 Mentoring

TOTAL*: *Please use hours, not minutes (estimate to the nearest .25 hour). *Use the second page if you need more space. You may copy the second page to serve as additional pages if needed.

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Revised 5/14/15

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Mentoring Handbook –

FORM D

Monitoring Relationships:

The Mentor-Mentee Relationship Rubric Purpose This scale for assessing the qualities of the mentor-mentee relationship is organized into four levels. Four describes highly effective learning-focused mentoring across six components related to professional practice.

Applications Use this rubric to support initial conversations and to establish clear expectations, parameters, and goals for the mentor-mentee relationship. During the year, use it to collaboratively assess satisfaction, to set direction for future interactions, and to renew goals.

Directions December 1. Complete the mentoring relationship rubric. Ask your mentee to do so, as well. You may mark your answers with a check mark or by circling the descriptor. 2. Have a conversation during which you compare and discuss the ratings. 3. Use the rubric-based conversation to celebrate your progress and to set goals for the relationship. May 1. Review the mentoring relationship rubric. As your mentee to do so, as well. You may note and date changes in rankings. 2. Have a conversation during which you compare and discuss the ratings. 3. Use the rubric-based conversation to celebrate your mentoring year and think about what suggestions you could offer to improve future mentoring. As applicable, include your thoughts on the End-of-Year Mentor/Mentee Survey (Form F).

Variation Choose only one or two components for rating and discussion. Then over time, choose others until you have had an opportunity to consider them all.

Tips • •

Discuss the rubric prior to completing it, clarifying any ambiguous areas by sharing specific examples of how that area would look and sound behaviorally. Use the rubric as a focus for conversation, avoiding judgments.

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Mentoring Handbook –

FORM D

Mentor-Mentee Relationship Rubric Component

Level 1

Level 2

Level 3

1. Contact Time

Mentor and mentee contact is irregular and generally participated by a need for information or assistance.

Contact occurs as scheduled and satisfies the mentee’s need for information.

The mentor and mentee maintain regular contact and grow professionally.

2. Quality of Interaction

Interactions are limited to the transfer of critical, basic information.

Throughout the relationship, information production remains higher for the mentor.

Interactions promote collaboration through joint planning, problem solving, and decision making.

3. Quality of Relationship

The mentor provides suggestions and advice as requested.

The mentor conducts conferences, employing strategies to fix current problems and to add to the mentee’s list of activities.

The mentoring relationship is mutually beneficial, and both are open to learning from each other.

4. Focus on Student Outcomes

The greatest learning for the mentee are within the management domain and generally do not progress to the examination of student learning. The mentee’s collegial and collaborative opportunities are limited to other novices or professionals close in proximity or content specialty. Survival strategies are an emphasis of the mentee’s learning.

Instead of focusing on a broad curriculum scheme, discussions center on specific episodes and situations.

Learning-focused conversations center on the implementation of curriculum.

The mentor provides orientation and introduction to the professional school community.

The mentor provides connections with grade level or content area colleagues and promotes collaborative opportunities. The mentor sometimes models problem solving, instructional processes, and reflective practice, which the mentee adopts.

5. School Culture

6. Best Practice

J-R Mentoring Handbook 2015-2016

Survival strategies ae the emphasis of the mentee’s learning. Some attention is given to instructional strategies.

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Level 4 Contact time between the mentor and mentee is scheduled frequently, is protected from competing demands, meet the mutual needs of the partnership, and advances the goals of professional development. Both the mentor and mentee consistently initiate learningfocused conversations regarding teacher and student learning. The mentor demonstrates versatility in appropriately consulting, collaborating, and coaching to purposefully develop the mentee’s capacity to generate information. Mentoring interactions promote connections between instructional practice and student results. Personal learnings are applied to future contexts. The mentee participates in school-wide goal achievement and gradually interacts as a collective member of the professional school community. The mentor consistently models problem solving, instructional processes, and reflective practice, which the mentee adopts.

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Mentoring Handbook –

FORM E

Jaffrey-Rindge Cooperative School District

Danielson Frameworks for Teaching and Road Map/Individual Mentoring Plan MID-YEAR EDUCATOR SELF-ASSESSMENT Name _____________________________________________ Year ___________ School ______________ Assignment ____________________________________ Carefully reflect on your teaching performance. Complete the selfassessment by referring to the rubrics for each of the listed components.

