This document provides an overview and objectives for a mentor initial training program at SMIC schools. It outlines that mentors will support both level 1 teachers, who are new to teaching, and level 2 teachers, who have more experience. Key responsibilities for mentors include providing classroom and transition support, meeting regularly with mentees, and completing summary of interaction logs. The training emphasizes the importance of effective communication and creating a nurturing relationship to improve teaching performance and retain promising teachers.

1. Honor * Excellence * Community * Joy
Mentor Initial Training
May 30, 2016
Jamie Harper, K-12 Mentor Coordinator

2. Objectives
The SMIC Mentor Initial Training
Objectives:
What is mentoring?
Provide an overview of SMIC
Mentor/Mentee Program, and
 Level 1 & 2 mentor responsibilities
Honor * Excellence * Community * Joy

3. Warm Up Question
Warm-Up question
What is a mentor?

4. Mentoring Teachers Video
As you watch the video, write
down which feelings you
have already experienced.
Honor * Excellence * Community * Joy

5. Mentoring Teachers Video
Mentoring Teachers
Honor * Excellence * Community * Joy

6. Mentoring Teachers Video
Partner Share
what you noted~
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7. Effective Mentoring Relationships
 “When veterans and novices work together in a
nurturing relationship, each gets something of
real value from the other. Veterans gain energy;
novices gain inspiration. Isolation fades,
connection flourishes, pain turns into wisdom – a
joyful wisdom that makes the difficulties in our
work endurable and keeps both veteran and
novice coming back for more.”
“A Tale of Two Children”
David Shoemaker, Phi Delta Kappan, 2005
Honor * Excellence * Community * Joy

8. Why Mentoring?
 To improve teaching performance in order to
raise student achievement;
 To promote the personal and professional
well-being of mentee teachers;
 To transit the culture of SMIC school culture
and system to mentee teachers; and
 To increase retention of promising mentee
teachers.
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9. Essential Components of the SMIC
Mentoring Program:
Confidential and Non-evaluative
Level 1 & 2 Transition to China support
Level 1 Focus on new teacher support
Trained Mentors
Intentional and purposeful support
program
School commitment
Honor * Excellence * Community * Joy

10. Mentor’s Most Important Function
Communication
The mentor and mentee have scheduled
times to meet.
The mentor and mentee communicate via
We chat, phone, and e-mail between in
person visits.
May 2016

11. Mentoring Teachers to SMIC
What are the differences between mentoring
level 1 and level 2 mentees?
 Level 1 teacher mentees are new to the
profession with 3 or less years of classroom
teaching experience and in need of internal
and external classroom support.
 Level 2 teacher mentees have 4 or more
years of classroom teaching experience and
in need of external classroom support.
Honor * Excellence * Community * Joy

12. Mentoring Teachers to SMIC
What are some top
priorities for mentoring
Level 1 & 2 teachers
to SMIC?
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13. Mentoring Level 1 & 2 Teachers to
SMIC
What are some top priorities for new teacher
mentees?
Help with room set up and where to find
resources.
Help with preparing for Orientation.
Help with locating unit plans in Atlas.
Help with first Fapiao
Any others?
Honor * Excellence * Community * Joy

14. Mentoring Teachers to SMIC
Documentation
What is a Summary of
Interaction?
How often do I use it?
Who do I give it to?
Honor * Excellence * Community * Joy

15. Mentor Meetings – Jamie Harper
Level 1 Mentors will meet at the
initial Orientation meeting and
every month during the school
year to discuss Mentee needs
and Summary of Interaction
Logs
Honor * Excellence * Community * Joy

16. Mentor Meetings – Jamie Harper
Level 2 Mentors will meet at
the initial orientation
meeting and one formal
mentor meeting thereafter
providing the Summary of
Interaction log to Mentor
Coordinator.Honor * Excellence * Community * Joy

17. Mentoring Teachers to SMIC
Example of Summary of Interaction Log
(see handout)
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18. “The most powerful form of learning, the
most sophisticated form of staff
development, comes not from listening to
the good works of others, but from
sharing what we know with others….
By reflecting on what we do, by giving it
coherence, and by sharing and
articulating our craft knowledge, we make
meaning, we learn.”
Roland Barth
Director of Principals’ Center Harvard University
May 2016

19. Partner Share
 What do you think will be the most difficult
part of mentoring a new to SMIC school
teacher?
 What are some of the pressures of classroom
teaching and living in China that might lead a
teacher to having difficulties?
 How will you make a difference this year as a
mentor?
Honor * Excellence * Community * Joy

20. Review of Expectations
What is mentoring?
What is the purpose of the SMIC
Mentor/Mentee Program?
 What are your responsibilities as a Level
1 & 2 mentor?
Honor * Excellence * Community * Joy

21. What Questions Do You Have?

22. Thank You
For making SMIC school a better place to
teach, learn and grow!
Giving your time and professionalism