Click here to enter text.Mentoring Program
Governing Regulation	Governing Regulation K.A.R. 91-1-203(b)(5) – October 2014 – requires local education agencies (LEAs) to have an approved program providing systemic mentoring support to all new teachers/school specialists and all new educational leaders hired under an initial license in order for the State Board of Education to allow their movement from an initial license to a professional license. School districts are to have an approved program in place for the 2015-2016 school year.
Program Goals	Click here to enter text.
Definitions	Definitions EDUCATIONAL LEADER - a person employed in a position requiring a Kansas building or district leadership license. Examples: principals, assistant principals, assistant superintendents, superintendents. MENTEE - a person holding a Kansas initial teacher, school specialist, or educational leader license and employed in his/her first position requiring that license MENTOR – an experienced person holding a Kansas professional license who is assigned to provide ongoing guidance and support to a mentee with the corresponding Kansas initial license SCHOOL SPECIALIST - a person employed in a position requiring a Kansas specialist license as defined by Kansas state statute and/or Kansas Agency Regulation (K.A.R.). Examples: library/media specialist, school counselor, and reading specialist TEACHER - a person employed in a position requiring a Kansas teaching license as defined by Kansas state statute and/or Kansas Agency Regulation (K.A.R.) Click here to enter text.
District’s Responsibility	Minimum state requirements Provide an approved mentoring program for all licensed teachers/specialists and educational leaders in their first year of employment under an initial license. Provide a documented, structured plan for a second year of support for mentees identified as needing it. Provide well-trained mentors who meet statutory and regulatory requirements. Initial mentor training must occur prior to October 1 of the school year during which the mentoring is taking place. Document ongoing professional learning and support throughout the school year for the mentor that addresses the required topical content. Conduct an evaluation of the mentoring program at least once each year and make changes as suggested by data collected. Additional responsibilities established by Click here to enter text.: Click here to enter text.
MENTOR	TEACHER OR SCHOOL SPECIALIST	EDUCATIONAL LEADER
Mentor Responsibilities	Minimum state requirements If absent, make up all content missed and/or all lost time/content with mentee. Communicate with mentee at least once each week. Observe mentee’s practice at least 3 times during the year. Provide feedback to mentee and engage mentee in reflective dialogue using district-approved system for documentation. Additional responsibilities established by Click here to enter text.: Click here to enter text.	Minimum state requirements If absent, make up all content missed and/or all lost time/content with mentee. Together with mentee, establish a structured contact schedule totaling at least 40 hours, including at least 3 face-to-face meetings. Provide feedback to mentee and engage mentee in reflective dialogue using district-approved system for documentation. Additional responsibilities established by Click here to enter text.: Click here to enter text.
Mentor Selection	Minimum state requirements Minimum of three (3) years of teaching experience and current professional teaching license Cross-district mentoring is allowed if necessary. Additional requirements established by Click here to enter text.: Click here to enter text. Selection process Click here to enter text.	Minimum state requirements Minimum of three (3) years of experience in the level of leadership being mentored (building or district)and current professional license Professional license in the level of leadership being mentored (building or district) Additional requirements established by Click here to enter text.: Click here to enter text. Selection process Click here to enter text.
Mentor Training Content	Minimum requirements Mentor’s role Strategies for building relationships with the mentee Skills for observing mentee’s practice, assessing mentee’s needs, and addressing those needs Coaching language and practice Strategies for guiding mentee to reflect on practice Skills for guiding mentee in use of various types of formative assessment to focus instruction and differentiate for student needs Skills and strategies for guiding mentee in collecting and analyzing various types of student data to show evidence of learning Skills and strategies for guiding mentee in use of content standards when planning lessons/units Skills in using the professional education standards as a measure of assessing teacher practice Additional requirements established by: Click here to enter text.	Resources/Presenters/Forms Click here to enter text.	Minimum requirements Roles and processes of mentoring Coaching skills Additional requirements established by Click here to enter text.: Click here to enter text.	Resources/Presenters/Forms Click here to enter text.
MENTEE	TEACHER OR SCHOOL SPECIALIST	EDUCATIONAL LEADER
Mentee Responsibilities	If absent from required mentoring program activities, make up all content missed and/or all lost time/content with mentor. Participate actively and regularly in self-reflection, reflective dialogue with mentor, and all scheduled mentoring activities.	If absent from required mentoring program activities, make up all content missed and/or all lost time/content with mentor. Together with mentor, establish a structured contact schedule totaling at least 40 hours, including at least 3 face-to-face meetings. Engage in ongoing interaction with colleagues from the greater educational community (outside of district/region). Participate actively and regularly in self-reflection, reflective dialogue with mentor, and all scheduled mentoring activities.
Topical content	Minimum requirements – all four areas of the Kansas Professional Education Standards will be addressed through the formal structure of the program: Learner and learning Content knowledge Instructional practice Professional responsibility Additional content requirements established by Click here to enter text.: Click here to enter text.	Resources/Presenters/Forms Ks Professional Ed Stnds p. 60 Click here to enter text.	Minimum requirements – all six areas of the Kansas Educational Leadership Standards will be addressed through the formal structure of the program: Defining and measuring effectiveness of programs Setting direction Developing the learner Making the organization work Developing staff Collaboration/Advocacy Additional content requirements established by Click here to enter text.: Click here to enter text.	Resources/Presenters/Forms Ks Leadership Stnds p. 198 & 200 Click here to enter text.
Structured, Intensive Support of Mentee	Minimum requirements One year of structured, intensive support Weekly communication between mentor and mentee Three mentor observations of mentee System for mentor to provide feedback and engage mentee in reflective dialogue during and between meetings and after each observation	Resources/Presenters/Forms	Minimum requirements Designated contact schedule with minimum of 40 contact hours between mentor and mentee Minimum of 3 face-to-face meetings included in the 40 hours Professional interaction between mentee and colleagues from the greater educational community Documented plan for providing additional training and support beyond first year as appropriate	Resources/Presenters/Forms Click here to enter text.
PROGRAM EVALUATION	TEACHER OR SCHOOL SPECIALIST	EDUCATIONAL LEADER
KSDE note: This requirement is about evaluating the quality of the mentoring program. The data collected should serve to evaluate specific strengths/weaknesses in the structure/content of the program – specifically the program’s impact (or lack of impact) on mentee growth. KSDE encourages collection of mentor and mentee feedback as part of the data used to evaluate the program. Caution: Student performance data and mentee formal evaluation/performance data do not necessarily reflect mentoring program quality because of the varying quality/caliber and growth rates of students and mentees. Plus, not all mentee and student growth (or lack of growth, for that matter) can necessarily be attributed to the mentoring program.
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