20152016

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TableofContents

ProgramProceduresandPolicies
Page Content
3
ProgramMissionandGoals
4
MentorCriteriaandSelectionProcess
5
ProcessfortheTerminationoftheMentoringRelationship

RolesandResponsibilities
Page Content
7
ParaInductionCoordinator
7
Administrative/Principal
8
MentorwithCommitmentForm
9
NewParaprofessional

CollaborativeGuidesandRunningRecords
Page Content
11 CollaborativeRunningRecord
12 OrientationCollaborativeGuide
13 OrientationChecklist
14 CollaborativeGuideMonth1
15 CollaborativeGuideMonth2
16 CollaborativeGuideMonth3

OtherSupportDocuments
Page Content
18 ActiveParaMentorRubric
19 PossibleParaprofessionalTrainingTopics
20 ProgramEvaluationSurveyQuestions

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Mission

ThemissionoftheJCCParaprofessionalInductionProgram(PIP)isto
facilitatethegrowthofnewparaprofessionalsthroughpartnershipswhich
encouragereflectivepractice,buildinstructionalsupport,andmaximize
studentperformance.

Goals

Toorientatenewparaprofessionalsondistrict/schoolsystem(policy,
procedure,andeducationalphilosophy).
Paraprofessionalorientationdayatbeginningofschoolyear

Tofosterpositiverelationshipsandpromotethewellbeingofnew
paraprofessionals.

Toencouragecollaborationamongparaprofessionalsandotherstaff
inordertomeetthediverseneedsoflearners.

Tomaximizestudentachievementthroughqualityinstructional
supportpractices.

Toincreasetheretentionofqualityparaprofessionals.

Todevelopleadershipskillsinourexperiencedparaprofessionals.

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MentorCriteriaandSelectionProcess

MentorSelectionCriteria
Mentorrequirements:

Mentorcandidatesshouldhaveatleastthreeyearsexperienceinthedistrictorprincipal
recommendation.

DesiredMentorCharacteristics:

Hascredibilitywithpeersandadministrators
Demonstratescuriosityandaneagernesstolearnregularlypursuesprofessionaldevelopment
Hasstrongknowledgeofappropriatesubjectmatterandclassroompractices
Respondstothediverseneedsofstudents
Respectsmultipleperspectives
Possessstronginterpersonalskills
Iswillingtodevotenecessarytimeandenergy

OtherConsiderations
Worksinasimilarpositionasthenewparaprofessional
Willworkincloseproximitytothenewparaprofessional

MentorSelectionProcess

AnyJCCparaprofessionalthatmeetstherequirementsabovemayrequesttobeamentor:

Step1:
ProspectivementorsmustfilloutaParaprofessionalMentorCommitmentForm.
Step2:
ProspectivementorsmustturnintheMentorCommitmentFormtotheParaInductionCoordinator.
Step3:
TheParaInductionCoordinatorwillsendacopyoftheMentorCommitmentFormtotheBuilding
Principalforhis/hersignature.
Step4:
TheParaInductionCoordinatorwillcontacttheprospectivementortosetupaninformationalmeeting
wheretheywilldiscusshowtheinductionprogramworks,howtheroleofmentorisdefined,andwhatthe
expectationsare.
Step5:
ThePrincipalwillworkincollaborationwiththeParaInductionCoordinatortochooseamentorforthe
newparaprofessional.
Step6:
TheParaInductionCoordinatorwillarrangeforthementorandnewparaprofessionaltomakecontact.

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ProcessfortheTerminationoftheMentoringRelationship
AlthoughJCCmentorsandnewparaprofessionalsarematchedcarefully,therearecircumstancesinwhichitis
notinthebestinterestofthepartiesinvolvedfortherelationshiptocontinue.Insuchacase,thefollowing
shouldoccur:

ThementororparaprofessionalshouldcontacttheParaInductionCoordinatorearlyintherelationship
whentheproblemfirstbecomescleartothem.

TheParaInductionCoordinatorwillworkwithbothpartiestotrytoreconciletheproblem.
o Ensurethatbothpartiesareawarethatthereisaproblemwithoutcastingblameorpassing
judgment.
o Coachoneorbothpartiesinhowtheycanproceed.
o Shoulditbenecessary,theParaInductionCoordinator

willinformtheBuildingPrincipalofthe
issueandtogethertheywilldevelopaplanonhowtoproceed.

