MENTOR MENTOR CONSULTANT CONSULTANT HANDBOOK HANDBOOK 2019-2020 2019-2020
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MENTOR CONSULTANT HANDBOOK
EXECUTIVE LEADERSHIP INSTITUTE
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EXECUTIVE LEADERSHIP INSTITUTE 40 RECTOR STREET, 12TH FLOOR - NEW YORK, NY 10006 - (212) 823-2020 - ELIPD.ORG
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Dr. Eloise Messineo
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Executive Director eloise@csa-nyc.org
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Sharon Rachelson
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Director of Operations srachelson@csa-nyc.org
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ADMINISTRATIVE ASSISTANTS:
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Duane Dawson duane@csa-nyc.org
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Laura Daniels
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Anna Verani
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averani@csa-nyc.org
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(EL EXECUTIVE LEADERSHIP INSTITUTE
MENTOR CONSULTANT HANDBOOK
EL I)
MENTOR/CONSULTANT HANDBOOK
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1. Assignment of Mentors 2. Forms for Mentoring 3. Introducing Yourself and the First Visit 4. Protocols for All Visits 5. Mentoring an Education Administrator
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A. MENTORING
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TABLE OF CONTENTS
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B. WORKSHOP FACILITATION, CURRICULUM WRITING AND CUSTOMIZED PROFESSIONAL DEVELOPMENT
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6. Workshop Facilitation 7. Curriculum Writing 8. Customized Professional Development
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C. SUBMITTING INVOICES FOR PAYMENT
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MENTOR/CONSULTANT
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The Executive Leadership Institute (ELI) is the professional development affiliate of the Council of School Supervisors and Administrators (CSA). Since 2002, ELI has been a not-for-profit organization designed to deliver practical, relevant and essential professional development for schools and school leaders.
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ELI is an approved CTLE Sponsor and a New York City Department of Education and New York State Education Department approved contracted vendor for professional development services.
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Go to the ELI website, www.elipd.org, to find out about programs offered and find current personnel contact information.
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This Handbook is designed to provide information and practical suggestions to the consultants who work as mentors and workshop facilitators.
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A. MENTORING
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The School Leadership Institute (SLI) is designed to support newly assigned (1-2 years) Assistant Principals, Education Administrators, Supervisors, Early Childhood Directors and Assistant Directors. The School Leadership Institute (SLI) is designed as a two-year leadership seminar series (Series I and II) to build, expand and enhance fundamental school leadership skills and knowledge through a wide variety of highly developed essential strategies, engagement in critical thinking scenarios, and exploration of educational leadership-related literature. Each SLI participant is assigned a mentor for visits at his/hers school or work site. Mentors provide one-on-one support and integrate the content of the SLI workshops into their daily routines.
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(EL EXECUTIVE LEADERSHIP INSTITUTE
MENTOR CONSULTANT HANDBOOK
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1. Assignment of Mentees
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1.1. Mentees are assigned by the Director of Operations. Every effort is made to assure a fair allocation of mentees. Mentees are usually assigned for two years to mentee.
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1.2. Efforts are made to assign mentees to mentors with the appropriate area(s) of expertise; e.g., former elementary school principals assigned to elementary school APs; former high school principals with a mathematics background assigned to math APs; etc.
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1.3. Efforts are made to assign mentors according to borough preferences and mode of transportation. You should inform the Director of Operations of any preferences you have. For example, you prefer to work in a particular borough or, you prefer schools accessible from particular subway lines. The more restricted your preferences, the fewer mentees will be available for assignment.
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1.4. If you cannot accept a mentee assigned, inform the Director of Operations immediately so the mentee can be re-assigned. Suggested rule of thumb: If it would take you more than two hours total travel time using your preferred modes of transportation, you could request that the mentee be re-assigned.
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1.5. If you feel there may be any problem -– for example, you are assigned to a mentee in a school and do not have the best relationship with the current principal – let the Director of Operations know.
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1.6. If you accept the assignment, let the Director of Operations know. E-mail the assigned mentee as soon as possible. Some mentors like to e-mail an “information sheet” for the mentee to complete so that they can better plan the first visit (see Attachment A: Sample Mentee Information Sheet). Provide suggested dates for the first meeting. See Section 4 for more information.