Level 1 = Unsatisfactory Level 2 = Basic Level 3 = Proficient Level 4 = Distinguished

1

2

3

4

Domain 1: Planning and Preparation 1a. 1b. 1c. 1d. 1e. 1f.

Demonstrating knowledge of content and pedagogy Demonstrating knowledge of students Selecting instructional outcomes Demonstrating knowledge of resources Designing coherent instruction Designing student assessments

Domain 2: Classroom Environment 2a. 2b. 2c. 2d. 2e.

Creating an environment of respect and rapport Establishing a culture for learning Managing classroom procedures Managing student behavior Organizing physical space

Domain 3: Instruction 3a. 3b. 3c. 3d. 3e.

Communicating with students Using questioning and discussion techniques Engaging students in learning Using assessment in instruction Demonstrating flexibility and responsiveness

Domain 4: Professional Responsibilities 4a. 4b. 4c. 4d. 4e. 4f.

Reflecting on teaching Maintaining accurate records Communicating with families Participating in a professional community Growing and developing professionally Showing professionalism

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Mentoring Handbook –

FORM E

Educator Self-Assessment, page 2

Utilize your Danielson Self-Assessment rubric to complete the following reflection.

Noted Areas of Strength

Suggested Growth Areas

Please complete the following after reviewing your Individual Mentoring Plan and Road Map goals and activities.

What evidence of progress toward your goals have you seen in yourself? In your students?

What adjustments will you make to your plan for the remainder of the year (if any)?

Submit this Self-Assessment to your administrator by January 31st. Please make a copy for yourself before submitting.

Educator Signature _____________________________ Date _______________ J-R Mentoring Handbook 2015-2016

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Mentoring Handbook –

FORM F

End-of-Year Mentor/Mentee Survey Name _____________________________Dear Mentor and Mentee, Your feedback is a critical component in helping us develop an effective mentoring program. Use this survey to jot down any notes regarding the program throughout the year. At the end of the school year, please submit the finished survey to the mentor coordinator or principal. Your responses will be confidential. 1. What was most helpful?

2. What would have been helpful but was not included?

3. What was not helpful?

4. Was there any information in the mentoring handbook that was inaccurate?

5. Other comments? J-R Mentoring Handbook 2015-2016

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CONTACT DIRECTORY School: Jaffrey Grade School School Phone Number: (603) 532-8355 Questions

Contact

Name

Benefits Payroll

Human Resources (SAU)

Laura French 532-8100 x 233

Contract Collective Bargaining

JREA Representative (JGS)

Robin Bussiere, ext. 236 [email protected]

Special Education

Case Managers (JGS)

Trisha Layfield, ext. 250 [email protected] Kayla Hoffman, ext. 243 [email protected] Tina Stevens, ext. 269 [email protected]

Recertification Staff Development

Building Coordinator (JGS)

Trisha Layfield (see above)

Student Services (SAU)

Monique Antaya 532-8100 x 229 [email protected]

Professional Development Representative (JGS)

Tina Stevens, ext. 269 [email protected] Bridget Wold, ext. 272 [email protected]

Student Health

School Nurse (JGS)

Joanne Vaiani, ext. 224 [email protected]

Maintenance Repairs

Complete maintenance work order @ www.sau47.org

Work order will be reviewed by: Bill Sudsbury, 532-8100 x 260 [email protected]

Technology Repairs

Complete IT work order @ www.sau47.org

Work order will be reviewed by: Warren Luebkeman, 532-8100 x 240 [email protected]

Media Equipment

Media Specialist (JGS)

Helen Stone, ext. 239 [email protected]

Curriculum Discipline Supplies

Your mentor Your mentor Your mentor

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CONTACT DIRECTORY School: Rindge Memorial School School Phone Number: (603) 532-8355 Questions

Contact

Name

Benefits Payroll

Human Resources (SAU)

Laura French [email protected] 532-8100 x 233

Contract Collective Bargaining Special Education

JREA Representative (RMS) Case Managers (RMS) Building Coordinator (RMS) Student Services (SAU)

Recertification Staff Development

Monique Antaya 532-8100 x 229 [email protected]

Professional Development Representative (RMS)

Trish Hanley [email protected] Deb Rainey [email protected]

Student Health

School Nurse (RMS)

Nancy O’Loughlin [email protected]

Maintenance Repairs

Complete maintenance work order @ www.sau47.org

Work order will be reviewed by: Bill Sudsbury, 532-8100 x 260 [email protected]

Technology Repairs

Complete IT work order @ www.sau47.org

Work order will be reviewed by: Warren Luebkeman, 532-8100 x 240 [email protected]