IftheBuildingPrincipalfeelsitisnecessarytodissolvetherelationship,thefollowingwilloccur.
o Ameetingofclosurewilloccurwiththenewparaprofessional,mentor,andBuildingPrincipal.
Thiswillbeareflectiveconversationaboutboththeprocessandthecontentofthelearningthat
hadoccurredthusfar.

Acknowledgethestumblingblockencounteredwithoutcastingblameorpassing
judgment,e.g.Itlooksasifwehavecometoapointwhereitwouldbebestfora
differentmentortobechosen.

Endonanupbeatnote.Focustheconversationonwhateachhaslearnedandhowthey
mightapplythatknowledgeinthefuture,e.g.Letslookattheplusesandminusesof
ourrelationshipsothatwecaneachlearnsomethingfromit.

Expressmutualappreciation.Acknowledgetheprogressandaccomplishmentsthat
resultedfromtherelationship,e.g.Althoughwehaventbeenabletoaccomplishallof
ourobjectives,weweresuccessfulinsomeareas.Iattributeoursuccesstoyour
persistenceanddetermination.

o Sincehavingamentorisarequirementforparaprofessionalsintheirfirst3monthswiththe
district,anewmentorwillbematchedtothenewparaprofessional.

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Roles
&
Responsibilities

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ParaInductionCoordinatorSupportRolesandResponsibilities

Facilitatementorandmenteeorientationandtrainings
Communicateregularlywithprogramparticipants
Promotesuccessfulclassroomprocedures
ManageandreviewCollaborativeRunningRecords
EvaluateandmaintaintheParaprofessionalInductionProgram
Fortheircommitmenttotheinductionofnewparaprofessionals,
theParaInductionCoordinatorwillreceivea$300stipendeachyear.

Administrative/PrincipalSupportRolesandResponsibilities

Sanctiontimeforprogramsupportactivities
Observenewparaprofessionalsregularly
Communicateevaluationprocedurestonewparaprofessionals
CommunicatenewparaprofessionalneedstoMentorandParaInductionCoordinator
WorkincollaborationwiththeParaInductionCoordinatortoconnectqualitymentorswithnew
paraprofessionals:

Hascredibilitywithpeersandadministrators
Demonstratescuriosityandaneagernesstolearnregularlypursuesprofessionaldevelopment
Hasstrongknowledgeofappropriatesubjectmatterandclassroompractices
Respondstothediverseneedsofstudents
Respectsmultipleperspectives
Possessstronginterpersonalskills
Iswillingtodevotenecessarytimeandenergy

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MentorCommitmentForm
RolesandResponsibilities

MentorName:_______________________SummerContactInformation:(home/cell#)__________________

NewParaprofessionalsnameand/orposition:___________________________________________________

Iunderstandthatbyapplyingtobeaparamentor,Iamcommittingto...

MentorTrainingandNewParaprofessionalOrientation
Ifnewparastartsatthebeginningoftheyear,Mentorwillattendthescheduledmentortrainingandprovided
teacherorientationinAugust.
OR
Ifnewparastartsinthemiddleoftheyear:MentorwillmeetwiththeParaInductionCoordinatortoreviewthe
mentortrainingmaterialsandwillspendatleastonehourwiththenewparaprofessionalusingorientation
materialsprovidedbythecoordinator.

MaintainConsistentContact

Mentorwillensurethataminimumofoneformalhalfhourmeetingwiththementeeoccureachweek.Otherlessformal
meetingsandconversationsarealsoencouraged.

Document
MentorwillusetheMentor/MenteeCollaborativeGuidestoadvisementor/menteemeetings.AcopyoftheCollaborative
RunningRecordwillbeturnedintotheParaInductionCoordinatorattheendofthethreemonthsofmentoring.

BuildRelationships
Mentorwillworktobuildatrusting,confidentialrelationshipwiththeirmentee.Mentorswillencourageandfoster
meaningfulinterpersonalconnectionswithothers.Mentorswillserveasanadvocatewhennecessary.

CoachandModel
Mentorwillguidethementeeinreflectionandselfassessment,serveasacoachandresourceperson,modelbest
practices,sharestrategies,andallowthementeetodevelophis/herownprofessionalstyle.

Learn
Mentorsshouldlearnfrom/withtheirmentee.Thisisasharedjourneyoflearning,ofbecomingthebestyou
both
canbe.

Stipend
Fortheircommitmenttotheinductionofnewparaprofessionals,JCCparaprofessionalmentorsreceiveastipendof$200.