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1.7. Before your first visit, check the DOE website to find out about the school, particularly statistics and other items your mentee may be responsible for. Check the school’s own website for further information. You may be able to use some of this on your first visit.
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1.8. Try to schedule the first meeting as soon as possible, especially for first year mentees who will need your expertise and advice. Almost all will be a bit overwhelmed and need your help with office organization, time management and interpersonal relations.
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1.9. Create a manila (or other type) folder for each of your mentees. If you use an information sheet, put this completed sheet into the folder. Keep copies of all your Visit Overviews in this folder. Also, create an electronic folder for each mentee, where you keep electronic copies of these as well. There are recording requirements and sometimes you may need to reference these in the future.
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2. Forms for Mentoring THE DIRECTOR OF OPERATIONS WILL SEND YOU ELECTRONIC COPIES OF ALL THESE FORMS. 2.1. Visit Overview: to be completed as soon as possible after each visit.
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• Suggestion: Create a template form for each mentee with as much of the heading completed as possible. Eliminate the lines, as they get in the way when you word process.
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• Most mentors use bullets, detailing the main topics discussed, but any format you are comfortable with is acceptable.
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• The information should provide ELI with a good idea of what was discussed during the 2 ½ hours of the visit. Keep in mind that this program is supported by grant monies and the grantees may want verification of the work done.
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• Suggestion: Try to keep the length of your report to no more than two pages. Use 12-point type. If your report goes over two pages, adjust this to 11 or 10 or 9 point so that it fits.
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• Do not use the names of teachers – refer to them as Mr. X or Ms. Y. If you feel something might compromise confidentiality, use generic language. For example, the mentee tells you that she feels the principal is undermining her authority. You could write that “we discussed the importance of creating a ladder of authority among the administrators and appropriate strategies for accomplishing this.” Do not include anything the mentee wants totally confidential.
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In general, after the heading, your report will have two parts:
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(1) Last workshop attended – in addition to noting this, you can provide a reason if the mentee did not attend and note that you helped him/her register for the next one.
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(2) Main part of the report. If the mentee attended the last workshop, one bullet or paragraph should refer to your discussions about this. At least one bullet or paragraph should be a follow-up to what was discussed at the last visit (for example, if you and the mentee discussed an upcoming post observation conference, you could indicate how this actually went). The rest of the bullets or paragraphs would deal with new items. The last sentence could be a reminder of the next meeting. Relate different items discussed to the SLI workshop topics. Attachment B: Sample Visit Overview
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• It is not required that you send a copy to the mentee. Some mentors dislike this practice; others feel it builds trust and provides the mentee with a summary he/she can refer to. You decide what you want to do.
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2.2. Mentoring Completion of Service – must be completed for each visit.
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• Create a template for each mentee and put it in his or her electronic folder. Fill all the information except the dates, times and signatures. Print out ten copies and put them in mentee’s folder.
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• Have the mentee sign this form at each session. At the end of the session, fill in the time you leave in front of the mentee.
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• The visit must be a minimum of 2 ½ hours. You can stay longer, but you get no extra compensation for this. The time begins the moment you enter the school – so if it takes time to sign in, get picked up, be escorted to the room, etc., this is all part of the visit. You cannot have a “double visit,” i.e., two visits with the same mentee in one day.
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See Attachment C: Sample Mentoring Completion of Service Form
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2.3. Expense Voucher, Invoice AND Mentor Sessions Summary Sheet: The information on how to complete these forms are reviewed at the September meeting. See Attachment D (Sample Expense Voucher), Attachment E (Sample Invoice) and Attachment E (sample Mentor Sessions Summary Sheet)
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3. Introducing Yourself and the First Visit PRIOR TO THE FIRST VISIT:
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3.1. Once you receive the name and contact information for a mentee, you should send him/ her an e-mail with a short note welcoming him or her to the ELI SLI Program. Provide a short bio of yourself. Give your contact information and ask the mentee to complete an info sheet (see below). Give the mentee two or three possible meeting dates within the next few days and ask the mentee to let you know which one is best.
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3.2. Some mentors provide some sort of info sheet, including a blank schedule (See Attachment A) so you will have some background on the mentee and a copy of his/her schedule so you will know the best time for a visit.
