3125 - ENTRY-YEAR PROGRAM

Perry Local School District

Bylaws & Policies

3125 - ENTRY-YEAR PROGRAM

Purpose: Ohio’s Teacher Education and Licensure Standards, enacted in Senate Bill 230, effective January 1, 1998, requires beginning teachers and principals to successfully complete an Entry-Year Program and assessment to qualify for a professional license. Section 3301-24-04 (A)(2) of the standards declares that:

"The Entry-Year Program shall include both a formal program of support, including mentoring to foster professional growth of the individual, and assessment of the performance of the beginning teacher or principal."

Intention: School years: 2000-2001 and 2001-2002

Beginning in the school year 2000-2001 and 2001-2002, the Board of Education intends to provide all first year (in Perry) professional staff members, who hold a provisional certificate, with a one (1) year-long program of orientation, assistance, and support during their first year of employment in the District.

School years: 2002-2003 and thereafter

Beginning in the school year 2002-2003 and thereafter, the Board intends to provide a first year (in Perry) professional staff members, who hold a provisional license, with a two (2) year long program or orientation, assistance, and support during their first two (2) years of employment in the District unless those staff members have already passed the State Board approved assessment for a professional license when hired. In which case, those staff members will undergo a one (1) year-long program of orientation, assistance, and support during their first year of employment in the District. The Board intends to provide all first-year professional staff members who hold a professional license with a one (1) year-long program of orientation, assistance, and support during their first year of employment in the District.

Definitions:

	A.	"Entry-Year Program"

		Beginning in the school year 2000-2001 and 2001-2002, "Entry-Year Program" means a formalized program provided by the District to meet the unique needs of an individual in the first year of employment under a provisional certificate.

		Beginning in the school year 2002-2003, "Entry-Year Program" means a formalized program provided by the District to meet the unique needs of an individual in the first two (2) years of employment under a provisional license or in the first year of employment under a professional license. (See paragraph two of Intention)

	B.	"Entry-Year Teacher" or "Entry-Year Principal"

		Beginning in the school year 2000-2001 and 2001-2002, "Entry-Year Teacher" or Entry-Year Principal" is an individual in the first year of employment under a provisional certificate.

		Beginning in the school year 2002-2003, "Entry-Year Teacher" or "Entry-Year Principal" is an individual in the first two (2) years of employment in the District under a provisional license or in the first year of employment in the District under a professional license. (See paragraph two of Intention)

	C.	"Mentor"

		Beginning the schools years 2000-2001 and 2001-2002, "Mentor" is a person who has completed a District prescribed training assigned to provide professional support to an individual in the first year of employment in the District under a provisional certificate.

Beginning in the school year 2002-2003, "Mentor" is a person who has completed a District prescribed training assigned to provide professional support to an individual in the first two (2) years of employment in the District under a provisional license or in the first year of employment in the District under a professional license. (See paragraph two of Intention)

Authority: The Board will implement the policy by means of an Entry-Year Handbook to be reviewed by the Board every five (5) years.

Responsibility: The Board directs the Superintendent to develop procedures to implement this policy.

Resident Educator

A.	Purpose

	The Resident Educator Program for beginning teachers will provide Ohio’s newest educators with coaching, mentoring and guidance that are critical to improving their skills and knowledge and student achievement.

B.	Definitions

	1.	Resident Educator Program

		The four (4) year program created by statute designed to provide newly licensed Ohio educators quality mentoring and guidance. Successful completion of the residency program is required to advance to a five (5) year professional educator license.

	2.	Mentor

		A mentor is a teacher trained and assigned to provide professional support to a Resident Educator following the guidelines and protocols of the Resident Educator Program.

		a.	1-1 Mentor – a mentor that is mentoring an RE-1 or an RE in his/her first year in the Perry Local School District. A 1-1 mentor can have a maximum of two (2) mentees.

		b.	Cohort Leaders – mentoring a cohort of two (2) to four (4) RE-2s.

		c.	RESA Facilitators – mentoring a cohort of up to four (4) RE-3s and RE-4s.

	3.	Resident Educator

		A Resident Educator is a teacher employed under a Resident Educator License.

		a.	Resident Educator-1 (RE-1) – holds a four (4) year RE license; 1^st year in the Resident Educator Program

		b.	Resident Educator-2 (RE-2) – holds a four (4) year RE license; 2^nd year in the Resident Educator Program

		c.	Resident Educator-3 (RE-3) – holds a four (4) year RE license; 3^rd year in the Resident Educator Program

		d.	Resident Educator-4 (RE-4) – holds a four (4) year RE license; 4^th year in the Resident Educator Program

C.	Program Coordinator

	1.	Responsibilities

		a.	Planning and administration of the program;

		b.	Coordinate selection and assignment of mentors with building principals;

		c.	Coordinate the training of mentors and resident educators.