*Note:
MentorsandnewparaprofessionalsmaysubmitarequesttoDistrictStaffDevelopmentforuptoone
halfdaytomeetand/orobserveeachother.Asubstitutewillbepaidtocovertheirclassroom(s)ifnecessary.
SeetheParaInductionCoordinatorformoredetails.

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NewParaprofessionalRolesandResponsibilities

BeginningTrainingandOrientation
ParaprofessionalsstartingatthebeginningoftheyearattendthescheduledorientationandtraininginAugust.
OR
ParaprofessionalsstartinginthemiddleoftheyearmeetwiththeParaInductionCoordinatorandMentorfor
trainingandorientation.

OtherTrainings/Meetings
AttendotherparaprofessionaltrainingsduringtheyearasrequestedbyBuildingPrincipalorParaprofessional
InductionCoordinator.Alsoattendthespecialed.PLCmeetingthatoccursonceamonthonthesameschedule
asteacherPLCs.

MaintainConsistentContact
Meetwithmentorregularly.Attendorientationandmeetings.Playanactiverole.

BuildRelationships
Developatrustingrelationshipwithyourmentorandteacher(s).Getinvolvedinthetotalschoolexperience.

Reflect
Selfassessandreflectonyourperformancetoimproveprofessionalpracticeandsupportimprovedstudent
achievement.

Learn
Attendandactivelyparticipateinprovidedparaprofessionaltrainingsandmeetings.

SolicitAssistance
Letyourneedsbeknown.Bespecificaboutwhatyouneed.Discusschallengesaswellassuccesses.Ask
questions.

Grow
Beopentonewideasandsuggestionsandtryavarietyofinstructionalsupportmethods.Considerstaff
developmentopportunities.

MeetCompetencies
CompleteallworkrequiredtomeetallMinnesotaCompetenciesforParaprofessionals.

Document
UsetheMentor/MenteeCollaborativeGuidestoadvisementor/menteemeetings.AcopyoftheCollaborativeRunning
RecordwillbeturnedintotheParaInductionCoordinatorattheendofyourfirstthreemonths.

*Note:
MentorsandnewparaprofessionalsmaysubmitarequesttoDistrictStaffDevelopmentforuptoone
halfdaytomeetand/orobserveeachother.Asubstitutewillbepaidtocovertheirclassroom(s)ifnecessary.
SeetheDirectorofSchoolImprovementformoredetails.

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Collaborative
Guides
&
Running
Records

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CollaborativeRunningRecord
SubmitthisformtotheParaInductionCoordinatorattheendofthethreemonths.

MenteeName:______________________________MentorName:__________________________________

FormalMeetingLog(minimumof1halfhourmeetingperweek)
FormalMeetingDiscussionTopic(s)

Total
Time

Monthly
Total

Date

Mentor
Initials

Mentee
Initials

Orientation:

Month1:

a)

b)

c)

d)

Month2:

a)

b)

c)

d)

Month3:

a)

b)

c)

d)

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OrientationCollaborativeGuide

Mentor______________________

Mentee_______________________

PossibleTopics/Activities

OrientationDay:
1. Mr.Meyer/BuildingPrincipals(9:009:30)
a. Welcome
b. Briefjobdescription:Title,SpecialEd.Classroom,OneonOne
c. Explainsickdays,personalleave,etc.
d. Whotocontactforsubstitute
e. MandatedReporting
f. Evaluations
2.BrianCook(9:3010:00)
a. TimeCards
b. DistrictForms
3.Specialistmeetings(10:0011:20)
a. DapeRobinCarlson
b. DeEscalationtacticsTomSchuller
c. ClassroomBehavior/ExpectationsSueBuresch
d. Bus/VanJimVanderVeen
e. TechnologyDianeUlrich,ShirleyHandzus,TaraBoogerd,TammyTimko
4.BreakoutsbyBuilding(Expectations,SchedulePLCMeeting)(11:2012:00)Lunch
a. HSTomSchuller'sRoom
b. RiversideConferenceRoomBehindLibrary
c. TitleSueBuresh'sRoom
d. MiddleSchoolLibrary
e. PleasantviewRoombetweenSchullerandBuresch
5.GettoknowMentor/Menteeandyourbuilding(Alsousechecklist)(1:003:00)
a. Reviewpasswords/accesscodes
b. Discussevaluationprocedures
c. Discussspecialdayprocedures(pictureday,testing,fieldtrips,earlyout)
d. AssistmenteewithTimeClock
e. ReviewdifferentAcronyms,Abbreviationsthatmightbehelpful
f. ReviewanyDistrictforms
g. Discusspossiblestaffdevelopmentneeds
h. Discussreimbursements(mileage,classroomsupplies,meals)