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3.3. Once you have a date and the mentee’s schedule, set up the time for the visit and inform the mentee you will be visiting between xx and xx (the visit is 2 ½ hours) on the date agreed upon. Ask the mentee if he or she could set up a short visit with the principal. Ask the mentee if there is any particular topic he or she would like you to address on this first visit.
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3.4. Before the visit, go to the DOE website to find out information on the school, including any stats the mentee may be responsible for; if the school has its own website, look it over.
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3.5. Go over the information sheet sent by the mentee. Check if the mentee attended any summer workshops and review any prior administrative assignments (dean, programmer, etc.) the mentee may have had.
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AT THE FIRST VISIT:
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3.6. Attachment G provides a Protocol for Mentor’s Initial Visit to the Mentee’s School and a list of suggested questions for this first visit.
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3.7. Have the mentee go to the ELI website and sign up for the first four workshops (if not already attended over the summer). Explain that the mentee may attend any workshop in any borough to better accommodate his or her schedule. He or she may change boroughs each time.
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3.8. Please go over these five very important “ground rules” with your mentee:
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• Your work with the mentee is confidential and should not be shared with any DOE personnel, including his/her principal. You do write a summary report which you send to ELI. This report will not give details on any sensitive items discussed. For example: If the mentee talks about having a terrible relationship with another AP, the report might include “we discussed issues of interpersonal relations and strategies for team building.”
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• Keep in mind that APs are extensions of the principal and anything they do or say must reflect the policies of the principal. APs should never disagree with any school policy in front of staff members.
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• On visits, you can accompany the AP on his or her duties. With the participants’ permission, you can sit in on conferences (including post-observations) and meetings. Always tell any participants that you are not DOE, not evaluative and only there to work with the AP. The one thing you cannot do is accompany the AP on an observation that will be entered into Advance (prohibited by UFT contract).
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• While ELI is an affiliate of CSA, mentors do not deal with contractual issues. If the mentee has a concern about a CSA contractual matter, refer him or her to the appropriate CSA District Representative or the CSA legal department. For names and contact information, see Attachment H.
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• Finally, you recognize that the mentee’s time is of value and you do not want to waste it. The mentee can help by having a plan every time you visit – a list of things to do or discuss. (In reality, this almost never happens.)
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3.9. If the mentee has arranged it, have a brief meeting with the principal. Principals like to know who is in the school and this will give you a chance to remind the principal that he/ she approved participation in the SLI program which includes your 10 visits and the mentee’s attendance at the workshops. Note: Some principals will ask you to report back to him or her. Explain the confidential nature of the mentoring relationship. The principal may suggest some issue you might want to discuss with the mentee, but it must be clear that you will not report back on it.
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3.10. Ask the mentee if there are any immediate issues he/she would like to discuss and address these.
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3.11. Always go to a visit with a “lesson plan,” that is, a topic you would like to explore so that if the mentee raises no issue you have something to discuss. (See 4.8 below)
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3.12. Set your personal ground rules for the mentoring relationship. This varies from mentor to mentor. Here are some possible suggestions:
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• Have a set policy if the mentee needs to cancel your visit on short notice; e.g., the mentee must text you by 7:00 AM of the morning of the visit.
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• Mentoring is not limited to the visits. Set up your preferences on how the mentee may contact you to discuss a problem or ask a question; e.g., preferences for calls, texts and e-mails. You might place limits, on telephone calls; e.g., not before 8:00 AM or after 9:00 PM. You should inform your mentee when you will be out of town and unavailable; also, leave a vacation message on your e-mail account.
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3.13. Tentatively schedule your next four or five visits, looking at your calendar and that of your mentee. In general, there are fewer cancellations when this is done because the mentee will schedule other things around your visit. In December or January, schedule all remaining visits.
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3.14. All mentors are retirees. The scheduling of your visits is up to you, but you must consider the schedules of your mentees as well. For example, you cannot visit them on days when they are scheduled to attend workshops or on days you know from your experience will be very busy (as the days before recesses, testing times, etc.); in addition, they may be required to attend meetings by the superintendent. You also do not want to bunch visits too close together or leave too many for the end of the school year. Here are some general scheduling suggestions. Keep in mind that the schedule of each mentee is unique and you should modify these suggestions as needed.
Space out visits 4, 5 and 6 in November, December and January.
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• Do at least three visits total in September and October. For first year APs especially, front-loading these visits may help them avoid early mistakes.
