Navigating the Transition: A Handbook for Welcoming New Teachers (click here for a pdf version) A Handbook for Schools Welcoming a New Teacher from A Teacher Education Institute AWSNA Table of Contents A. Introduction B. The Teacher Education Program – What your new teacher has studied C. The Teacher Education Program – Teaching Practicum D. Orienting […]
Mentor Qualifications and Scheduling From AWSNA Effective Practices at http://www.whywaldorfworks.org/11_EffPractices/efmenmenu.asp Mentoring and Renewal – Section 2 1. How are mentors assigned? In what way does our school match the needs of a teacher or staff member with the skills possessed by a mentor? 2. How does your school ensure that the mentor has sufficient experience […]
Evaluations and Mentoring From AWSNA Effective Practices at http://www.whywaldorfworks.org/11_EffPractices/efmenmenu.asp Mentoring and Renewal – Section 4 1. Is the school’s evaluation process separate from the mentoring program, or do mentors also serve as evaluators? 2. In what ways is the distinction between mentorship and evaluation made clear to all personnel? 3. Are mentors required to report […]
The Mentoring Program From AWSNA Effective Practices at http://www.whywaldorfworks.org/11_EffPractices/efmenmenu.asp Mentoring and Renewal – Section 1 1. Which person or group in the school holds the responsibility for the mentoring and renewal program for faculty and staff? 2. How does the mentoring program work as part of the school’s complete development plan for its employees? Describe […]
This form is intended to help schools develop their capacity for assessing the mentorship program in their school and identify strengths and areas where improvements are needed. This form is a tool in development.
1. The Mentoring Program + - +/- Successes & Areas Needing Improvement
a. The mentoring program at the school is one part of a complete professional development plan, which includes mentorship, peer mentorship and evaluation.
b. The program provides mentoring for new teachers.
c. The program provides mentoring for all teachers, appropriate to their level of experience.
Mentoring a New Teacher Transitions Handbook, Teacher Education Network, AWSNA The mentoring of a new teacher is essential in supporting a newly trained teacher in the process of moving from being a teacher education institute graduate to a successful and happy teacher. Every new teacher needs to receive strong and attentive mentoring. The following […]
The following descriptions attempt to clarify the uses of the terms relating to mentors and evaluators of individual teachers, as well as terms referring to the mentoring and evaluation of schools as a whole.
Mentoring - In-house Mentor – appointed by the school
In-house mentors are experienced teachers assigned by their schools to support a colleague (often a new teacher) in the improvement of his or her teaching. It is necessary for mentors to visit regularly to observe the students and teacher in the classroom, to meet with the teacher regularly, be available for questions and provide support to the teacher. These relationships are confidential and non-evaluative.
OVERSIGHT AND REVIEW OF THE MENTORING PROGRAM From AWSNA Effective Practices at http://www.whywaldorfworks.org/11_EffPractices/efmenmenu.asp MENTORING SECTION 3 With what frequency is the mentoring program as a whole reviewed at your school? What are the criteria used to evaluate the program’s effectiveness? 2. In what ways does the person or group responsible for the mentoring program check […]
Alignment and Orientation: LeadTogether Highlight #11 11-24-14 Alignment is an important element in any organization, school or business. How people are aligned with the whole of the organization and understand both how the parts work together and how they can be successful in the parts and the whole is vital to the ongoing success of […]
In 2005, after participating in a national mentoring colloquium sponsored by AWSNA, Nettie Fabrie and Michael Soule initiated a symposium for experienced teachers in Waldorf schools in the NW. The training was three years long (six weekend sessions) and involved 25 experienced teacher from 10 NW schools. After completing two three-year seminars with different participants, Nettie, Holly Koteen and Michael gathered their experience into a collection of resources to help teachers become more effective in school mentors. Here are a few of the resources we found helpful. (Just click on the title to find the resource in our library.)