Media Equipment

Media Specialist (RMS)

Nicole Tenters, ext. [email protected]

Curriculum Discipline Supplies

Your mentor Your mentor Your mentor

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Mentoring Checklist: Building and Procedures (JGS/RMS) Building ____ Map and tour of building (supplies and equipment) ____ Building hours and FOBs ____ Custodial ● Identify Staff ● Responsibilities of custodial staff in classroom ● Repairs/work orders ____ Secretarial Staff ● Identify staff and discuss general duties ____ Classroom resources for furniture and teaching materials ____ Emergency contact information ____ Other resource people (nurse, guidance, special education, Title I, reading specialists, etc.)

School Procedures ____ First Day of School ____ Cafeteria Expectations ● Procedures ● Behavior Expectations ● Classroom Lunch Count and Lunch Money ● Breakfast ____ Recess Expectations ____ Student Passes ___ Lining Up and Hallway Expectations ____ Dismissal (walkers, car riders, bus students, and procedures parents are expected to follow for dismissal during the day) ____Attendance (attendance sheet, notes from home, breakfast issues, late arrival) J-R Mentoring Handbook 2015-2016

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____ Nurse (passes, trips to the nurse) ____ Emergency Procedures (fire drill, lock down, et cetera) ____ Duty Expectations (Recess exit/entry, indoor recess, morning duties, dismissal duties, cafeteria) ____ School Communications (email, weekly newsletters, daily notes, morning announcements, pledge of allegiance, staff meetings, memos) ____ Phone procedures ____ General school discipline procedures ____ Review Folders (field trip folders, CLIPs) ____ Student records (in office) ____ Plan book/lesson plans ____ Daily schedule (six-day schedule, RTI meetings, START meetings, Specials rotations) ____ Staff Meeting (where and when) ____ Dress code ____ Absences (personal days, sick days, AESOP) ____ School culture (social committee dues, jean day, teacher lunch options, teacher bathrooms) ____ Computer access and systems (Web2School, EasyIEP, Veritime, district website, Gmail, Think Central, et cetera) ____ Class lists and student information ____ Copiers, laminator, Ellison die cut machine ____ Sub plans/emergency plans

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Mentoring Checklist: Topics (JGS/RMS) Fall ____ Review mentor/mentee responsibilities ____ Fall topics of study ____ Staff evaluation system (observations, SLO, Danielson) ____ Clubs and Extended Day Program ____ Fall assessments (NWEA-Maps, grade level assessments, progress monitoring) ____ Open House ____ Parent Group ____ Tier II/Tier III Reading and Math (overview, referral procedures, scheduling) ____ Grading system (Web2School, report cards, progress reports, progress notes, parent conferences) ____ Professional development procedures (forms, building representatives, tracking hours, routes) ____ Evening performances ____ School policies for holidays ____ Staff Handbook ____ Complete monthly tasks (see Mentor/Mentee Timeline)

Winter ____ Winter topics of study ____ Common Core ____ Winter assessments (NWEA-Maps, grade level assessments, progress monitoring) ____ Grading system (Web2School, report cards, progress reports, progress notes, parent conferences) ____ Snow days, delays, and early dismissals (walkers, car riders, bus students, and procedures parents are expected to follow for dismissal) J-R Mentoring Handbook 2015-2016

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____ Review emergency procedures (fire drill, lock down, etc.) ____ IT (work orders and support) ____ Review professional development route and artifacts ____ Saving work for student portfolios ____ Complete monthly tasks (see Mentor/Mentee Timeline)

Spring ____ Spring topics of study ____ Spring assessments (NWEA-Maps, Smarter Balanced, grade level assessments, progress monitoring) ____ Science Fair, volunteer breakfast, field day, step-up day, et cetera ____ Placement meeting ____ Library closing ____ Budgets and ordering supplies ____ 5th grade recognition night ____ Student portfolios and CLIPs ____ Grading system (Web2School, report cards, progress reports, IEPs, progress notes, parent conferences) ____ Review professional development route and artifacts ____ Cleaning and packing room for summer months ____ Complete monthly tasks (see Mentor/Mentee Timeline)

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CONTACT DIRECTORY School: Jaffrey-Rindge Middle School School Phone Number: (603) 532-8131 Questions

Contact

Name

Benefits Payroll

Human Resources (SAU)

Laura French [email protected] 532-8100 x 233

Contract Collective Bargaining

JREA Representative (JRMS)