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• Schedule the last four visits within February, March and April and May. (March is a good month for two visits – there are usually no holidays).
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• This will give you early May to make up any visits. Usually, visits must be completed by a May cut-off date.
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• If a mentor is assigned to you later in the semester, as in October, November or even December, you will need to schedule visits more closely to complete ten by the cutoff date in May.
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4. Protocols for All Visits
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4.1. Prior to the visit, review your previous visit to see if there are any items you want to follow-up on. 4.2. Follow the school’s procedures for visitors, which are as varied as the schools. In all, you will need to show photo ID and sign in. Some will give you an ID sticker to wear while in the building. Some will have you report to the main office where you will sign in again. Some will have you wait until someone escorts you to the room. When you leave, stop at the security desk to see if you must return your ID sticker and/or sign out.
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4.2. Your time and expertise are valuable. So, the clock time for the visit begins the moment you enter the school and ends the moment you leave the school. So, if the sign-in process at the door takes ten minutes, this is ten minutes of the visit; if the elevator is out and it takes you fifteen minutes to climb the six flights of stairs, this is part of the visit. If the AP is called out for an emergency meeting which you cannot attend, the time you are left alone is still part of the visit – you can call the AP afterward to debrief and put this into your report. If the AP leaves during the visit and does not return during the 2 ½ hour time frame, leave a note for him or her to call you for a debrief and leave the school. In short, you are spending your time to travel to and from the school or site; once you arrive, you are “on the clock” for 2 ½ hours only; staying longer would be due to your personal generosity.
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4.3. Once you arrive at the school, fill in the information on the Completion of Service form, including the time of your arrival at the school. Sign and date the form. Toward the end of the visit, fill in the time of departure and have the mentee sign and date the form. It is a good idea to keep this form in front of you during the session so you do not forget to have the mentee sign it before you leave the school.
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4.4. Ask the mentee about the last SLI workshop attended and how he or she will implement some of the ideas discussed. Include this discussion as a bullet or paragraph in your Visit Overview. Remind the mentee of the date of the next workshop and be sure he or she has registered.
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4.5. Ask if there are any pressing concerns the mentee has and address them. In many cases, this will take up the entire visit.
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4.6. Many of our mentees have multiple tasks and it is difficult for them to give up two and a half hours of their time. You may, of course, assist them with their tasks so that their time is used well. As you assist, you can discuss any topic and/or examine the procedures for whatever you are doing. You may also shadow the mentee as he or she goes on daily rounds or fulfills responsibilities. The one thing you cannot do is accompany the AP on an observation that will be entered into Advance (prohibited by UFT contract).
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4.7. Always have a “lesson plan” you can use if there is time left to the visit. Every mentor does this differently. You could build these around the eight SLI workshop topics for the year and/ or topics which you feel most mentees will need. These might include Taking Control of Your Office; Taking Control of Your Calendar; Organizing Your Department; The Observation Process and Advance; Fostering Relations with the Principal and Other APs; Curriculum; Working With Difficult People; The Hiring, Training and Retention of Teachers; Planning Meetings and PD; Student Discipline; Working with Data; Programming; Parental and Community Relations; etc.
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4.8. Some mentors bring a recent article (or send it in advance) to discuss. New APs rarely have time to keep up with the literature, so this is a way of helping them keep current.
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4.9. The final workshop for SLI, Series I, addresses Tenure procedures. You might want to deal with this sometime in the fall, suggesting that each mentee create a tenure folder and save appropriate documents. (Requirements for tenure change frequently and may vary from superintendent to superintendent. ELI will keep you updated on the process.)
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4.10. The skills of school leadership are generic: good interpersonal relations, time management skills, curriculum writing, observation procedures, etc. For these all mentors can assist any mentee. However, sometimes there are very specific questions a mentor cannot answer. For example, if you are supervising a Special Education AP but have no special education background to answer specific compliance questions, you can contact the Director of Operations to arrange for a specialist in special education to visit the mentee.
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4.11. If something comes up that you do not know the answer-- e.g., a certification question – inform the mentee that you will consult with your ELI colleagues and get back to him or her. Then, call the Director of Operations for assistance.
