ࡱ> o 2bjbj;; QvfQvf*''''';;;;<;6]CYYYY\\\\\\\$_bL\'"\''YY\ 'Y'Y\\S,YYjO+]FU4\]06]+VpbbbhYY b'Z\\6]b : DIOCESE OF WILMINGTON PROFESSIONAL MENTORING PROGRAM YEAR 4 REQUIREMENT SHEET September 30, 2019 - May 6, 2020 Facilitator: Carol Ripken 302-573-3133 (office) 443-540-4299 (cell)  HYPERLINK "mailto:cripken@cdow.org" cripken@cdow.org AN OVERVIEW OF THE FINAL YEAR OF MENTORING The final year of the Professional Mentoring Program focuses on the teacher being able to self-assess his/her development in both content and pedagogical skills. This years focus is on short-term and long-term professional growth. Each Mentee will: Spend time self-assessing and reflecting in the areas of content knowledge and pedagogy skills. Select an area of growth for the current academic year and write a professional development plan for maximizing growth in the area. The plan must include: two goals within this area of growth, specific actions/initiatives for each goal, a timeline in which to implement the actions/initiatives. Maintain documentation of each action/initiative implemented to meet the established goals. Write a reflection that includes what you learned, how you grew professionally as a result of the steps in your professional development plan, and any additions/changes you would make if repeating this professional endeavor. Outline an individualized five-year professional growth plan which you will begin July 1, 2020. Compile, in binder format, a well-organized and thorough portfolio with the documentation outlined below. GENERAL INFORMATION THAT ANSWERS FREQUENTLY ASKED QUESTIONS The final year of mentoring is a self-directed process of: reviewing your professional growth status related to content and pedagogy, outlining/documenting a professional growth plan for the current year, planning for future professional growth. Because it is individualized and, for the most part, self-directed, there is only one large group session for Mentees with the purpose of explaining the requirements for both the Mentee and Mentor. Both the Mentor and the Facilitator must pre-approve the current year and future professional growth plans and must periodically review and ultimately verify the work done on the current year plan. Thus, there will be periodic Mentee-Mentor discussions/meetings and Mentee-Facilitator communications/discussions. The frequency is determined by need, but typically the Mentee has approximately six to ten discussions/meetings with the Mentor and two or three with the Facilitator (initial approval, mid-point review (optional), and end-of-year verification.) The Mentee must log the dates/times (ultimately totaling the hours) of all work done to meet this years goals. The 30-hour minimal requirement may include reflecting and analyzing, planning/preparing for coursework, observing other teachers, reading and research, attending workshops/seminars, writing/analyzing surveys, learning team collaboration, etc. It may NOT include your actual teaching time. MORE SPECIFIC INFORMATION The following is the timeline for your work. You may complete steps earlier than noted below, but you should never complete steps later than what is noted. (Any document listed below which is italicized and in quotes can be found on the Catholic Schools Office intranet.) October 2019 Step 1: A review and reflection using the following as your guide: Cycle of Growth and Development Observation/evaluation feedback or self-assessment from the last couple of years No documentation is needed in your portfolio. The above should be removed from your portfolio upon completion of this step. Step 2: An analysis of content knowledge using the following: Analysis of Content Knowledge Local, diocesan, state, or national standards in a specific discipline Analyzing My Content Knowledge (three-column chart) The three-column Analyzing My Content Knowledge and a copy of the standards used when completing the chart should be included in TAB 1 of your portfolio. The Analysis of Content Knowledge should be removed from your portfolio after completing this step. Step 3: An analysis of pedagogical development using the following: Analysis of Pedagogy Development Professional Standards for Catholic School Educators Inventory Chart for Pedagogy Development The three-column Inventory Chart for Pedagogy Development and a copy of the Professional Standards for Catholic School Educators should be included in TAB 1 of your portfolio. The Analysis of Pedagogy Development document should be removed from your portfolio after completing this step. Step 4: Selection of your target growth area Formulation of two goals to achieve within this growth area - one goal will be research, course work, workshops, reading, etc. to deepen your knowledge in the chosen focus area and the second goal will be the implementation of what you have learned Identification of the specific actions/initiatives and approximate timeline which would best allow you to meet/exceed your goals Completion of the Professional Growth Plan For 2019-2020 document (see Sample Professional Growth Plan for a template and Sample Focus Areas/Goals for ideas; these are on one sheet) Your