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OrientationChecklist
District
SchoolCalendar
Salary/PayPeriods
Insurance
Phone#s
Evaluations
SickandPersonalLeave
RequestingaSubstitute
WeatherrelatedProcedures

BuildingPolicies/Procedures
Staff/StudentDressCode
Visitors
HoursBuildingisOpen
Parking
Map/TourofBuilding
ParaMeetingSchedules
Playground/LunchRoomDuties
SettingupaLunchAccount
InterschoolMail
KeyPeopletoKnow
Phones(local/longdistance)
CellPhoneUse
MakingCopies,Scanning,Printing,etc
ComputerAccessfor
Teachers/Students/Paras

Classroom
EmergencyDrill&LockdownProcedures
LunchSchedule/Procedures/Rules
HallPasses
StudentMovement:restroom,hall,lunch
ComputerRoom&LibraryUse
DisciplinePolicies
ClassListsIEPandHealthInformation
ExpectationsandDutiesintheClassroom
AttendanceProcedures
ClassSchedule
Studenthandbook
Otherstudentpolicies

Wheretofind
Firstaidsupplies
Refrigerator
Restrooms(staff/student)
PopMachines
Coffee/water
Mailboxes
CopyMachines
Faxmachines
Classroomsupplies
Printers
Phones

Whenandwhere
doesmydaybegin?
doIeatlunch?
canIhaveabreak?
ismyworkdayover?
arepaychecksdistributed?
doIputmycoatandpurse?

WhatshouldIdoif
astudentbecomesill?
somethingisstolen?
astudentmissesthebus?
astrangerisinthehall?
Isuspectchildabuse?
astudentneedsmedication?
astudentneedstocallhome?
astudentbringsanitemthatisbanned?

Technology(HowTo)
logontoacomputer
checkandsendemail
makecopies
scan
aprint
logonandnavigateTIES/SCHOOLOGY

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Mentor/MenteeCollaborativeGuide
Month1

PossibleSeasonalTopics/Activities

ProfessionalTopic:PositiveLearningEnvironment
_____Reflectonhowclassroommanagementstrategiesareworking.
_____ExaminestudentIEPsandcumulativefolders.

ProfessionalTopic:EffectiveCommunicationwithParentsandColleagues
_____Advisethementeeonhowtorelatetoanotherstaffmemberbeprofessional.
_____Alertthementeetoabehaviorthatyouknowmaybeselfdefeating.
_____Reflectonworkwithteachersandotherparaprofessionals.
_____Findwaystointroducethementeetothecommunity.

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Mentor/MenteeCollaborativeGuide
Month2

Mentor______________________

Mentee_______________________

SeasonalTopics/Activities

ProfessionalTopic:Assessment
_____Reviewstatestandards/curriculumalignment/studentassessmentdata&plantogether.
_____Shareaneffectivemotivationstrategy.

ProfessionalTopic:Wellness
_____Discussstartingakudosfiletorefertointoughtimes.
_____Findwaystocelebratebeingaparaprofessional.
_____Talkabouthowtofindtimeforfriendsandfamily(findingabalance).
_____Discussholidayplanningin/outofschool.
_____Reviewclassroommanagementanddisciplineissues/strategies.
_____Discussstrategiesforworkingwithvariedpersonalities.

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Mentor/MenteeCollaborativeGuide
Month3

Mentor______________________

Mentee_______________________

SeasonalTopics/Activities
ProfessionalTopic:Instruction
_____Encouragementeetovaryinstructionalstrategiestomeetmultipleintelligencesandlearningstyles.
_____Discusscooperativelearningstrategies.
_____Discusslessondesign:opening/closingalesson,pacing,checkingforunderstanding&reteaching,
_____Helpthementeeimprovetheirquestioningtechniques.
_____Examinestudentworktoimproveinstruction.

ProfessionalTopic:StudentMotivation
_____Discussstrategiesforenhancingstudentmotivation.
_____Brainstormclassroomenergizers.

ProfessionalTopic:Reflection
_____Reflectonthelast3months.Havementeeidentifyareasofstrength&anareaforprofessionalgrowth.
_____Shareyourownprofessionalsuccessesandfailures.
_____Engagementeeinareflectiveconversationaboutaneducationalissueorconcern.