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4.12. Many principals are themselves relatively new, so it is not unusual for him or her to ask the advice of a mentor. Within the parameters for working with your AP mentee, you may of course do this. You should also inform the principal that, for a reasonable fee, ELI will design professional development to his or her specifications. If the principal has any other needs for the school, as programming, compliance, new strategies for co-teaching, etc., the same is true. The following is from the ELI website:
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The Executive Leadership Institute offers customized professional development for schools, districts, and school leaders based on a fee structure. Our consultants will design a program for you based on your needs.
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We can accommodate specific requests whether you need special assistance with your instructional walkthroughs, guidance on how to interpret data to help guide curriculum or workshops on school climate. A cost proposal will be provided for each request for customized professional development services.
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ELI is an approved contracted vendor for professional development services for both the New York City Department of Education and the New York State Education Department as well as an Approved Continuing Teacher and Leader Education (CTLE) Sponsor.
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Please contact us if you have any questions about costs or funding sources: Contact Sharon Rachelson at srachelson@csa-nyc.org (212) 823-2085. NYC & NYS Contract #: QR929CN NYC & NYS Vendor #: 300075905
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5. Mentoring an Education Administrator
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5.1. Unlike other mentees, Education Administrators are not school-based. 5.2. EAs work from offices. Visits should take place in their office. If there are privacy issues for having confidential conversations, the mentor may make an alternate arrangement.
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5.3. If the EA makes visits to school sites, supporting teachers or assistant principals, for example, you could arrange to meet the EA at the school site observing and debriefing.
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B. WORKSHOP FACILITATION, CURRICULM WRITING AND CUSTOMIZED PROFESSIONAL DEVELOPMENT 6. Workshop Facilitation
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6.1. You may receive an e-mail request to facilitate or co-facilitate an ELI workshop at one of the borough centers. You will be given the date and the location of the center. You can accept or decline this assignment, but you must inform the Director of Operations immediately. If you accept, ELI will send you copies of the Facilitator’s Guide, Power Point and Resources so you can prepare in advance.
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6.2. If you accept and are co-facilitating, you need to contact your partner to set up a planning day. Your partner will be a coordinator who will explain procedures to you. If you have questions, contact the Director of Operations.
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6.3. You are paid for one day for the facilitation or co-facilitation of the single topic workshop and a half day to prepare.
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6.4. See Attachment I for information regarding procedures and equipment in each borough center.
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6.5. You will bill for your days using the Invoice and Expense Voucher Forms. You must attach a copy the participant sign in form and your own sign in sheet for each workshop facilitated. Mentoring and Workshop Facilitation are paid for by different fund sources and must be billed using a separate set of invoices and expense voucher forms.
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7. Curriculum Writing
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7.1. You may receive an e-mail request to assist with curriculum writing and review. The request will provide you with the details. You may be working alone or with a partner or team.
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7.2. You will be informed in advance as to how many days this task will require.
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7.3. You will bill for your days using the Invoice and Expense Voucher Forms. You must attach your own sign in sheet for each session along with a page or two of the work done. You can bill for this on the same invoice and expense voucher forms you use for Workshop Facilitation.
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7.4. Finalized copies of materials created need to be submitted to ELI.
8. Customized Professional Development (Fee for Service)
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8.1. Sometimes a school or district may request that ELI create a workshop or series of workshops to specification. Based on their expertise and experience, one or more consultants may be asked to develop and deliver these workshops.
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8.2. The Director of Operations, in consultation with the principal and assigned consultants, will determine the number of days that will be required to develop and deliver the materials.
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8.3. You will bill for your days using the Invoice and Expense Voucher Forms. The Completion of Professional Services Form must also be submitted. Fee for Service work must be billed separately from all other work done.
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C. SUBMITTING INVOICES FOR PAYMENT
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Please submit your ELI payroll each month, with all invoices, expense vouchers and other materials before the 5th of the next month; for example, all materials for your September payroll should be mailed to the Director of Operations by October 5th. When submitting materials DO NOT STAPLE ANY ITEMS as they will then need to be separated and scanned. Use paper clips.
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Separate payroll packages must be submitted for each type of work performed. MENTORING: Only used for mentoring visits. Your packet of materials for Mentoring must include the following materials in the order given: (1) Expense Voucher with original signature on the “Requested by” line
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(2) Invoice with original signature on the line at the bottom’
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(3) Mentoring Visit Summary Sheet
(4) Documentation for each of your visits: The Mentoring Completion of Service Form and the Visit Overview.
