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Stacy Evans, District Teacher Mentoring Coordinator

Mission of the ICSD Mentoring Program

The mentoring program at Indianola Schools commits to meeting the specific needs of:

  • 1st, 2nd, and 3rd year teachers,
  • new veteran teachers, and
  • teachers who transfer roles within the district

by motivating them, developing their teaching skills, promoting a desire to be active members of the school community, and working together with all staff for excellence. Recognizing that all teachers are unique, our mission is to provide guided opportunities for professional growth and success in a comfortable, supportive environment.

ICSD Mentoring Program Supports

Teacher Mentoring Coordinator

At Indianola Community School District, the District Teacher Mentoring Coordinator facilitates the entry of teachers new to the profession, veteran teachers new to the district, and supports teachers who transfer roles within the district.

The Teacher Mentoring Coordinator will also observe new teachers and provide formative feedback to new teachers about their instruction, classroom management, or other areas of identified support. This will happen during the contract day, as teachers are actually teaching. In this way, the Teacher Mentoring Coordinator functions like an instructional coach, but focused on the specific needs of new teachers. New teachers are also free to collaborate and learn from instructional coaches as well. There will often be overlap and cooperation among all of these teacher leadership positions when working with new teachers.

The Teacher Mentoring Coordinator is a primary layer of support as teachers begin their career. With the principal and the Teacher Mentoring Coordinator, teachers have a multi-layered support system for advice. They are also encouraged to tap into other building and district leaders for support as well.

Pairing of Collaboration & Innovation Teachers

Teachers new to the profession, transfers within, and veteran teachers new to the district may work with Collaboration and Innovation Teachers (C&I Teachers) for additional support. The Teacher Mentoring Coordinator will provide more information about this arrangement.

Collaboration and Innovation Teacher Mentoring Characteristics

Collaboration and Innovation teachers serving as mentor resources are experienced teachers who help support Year 1 and Year 2 teachers as needed. C&I teachers at ICSD will:

  • Understand building processes. The first need of a new teacher is to be able to function within the building. This includes the ability to use a copy machine, send print shop requests, schedule the computer lab, purchase or obtain classroom materials, and so on. The C&I teacher must show the new teacher how to do these things or connect him/her with someone who can do so.
  • Be an answer to questions. This includes questions about building procedures, district expectations, curriculum, instruction, assessment, and technology. If a C&I teacher doesn’t know the answer to a question, he/she commits to finding the answer or connecting the new teacher with a resource which can be of assistance.
  • Maintain a positive attitude. New teachers encounter situations that can be somewhat unsettling. A C&I teacher commits to coaching new teachers through these situations in ways that exemplify positive thinking and professionalism. The C&I teacher approaches each circumstance with a problem-solving mindset. This establishes positive patterns of thought and action on the part of the new teacher that sets him/her up for a successful career.
  • Have an understanding of district initiatives and goals. C&I teachers have some experience with classroom procedures and goals being studied by the school district. This enables support in the classroom.

Expectations of Mentoring

Confidentiality is expected in the work between C&I teachers, new teachers, and the Teacher Mentoring Coordinator. Beginning a teaching career is hard work and the new teacher should be able to expect support that places him/her in a positive light. Confidentiality will be maintained in this work, with the exception of unethical or illegal acts. Any action taken by an employee that is unethical, illegal, or places students or adults in emotional, physical, or other harm must be reported to building administrators, the Teacher Mentoring Coordinator, and the Teacher Leadership Coordinator.

The Teacher Mentoring Coordinator will visit classrooms as teachers are teaching and provide formative feedback about teaching practices, classroom management, use of assessment, and other needs specific to new teachers during the contract day. This role often takes on the form of regular video taping and conferencing between the two parties. This feedback is for the growth of the new teacher and is not used for the teacher’s evaluation. The performance evaluation and recommendation for permanent licensure is the responsibility of building administrators.

1st Year Teacher

(4) interactions per month with each teacher (minimum) that lead to at least (1) complete coaching cycle. This coaching cycle process will have a reflective interaction (collecting baseline data; creating a goal; using a teaching approach in between meetings; and then reflecting on the goal to check for improvement).

2nd Year Teacher

(4) interactions per month with each teacher (minimum) that lead to at least (1) complete coaching cycle. This coaching cycle process will have a reflective interaction (collecting baseline data; creating a goal; using a teaching approach in between meetings; and then reflecting on the goal to check for improvement).

3rd Year Teacher

(4) interactions per quarter with each teacher (minimum) that lead to at least (1) complete coaching cycle per quarter. This coaching cycle process will have a reflective interaction (collecting baseline data; creating a goal; using a teaching approach in between meetings; and then reflecting on the goal to check for improvement).

New Veteran Teachers

(4) interactions per quarter with each teacher (minimum) that leads to at least (1) complete coaching cycle per quarter. This coaching cycle process will have a reflective interaction (collecting baseline data; creating a goal; using a teaching approach in between meetings; and then reflecting on the goal to check for improvement).

Teacher Transfers Within District

Within the first 30 days of school, a contact will be made to determine any coaching needs. At a minimum, (1) additional mid-year check-in will happen.