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Other
Support
Documents

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Active Para Mentor Rubric

Expectations

Availability

Problem Solving

Confidentiality

Encouragement

Model Attitude

Actively Involved

Involved

Non-involved

The mentor is always

available to the new
paraprofessional. The
mentor frequently
initiates contact.
Regular mentor
sessions are planned.

The mentor is usually

available whenever the
new paraprofessional
has concerns. The
mentor initiates some
contact. Regular mentor
sessions are planned.

The mentor is rarely

available to meet with
the new
paraprofessional. The
mentor initiates no
contact. No mentor
sessions are planned.

The mentor frequently

leads the new
paraprofessional into
discovering possible
solutions to problems
on his/her own through
asking questions and
making suggestions.
Occasionally, the
mentor includes
reference to how
he/she would handle
the situation.

The mentor suggests

several ideas or
possible solutions to the
new paraprofessional.
The mentor occasionally
leads the new
paraprofessional into
discovering solutions
and answers on his/her
own by asking
questions of the new
paraprofessional.

When asked for advice,

the mentor exclusively
tries to solve problems
by telling the new
paraprofessional how
he/she would have
handled the situation.

The mentor is sensitive

to and closely adheres
to the firewall
between mentoring and
evaluation. Topics and
discussion from
mentoring sessions are
not shared with other
staff or administration.

The mentor adheres to

the Firewall between
mentoring and
evaluation. Topics and
discussion from
mentoring sessions are
not shared with other
staff or administration.

The mentor is
unfamiliar with the
firewall between
mentoring and
evaluation. Topics and
discussion from
mentoring sessions are
shared with other staff
or administration
inappropriately.

The encourages the

new paraprofessional to
try new things, expand
his/her skills and
become actively
involved in the
classroom. The
encouragement to
succeed is genuine.

The mentor encourages

the new
paraprofessional to
keep up his/her hard
work and efforts. The
encouragement is
genuine.

The mentor provides

little or no
encouragement to the
new paraprofessional.

The mentor models a

positive attitude toward
the staff, the students,
the district, and the
community at large.

The mentor usually

models a positive
attitude toward the
staff, the students, the
district, and the
community at large.

The mentor often

complains and has a
negative attitude
toward the staff, the
students, the district, or
the community at large.

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Possible Paraprofessional Training Topics

Mentors:

Becoming an Active Paraprofessional Mentor (could join teacher mentors)

Mentees:

The 7 PRs (relationship skills - could join new teachers or do for all paras)
Paraprofessional Competencies

All Paraprofessionals:

Technology: iPad, Schoology, TIES

The 7 PRs (relationship skills)
Other: CPI, Blood Borne Pathogens, Split Scheduling

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Program Evaluation Survey Questions

Availability:
My mentee and I met regularly.
My mentor and I met regularly.
Time:
The time with my mentee was adequate.
The time with my mentor was adequate.
Support/Confidentiality:
I provided professional and confidential support for my mentee.
My mentor provided professional and confidential support.
Problem Solving:
I felt comfortable working with my mentee on challenges he/she had.
I felt comfortable working with my mentor on challenges I had.
Work with teachers and case managers:
My mentee has learned to work effectively with the teaching staff and case
managers.
I feel effective in working with the teaching staff and case managers.
Student Management:
My mentee's student management skills improved throughout the year.
My student management skills improved throughout the year.
Skills and Attitude:
My mentee demonstrates the skills and attitude to be an effective
paraprofessional.
I demonstrate the skills and attitude to be an effective paraprofessional.
School Culture:
My mentee was successful in becoming part of the school culture.
I became part of the school culture.
Responsibilities:
My responsibilities as a mentor were appropriate and realistic.
My responsibilities as a new teacher (in and out of the classroom) were
appropriate and realistic
Responsibilities Communicated:
My responsibilities as a mentor were clearly communicated.
My responsibilities as a new teacher were clearly communicated.
Problem Resolution
Any problems were resolved constructively and professionally.
I felt supported by the program coordinator.
Training:
The mentor training I received was helpful.The professional development
opportunities offered were appropriate and helpful.
I grew professionally from being part of the induction program.
Overall Satisfaction:
Overall, I was satisfied with the induction program.
Future of Program and Mentoring
What were the most beneficial components of the induction program this year?
How do you feel the induction program could be more beneficial for new teachers?

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