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Check that everything aligns. For example, if the invoice lists four visits, the Expense Voucher should indicate four visits, with the days of service matching those on the Invoice; the same dates should be added into the Summary Sheet; there should be four sets of materials with the dates matching the Expense Voucher and Invoice.
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CONSULTING: For use for all SLI and Single Topic workshops and for professional development at consultant/mentor meetings. Your packet of materials for consulting work must include the following materials in the order given: (1) Expense Voucher with original signature on the “Requested by” line
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(2) Invoice with original signature on the line at the bottom
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(3) For Workshop Writing (“curriculum development”): a completed sign-in sheet with the agenda for your work; some pages of the work completed. (Note: payment for workshop writing will not be made until the final product is submitted and approved by the Executive Director). Note: the number of days allocated for the writing of a workshop will be pre-determined by the Director of Operations and cannot be exceeded. Must be a separate package
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(4) For Workshop Prep/Plan (“curriculum development and planning”): a completed sign-in sheet with the agenda for the meeting (5) For Workshop Facilitation: Your sign-in sheet from the workshop
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(6) For attendance at consultant/mentor meetings: You do not need to include any documentation – the Director of Operations has the sign-in sheet for the meeting.
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ALPAP: For all work done for the ALPAP program. The materials required are the same as for CONSULTING, above, but must be put in a separate packet of materials. FEE FOR SERVICE: For all Fee for Service work, you are required to submit:
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(1) Expense Voucher with original signature on the “Requested by” line (2) Invoice with original signature on the line at the bottom
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SPECIAL TAX NOTE:
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(3) Completion of Professional Services Form
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You are an independent, self-employed consultant. As such, the ELI payments you receive will have NO deductions for federal, state or local taxes. Please consult with your accountant or tax professional, as this will have an impact on the completion of your tax returns.
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ATTACHMENT C:
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ATTACHMENT A:
Sample Mentee Information Sheet
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ATTACHMENTS
ATTACHMENT D:
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Sample Mentoring Completion of Service Form
Sample Expense Voucher
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ATTACHMENT E:
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Sample Invoice
ATTACHMENT F:
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Sample Mentor Sessions Summary Sheet
ATTACHMENT G:
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Protocol for Mentor’s Initial Visit to Mentee’s School
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ATTACHMENT H:
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Current List of CSA District Representatives and CSA Legal Department Contacts
ATTACHMENT I:
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ELI Technology Guide (for the borough centers)
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ATTACHMENT A: SAMPLE MENTEE INFORMATION FORM
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Page 1 of 2
Please complete the following information and e-mail this form back to me at_______________ __________________________(mentor e-mail address). Thank you. Name:
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Position/Title:
Office:
Cell Phone Number:
Home Phone Number (optional):
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Preferred e-mail address:
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Phone Number/Extension:
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Office Room Number:
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Office Address:
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Name of Principal:
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How long were you a teacher before you became an administrator? __________ years Did you have any administrative or quasi administrative jobs (as AP, programmer, dean, UFT mentor, etc.)? Please describe.
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Please provide information on prior administrative experiences both inside and outside of the DOE
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PLEASE COMPLETE THE SCHEDULE ON THE NEXT PAGE.
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Your Needs and Requests: This is the most important section. Do you have any specific needs or questions you want me to address during my first visit? I am at your service and will try to help you as best I can.
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ATTACHMENT A: SAMPLE MENTEE INFORMATION FORM
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Page 2 of 2
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NAME: ____________________________________________________________________________
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SCHEDULE FOR FALL _____
SCHEDULED RESPONSIBILITIES
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TIME (FROM –TO)
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I usually arrive in my office at:
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I usually leave the school at:
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Is there anything else I should know about your schedule? If so, let me know: (e.g., Are you assigned to stay late on any day? Do you have regularly scheduled staff meetings?)
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Please return this to me, at___________________________________________(mentor e-mail address)
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40 Rector Street 12th Floor New York, NY 10006-1729 tel 212-823-2020 fax 212-962-6130 www.elipd.org
ATTACHMENT B: SAMPLE VISIT OVERVIEW
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Directions: This form is to be completed by the Mentor for each visit to the mentee’s school. Please keep a copy in your folder and attach one copy to your monthly submitted payroll invoice.