Meredith Lyons [email protected]

Special Education

Building Coordinator (JRMS) Student Services (SAU)

Kristie Koester [email protected] Monique Antaya 532-8100 x 229 [email protected]

Recertification Staff Development Student Health

Professional Development Representative (JRMS) School Nurse (JRMS)

Maintenance Repairs

Complete maintenance work order @ www.sau47.org

Work order will be reviewed by: Bill Sudsbury, 532-8100 x 260 [email protected]

Technology Repairs

Complete IT work order @ www.sau47.org

Work order will be reviewed by: Warren Luebkeman, 532-8100 x 240 [email protected]

Media Equipment

Media Specialist (JRMS)

Melanie Kalliosaari [email protected]

Curriculum Discipline Supplies

Your mentor Your mentor Your mentor

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Julie Getty, ext. [email protected]

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Mentoring Checklist: Building and Procedures (Jaffrey Rindge Middle School) Building ____ Map and tour of building (supplies and equipment) ____ Building hours ____ Custodial • Identify Staff • Responsibilities of custodial staff in classroom • Repairs/work orders ____IT • Identify staff • Repairs and work orders ____Copy machines • Confidential copying ____ Secretarial Staff • Identify staff and discuss general duties ____ Classroom resources for furniture and teaching materials ____ Emergency contact information ____ Other resource people (nurse, guidance, special education.)

School Procedures ____ First Day of School ____ Cafeteria Expectations • Procedures • Behavior Expectations ____ Student Passes ____ Hallway Expectations ____ Dismissal (walkers, car riders, bus students, and procedures parents are expected to J-R Mentoring Handbook 2015-2016

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follow for dismissal during the day) ____Attendance (notes from home, late arrival) ____ Nurse (passes, trips to the nurse) ____ Emergency Procedures (fire drill, lock down, etc.) ____ Duty Expectations ____ School Communications (email, morning announcements, pledge of allegiance, staff meetings, memos) ____ Phone procedures ____ General school discipline procedures ____ Substitute binders ____ Student records (in guidance office) ____ Plan book/lesson plans ____ Daily schedule ____ Staff meeting schedule ____ Dress code ____ Absences (personal days, sick days, AESOP) ____ School culture (social committee dues, jean day) ____ Computer access and systems (Web2School, Easy IEP, Veritime, district website, etc.) ____ Class lists and student information ____Teacher handbook and sign off ____Field trip procedures

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Mentoring Checklist: Topics (JRMS) Fall ____ Review mentor/mentee responsibilities ____ Fall checklist topics ____ Staff evaluation system ____ Clubs, sports and other afterschool activities ____ Fall assessments (NWEA-Maps, grade level assessments, progress monitoring) ____ Open House ____ Grading system (Web2School, report cards, progress reports, progress notes) ____ Professional development procedures (forms, building representatives, tracking hours, routes) ____ School policies for student cell phone usage ____ Complete monthly tasks (see timeline) ____Emergency procedures (fire drill, lock down, etc.) ____Review substitute teacher binder ____ Review IT and maintenance work order procedures ____ Student Learning Objectives (SLOs) ____ Contacting Parents/Guardians ____ Special Education Individual Education Plans, 504 Plans ____ School Counselor(s)

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Winter ____ Winter assessments (NWEA-Maps, grade level assessments, progress monitoring) ____ Grading system (Web2School, report cards, progress reports, progress notes, parent conferences) ____ Snow days, delays, and early dismissals ____ Review professional development route and artifacts ____ Performance Evaluations **NEW TEACHERS TO THE DISTRICT** ____ Complete monthly tasks (see timeline) ____ SLO Progress Monitoring

Spring ____ Spring assessments (NWEA-Maps, grade level assessments, progress monitoring) ____ Budgets and ordering supplies ____ Student awards night ____ Grading system (Web2School, report cards, progress reports, IEPs, progress notes, parent conferences) ____ Performance Evaluations (artifacts required, discussions, etc.) ____ Cleaning and packing room for summer months ____ Complete monthly tasks (see timeline)

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CONTACT DIRECTORY School: CONANT HIGH SCHOOL School Phone Number: (603) 532-8355 Questions

Contact

Name

Benefits Payroll

Human Resources (SAU)

Contract Collective Bargaining

JREA Representative (CHS)

Special Education

Case Managers (CHS)

