For Beginning Teachers:
By now, you should be meeting with your mentor on a regular basis. Your mentor is there to help you with any questions, issues, challenges you may have – and to celebrate your successes.
- The Module Process Guidelines 2019-2020
- Reflection Paper Review Criteria [Modules 1,3 & 4] [Module 2]
- Some excellent sample reflection papers
We suggest that you start with the Module Process Guidelines. They detail all of the steps you need to take to successfully complete the 8-10 week process. You will follow these guidelines for each of the four modules that you will be documenting in a reflection paper. Taking the time to ensure that you understand these guidelines at the beginning of your TEAM experience will make the process easier and more rewarding for you.
Year two teachers, your dashboards are working. Feel free to start entering information and working with your mentor on your TEAM modules. You have already worked for a year on this process and are hopefully comfortable with it. Checking out the resources listed above can be very helpful for you as well.
We will post messages each month to help you get the most out of your participation in TEAM.
For Mentors and Reviewers:
Initial Support Teacher Training (IST): This three-day training for prospective mentors and cooperating teachers is available for individuals selected by the district to serve. The training engages participants in the TEAM module process and how to guide beginning teachers through successful completion of the five mentoring modules. In addition, participants are prepared to host a student teacher while developing effective coaching strategies.
Mentor Online Update Training: This is a three-hour online training for mentors who have previously participated in a TEAM Initial Support Teacher Training or TEAM Mentor Update Training. Legislation requires that mentors be updated every three years.
Log into the online mentor update training - This training is available for no cost to educators who have completed TEAM Mentor Training - either Initial Support Teacher Training or Online Mentor Update within the past three years – and wish to continue their eligibility to serve as a TEAM Mentor or Cooperating Teacher for an additional three years.
Initial Reflection Paper Reviewer Training: This one day training is required for anyone serving on a district or regional review committee. Districts must select potential reviewers to attend the training to learn the criteria for a successful reflection paper. Participants are given multiple opportunities to read and review a range of papers to assist them in making informed decisions.
Reviewer Online Update training: An online training for previously trained reflection paper reviewers to update their status. Reviewers must complete the online update annually.
Log into the online reviewer update training - This training is available for no cost to educators who have completed TEAM Initial Reviewer Training, at any time. Completing this training will qualify you to review reflection papers through the end of the current school year.
What is the role of the administrator in TEAM?
The principal’s primary role is to support, develop, and assess teachers. It takes time for teachers to learn their craft. Principals play a critical role in promoting a beginning teachers’ professional growth by providing support for the learning opportunities that lead to teacher’s improved practice.Research shows successful mentor programs are characterized by strong leadership and management. New teachers benefit from engagement in purposeful, ongoing, formal and informal learning opportunities that help them to become more reflective professional educators. The TEAM program is about professional growth. While TEAM participation activities cannot be used as a component of the teacher evaluation process, as the administrator, you can assist the beginning teacher in developing their instructional skills in a number of ways:
- monitor the mentor-mentee relationships;
- make good decisions about matching mentors and mentees- pair new teachers with trained mentors in similar grades and subject areas where possible;
- provide common planning time and frequent face-to-face interaction among mentors and beginning teachers;
- encourage novices to work with other teachers to develop, through co planning and coteaching or through observing in veteran teachers’ classrooms;
- make sure that new teachers’ course schedules require as few separate preparation efforts as possible;
- if possible, avoid assigning schedules that require new teachers to change classrooms during the day ;
- help beginning teachers choose and focus on a single area of focus to develop new learning; and
- provide release time to observe beginning teachers in action and document.
Relationships matter – it is important to take time to get to know the new teachers and establish a strong working relationship.