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Mentor Name:___________________________________________________________________ Date of Visit: Visit #I-7 Monday, March xx, 20xx Time: 9:45-12:15 Site:____________________(school name) , __________________(school address) , NY, NY_______ Mentee Name: _________________________________________________________
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Date and Title of Mentee’s Last SLI I Workshop: You attended the last workshop on Building Trust and are registered for the remaining workshops. As you joined SLI I late, you missed the first four workshops. You plan to make these up during SLI week this coming summer, currently scheduled for July 15-18 (check the ELI website for finalized details of time and place).
FOCUS OF VISIT: (CONNECTION TO SLI I WORKSHOP TOPIC):
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• We discussed the Building Trust workshop you attende d last week. You found the scenarios very helpful. Some scenarios came from the participants about real issues they have in their schools. You suggested that more of these be included in workshops, as they make them very real and current. Workshop 6
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• We discussed your All-Stars Program. During the fall semester, staff were surveyed regarding three interests they had. Then students completed and interest survey and the interests of students and staff were matched. For one period each month, the students meet with the staff member to discuss matters relating to their mutual interest. There are groups devoted to women’s basketball; baking; Godzilla movies; Photography; etc. The period is varied so no one class loses too much instruction. Some periods will be paired with lunch or at the end of the day to facilitate a class trip. The purpose of the program is to have staff and students bond over common interests. While no academics were intended, some become part of the discussions; e.g., students interested in women’s basketball have been researching the inequalities between men and women basketball professionals and what can be done about this. We discussed how being a part of this program’s administration has made you more aware of the logistics of scheduling and time that go into the planning. We also discussed how some of these groups could become after school clubs. Workshops 1, 4 and 6
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• We followed up on your plan to apply for the New Visions program for special education students. You will be part of a conference call in April. You have received an e-mail with what the topics will be and feel that a main criterion for acceptance into the program will be willingness to handle the data input that will be required. Fortunately, you already have much of the data on spreadsheets. You and other administrators are reaching out one to one with your contacts at New Visions. Workshops 1 and 6 • I accompanied you as you kept the hall clear during lunch, using your time to interact one on one with staff and students on a variety of topics. You also arranged for an unexpected class coverage by speaking directly to the teacher. I have found it interesting how you and the other administrators maintain this personal contact with staff and students even though you are all highly technically savvy. We both felt that this personal touch contributes much to the school culture. Workshops 1, 3 and 6
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My remaining visits for the semester are: 4/8, 4/29 and 5/13
EXECUTIVE LEADERSHIP INSTITUTE
MENTOR CONSULTANT HANDBOOK
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40 Rector Street 12th Floor New York, NY 10006-1729 tel 212-823-2020 fax 212-962-6130 www.elipd.org
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ATTACHMENT C: SAMPLE MENTORING COMPLETION OF SERVICE FORM Date: September 9, 2019
Departed __12:00__________
Every Person High School
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School Name:
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ELI Mentor Name: ________________________________
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Time: Arrived ____9:30_______
School Address: 123 West Any Street, New York, NY
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Mentee Name: ____________________________________
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Please review the information listed above then sign and date below confirming services have been rendered.
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__Signature _______________________________ ELI Mentor Signature
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__Signature______________________________ Mentee’s Signature
9/9/19 Date 9/9/18 Date
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Mentor: This form should be submitted in addition to visit overview sheet.