532-8100 x 233 Hether Shulman ext. 272 @sau47.org Cindy Athens ext. 257 [email protected] D’Ann Bartlett ext. 268 [email protected] Michelle Chadbourne ext. 283 [email protected] Kelly Griffin ext. 281 [email protected] Tina Hamolsky ext. 258 [email protected] Greg Hinkle ext 285 [email protected] Faith Jarest ext. 257 [email protected] Storm Medders ext. 282 [email protected] Kathy Pendergast ext. 285 [email protected] Hether Shulman ext. 272 [email protected] Kim Stiles ext. 271 [email protected]

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Building Coordinator (CHS)

Program Coordinator (CHS)

Recertification Staff Development

D’Ann Bartlett ext 268 [email protected] Faith Jarest ext. 257 [email protected]

Student Services (SAU)

Monique Antaya 532-8100 x 229 [email protected]

Professional Development Representative (CHS)

Kim stiles, ext. 271 @sau47.org Karie Swift, ext. 246 @sau47.org

Student Health

School Nurse (CHS)

Barbara Schnabel, ext. 226 @sau47.org

Maintenance Repairs

Complete maintenance work order @ www.sau47.org

Work order will be reviewed by: Bill Sudsbury, 532-8100 x 260 [email protected]

Technology Repairs

Complete IT work order @ www.sau47.org

Work order will be reviewed by: Warren Luebkeman, 532-8100 x 240 [email protected]

Media Equipment

Media Specialist (CHS)

Allison Steele, ext. [email protected]

Curriculum Discipline Supplies

Your mentor Your mentor Your mentor

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Mentoring Checklist: Building and Procedures (Conant High School) Building ____ Map and tour of building (supplies and equipment) ____ Building hours ____ Custodial • Identify Staff • Responsibilities of custodial staff in classroom • Repairs/work orders ____IT • Identify staff • Repairs and work orders ____Copy machines • Confidential copying ____ Secretarial Staff • Identify staff and discuss general duties ____ Classroom resources for furniture and teaching materials ____ Emergency contact information ____ Other resource people (nurse, guidance, special education.)

School Procedures ____ First Day of School ____ Cafeteria Expectations • Procedures • Behavior Expectations ____ Student Passes ____ Hallway Expectations ____ Dismissal (walkers, car riders, bus students, and procedures parents are expected to follow for dismissal during the day) J-R Mentoring Handbook 2015-2016

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____Attendance (notes from home, late arrival) ____ Nurse (passes, trips to the nurse) ____ Emergency Procedures (fire drill, lock down, etc.) ____ Duty Expectations ____ School Communications (email, morning announcements, pledge of allegiance, staff meetings, memos) ____ Phone procedures ____ General school discipline procedures ____ Substitute binders ____ Student records (in guidance office) ____ Plan book/lesson plans ____ Daily schedule ____ Staff meeting schedule ____ Dress code ____ Absences (personal days, sick days, AESOP) ____ School culture (social committee dues, jean day) ____ Computer access and systems (Web2School, EasyIEP, Veritime, district website, etc.) ____ Class lists and student information ____Teacher handbook and sign off ____Field trip procedures

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Mentoring Checklist: Topics (CHS) Fall ____ Review mentor/mentee responsibilities ____ Fall checklist topics ____ Staff evaluation system ____ Clubs, sports and other afterschool activities ____ Fall assessments (NWEA-Maps, grade level assessments, progress monitoring) ____ Open House ____ Grading system (Web2School, report cards, progress reports, progress notes) ____ Professional development procedures (forms, building representatives, tracking hours, routes) ____ School policies for student cell phone usage ____ Complete monthly tasks (see timeline) ____Emergency procedures (fire drill, lock down, etc.) ____Review substitute teacher binder ____Review IT and maintenance work order procedures

Winter ____ Winter assessments (NWEA-Maps, grade level assessments, progress monitoring) ____ Grading system (Web2School, report cards, progress reports, progress notes, parent conferences) ____ Snow days, delays, and early dismissals ____ Review professional development route and artifacts ____ Performance Evaluations **NEW TEACHERS TO THE DISTRICT** ____ Complete monthly tasks (see timeline) J-R Mentoring Handbook 2015-2016

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Spring ____ Spring assessments (NWEA-Maps, grade level assessments, progress monitoring) ____ Budgets and ordering supplies ____ Student awards night ____ Grading system (Web2School, report cards, progress reports, IEPs, progress notes, parent conferences) ____ Performance Evaluations (artifacts required, discussions, etc.) ____ Cleaning and packing room for summer months ____ Complete monthly tasks (see timeline) ____Graduation activities

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