Professional Growth Plan For 2019-2020 should be included in TAB 1 of your portfolio. Step 5: Share the two completed charts and your detailed plan with your Mentor. Step 6: Receive Mentors written approval of charts and plan by October 18, 2019. Step 7: Submit the charts and plan to the Facilitator by October 25, 2019. (Written approval is required before you proceed; approval can be received via email.) November 2019 through March 2020 Step 8: Begin the implementation of the plan and maintain all related documentation. Two Examples: a) If one goal is to successfully complete a graduate level class you should provide the registration form, syllabus, notes from class, a copy of all assessments, and ultimately a transcript in TAB 2 of the portfolio. If a second goal is to implement what you have learned to improve teaching/learning in your classroom, provide evidence that this was done in TAB 3 of the portfolio examples: lesson plans highlighting what is new, an explanation of specific instructional strategies, pictures from the classroom with accompanying explanations, etc. b) If one goal is to become more knowledgeable about autism and the second goal is to provide the best environment and instructional strategies for an autistic student, TAB 2 of the portfolio should contain materials such as a bibliography of materials read, notes from your reading, conference registration/notes/certificate, notes from conversations with those knowledgeable about autism. In TAB 3 of the portfolio show documentation on how you used what you learned to benefit the student. Examples: methods of teaching social skills, modified assessments, varying means of presentation, etc. Step 9: Do a mid-point review with Mentor who will sign/date all documentation and offer both verbal and written comments. This should be a minimum of a 45-minute meeting to discuss progress to date. It is recommended that this be completed prior to your Christmas holiday, but this must be completed by January 10, 2020. The Mid-year Review Checklist should be in TAB 5 of the portfolio. Step 10: OPTIONAL Do a mid-point review with the Facilitator who will also offer verbal and written comments. If you choose to have this mid-point review, this must be completed by February 7, 2020. (If there are several Year 4 Mentees in one school who want a mid-point review, one Mentee should take responsibility for scheduling a date/time for the Facilitator to come to your school.) If this occurs, the same mid-point review checklist will be used as noted above (TAB 5 of the portfolio). Step 11: Complete the implementation of the plan, being cognizant of all recommendations made by both the Mentor and Facilitator and complete the organization of all documentation. All documentation/evidence/artifacts should be well-organized and in the tab of the portfolio that relates to the specific goal TAB 2 or TAB 3 Step 12: Meet with your Mentor by March 27, 2020 to review progress since the mid-point review (Mentor will sign/date additional documentation) and to discuss preliminary reflections on the current plan and ideas for a future growth plan. April through May 2020 Step 13: Write the final reflection (see page 1 of this document) of the current years growth plan. There is no required length; typically, one to two typed pages is sufficient. The reflection should be placed in TAB 4 in the portfolio. Step 14: Complete the Professional Development Plan For 90 Clock Hours form. Because the space at the top of the form is rather insufficient for capturing a five-year plan, you should attach a sheet with further detail, including a general timeline. The form and detailed plan should be placed in TAB 5 of the portfolio. Step 15: Prepare a well-organized portfolio. It is suggested that the requirement sheet be first in your portfolio and that you have the following tabs: TAB 1: Content and pedagogy charts and your plan TAB 2: Documentation for Goal 1 TAB 3: Documentation for Goal 2 TAB 4: Reflection TAB 5: End-of-year documents in the following order: PD Plan for 90 clock hour form/more detailed 5-year plan, b) End-of-Year Portfolio Checklist / Mid-point Review Checklist and any accompanying notes as a point of reference), c) Verification of Services Form For Mentees, d) Log/Tally of Hours- Mentees Step 16: Using the End-of Year Portfolio Checklist and Verification of Services Form, review your portfolio with your Mentor and have your Mentor review and sign off on both the checklist and verification form indicating his/her acknowledgment of successful completion. This must be completed by April 26, 2020. Both forms should be placed in TAB 5 of your portfolio. Step 17: Submit your portfolio to the Facilitator by May 6, 2020 and schedule a time prior to June 16, 2020 to meet with the Facilitator. * * * * * * * * * * * * * * * * * * * * ** * * * * * * * * * * ** * * * ** * * * * * * Once all of your work is approved, the Facilitator will verify completion of Mentoring via her signature on the required forms and by way of recording completion in DEEDS and in the Catholic Schools Office personnel files. 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