	2.	Compensation

		a.	Ten percent (10%) of the base salary;

		b.	Three and one-half percent (3.5%) of the base salary with at least forty percent (40%) reduction in teaching duties as mutually agreed upon between the program coordinator and administration;

		c.	Five (5) days extended time.

D.	Committee

	1.	Responsibilities

		a.	Collaborate in the planning and administration of the program;

		b.	Review the program’s effectiveness;

		c.	Address/solve, mentor/resident educator concerns, issues, problems; and

		d.	Comply with ODE and statutory requirements.

	2.	Committee Makeup

		a.	This committee will include the program coordinator, assistant superintendent, and a representative from each building.

		b.	Committee members shall be trained mentors.

	3.	Release Time

		Committee members attending the entire orientation day, who are not acting mentors for that school year, may use it as their optional work day.

E.	Mentors

	1.	Qualifications

		Mentors must have the qualifications set forth by ODE.

	2.	Selections

		a.	A mentor teacher shall be assigned to a resident educator with consideration given to common grade level, content area, and building. Should no mentor be available in the area of certification/licensure, a mentor from in the grade level or subject area most closely related to that of the resident educator may be assigned.

		b.	Participation in the program as a mentor teacher is voluntary.

	3.	Training

		Mentor teachers shall be provided ODE required mentor training.

	4.	Responsibilities

		The mentor teacher shall carry out the Resident Educator Program in conjunction with the resident educator as developed by ODE. The mentor does not have a formal evaluative role. The mentor’s role is to support the growth of the resident educator as an instructional mentor through formative assessment tools.

	5.	Release Time

		a.	Each mentor teacher shall be granted release time for observations. Release time shall be separate from any other release time covered under this agreement and shall be coordinated by the Superintendent.

			1)	1-1 Mentor – One (1) day per RE. The days may be used in half (1/2) day increments and shall be coordinated by the building principal/immediate supervisor.

			2)	Cohort Leader/RESA Facilitator – at least half (1/2) day release for each resident educator in his/her cohort.

		b.	Each mentor teacher shall be granted release time to attend necessary training.

F.	Compensation

	1.	In addition to the mutually agreed upon released time, each mentor teacher shall receive a stipend to be paid in June of that school year.

		a.	1-1 Mentor – three percent (3%) of the base salary for each resident educator

		b.	Cohort Leaders (Curriculum Support) – two percent (2%) of the base salary

		c.	RESA Facilitators (Curriculum Support) – two percent (2%) of the base salary

	2.	The District will pay all training fees required for mentors to receive the current mandatory ODE State mentor training.

G.	Resident Educator

	1.	The resident educator shall receive all resources required to complete the current mandated program by ODE.

	2.	The resident educator shall be provided release time not to exceed three (3) days per year for the purpose of observing classes, meetings with his/her mentor, attending recommended workshops, assessment preparation, etc. The days may be used in half (1/2) day increments and shall be coordinated by the building principal/immediate supervisor.

H.	Protections

	1.	Other than a notation to the effect that a teacher served as a Mentor teacher, the teacher’s activities as a Mentor teacher shall not be part of that resident educator’s evaluation.

	2.	No resident educator shall be required to remain in a Resident Educator Program after advancing to a professional educator license.

	3.	Mentor teachers shall not participate in the evaluation of any resident educator.

	4.	Mentor teacher shall not be requested or directed to make any recommendation regarding the continued employment of the teacher.

	5.	No mentor teacher shall be requested or directed to divulge information from the written documentation, or confidential mentor/resident educator discussions.

	6.	All interaction, written or oral, between the mentor teacher and the resident educator shall be confidential. Any violation of this tenet by the mentor shall constitute grounds for immediate removal from his/her role as mentor teacher.

	7.	After the first observation but prior to the start of the second semester, unless there are extenuating circumstances, either the mentor teacher or the resident educator may exercise the option to have a new mentor assigned. No specifics shall be given as to the exercise of the option and no prejudice or evaluation is to be given such change.

	8.	All members of the committee, mentor teachers, and resident educators shall keep confidential all discussions, actions, materials and other information to the extent permitted by law.

	9.	Mentor teachers shall communicate directly with the resident educators and shall not discuss/report the performance and progress of the resident educator with any administrator, assessor, or other teacher.

	10.	The regular evaluation of the mentor teacher shall not be affected in any aspect by the Resident Educator Program or its demands.

I.	Records

	The committee shall keep and retain records of its meetings, decisions, actions and recommendations to the extent permitted by law.

Protégé Program

A.	Definition: "Protégé Program" means a program of support for teachers new to Perry Local Schools, not required to participate in the Resident Educator Program as defined by ODE.

B.	Requirements

	1.	Protégés shall attend the New Teacher Orientation.

	2.	Protégés are required to meet with their mentor, outside of the school day, for a total of four (4) hours throughout the year.

C.	Compensation: Protégé Mentors – One percent (1%) of the base salary.

Adopted 5/22/01
Revised 5/22/12
Revised 2/24/15