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Voucher # 9000_____________________
ATTACHMENT D: SAMPLE EXPENSE VOUCHER
Check #____________________________
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Submission Date____________________
EXECUTIVE LEADERSHIP INSTITUTE
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Date of Request: September 30, 2019________ Total Requested: $900.00 Check Payable to: Your Name__________________________________________ Mailing Address: Your Address_________________________________________ Funding Source: DOE CC SAL FFS Date(s) of Service: September 11, 12, 26, 27_________________________
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NATURE OF REQUEST
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G/L Account # $ Amount
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1. Coordinators (with Fringe) 2. Consultants
$900
8. Resources 9. Supplies
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18. Printing 19. Copying 20. Postage 21. Phone
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17. Travel/Conference Printing/Copying/Postage/Phone
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12. Consultants 13. Travel 14. Mentors 15. Food 16. Materials
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10.Computer Hardware/Software 11. Small Equipment Purchase/Repair ALPAP (Only)
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3. Mentor 4 VISITS 4. Guest Speaker 5. Workshop Development (New Curriculum/Revision) 6. Furniture 7. Food
EXECUTIVE LEADERSHIP INSTITUTE
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Approved:_____________________________________________ Date:
9/30/19
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Requested by: __________________________________________Date:
MENTOR CONSULTANT HANDBOOK
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ATTACHMENT E: SAMPLE INVOICE
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INVOICE Date:
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From: Name: Address:
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Executive Leadership Institute 40 Rector Street, 12th Floor New York, New York 10006-1729
Funding Source:
Date(s) of Service
# Days/Sessions
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Description of Service
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For Services Rendered
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To:
Zip:
Total Days/Sessions: ___________
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Daily Rate: __________________
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Total Invoice:
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Signature
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ATTACHMENT F: MENTORING SESSIONS 2019-2020 SUMMARY SHEET
Series I Mentees = 10 sessions; Series II Mentees = 10 sessions
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Mentoring Sessions 2019‐2020 Summary Sheet
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Mentor _____________________________________________ Mentee Name School 1st
3rd
4th
5th
6th
7th
8th
9th
10th
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MENTOR CONSULTANT HANDBOOK
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40 Rector Street 12th Floor New York, NY 10006-1729 tel 212-823-2020 fax 212-962-6130 www.elipd.org
ATTACHMENT G: PROTOCOL FOR MENTOR’S INITIAL VISIT TO MENTEE’S SCHOOL
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Purpose: • Meet briefly with the Principal of the school and explain the scope of the program • Identify and clarify the purpose, structure and confidential nature of the individual mentor meetings with the mentee • Identify the mentee’s goals, aspirations, needs and challenges • Create and maintain a portfolio as a tool for organizing key materials and gathering of documentation in support of his/her candidacy for tenure • Encourage the mentee to get a written record of his/her responsibilities and duties • Assist the mentee in identifying any teachers with “Ineffective” or “Developing” ratings
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What are your strengths? How do you get people to “buy in” to your initiatives? What can you help others do? In what area(s) do you need help? How can I help you? With whom do you feel most comfortable sharing issues? What is you network of sup-
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1. 2. 3. 4. 5. port?
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Getting to know your mentee:
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Reflection questions to identify leadership skills of your mentee throughout the mentorship:
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1. What do you think will be the most significant personal and/or professional challenges to achieving your goal(s) as a school leader? 2. Why do you want to be a school leader? 3. What strengths do you bring to the position? What do you want to work on and how do you think I can best help you? 4. How do you promote teacher leadership? 5. How do you effectively empower teacher leaders? 6. How do you acknowledge accomplishments and/or failure to meet expectations? 7. Are you familiar with the Principal’s APPR? What has been your responsibility in developing and supporting the Principal’s APPR? The CEP? Have you developed Individual Improvement Plans for and with your teachers? How effective has this been as a means of improving instruction? 8. With respect to your own goals and objectives, are there “evidences of success” you can document that can be included in your portfolio?
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ATTACHMENT G: PROTOCOL FOR MENTOR’S INITIAL VISIT TO MENTEE’S SCHOOL Page 2 of 2
SUGGESTED QUESTIONS TO ASK ON FIRST MENTEE VISIT
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1. What are your prior educational experiences? Have you done any quasi administrative or supervisory work (e.g., dean, teacher mentor, coach)?
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2. Did you attend any summer ELI workshops? If so, you completed four of the eight required workshops. Please note the ones you completed so you don’t duplicate them. 3. What type of orientation have you been given at this school? On-going training?
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4. How many teachers do you supervise? Newly assigned ______________ 2nd year teachers_______________ 3rd year teachers_______________ (up for tenure) 4th year teachers not given tenure last year_______________ 5 to 8 years of experience______________________________ Over 8 years_______________________________________
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5. Give me an overview of your school (you should have some knowledge of this from your review of the information at the DOE’s and school’s website) 6. Give me an overview of your department(s) with relevant statistics (ditto)
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7. What are your Goals and Objectives for this year? (If you haven’t had a meeting with your principal regarding this yet, try to schedule one – bring your list, based on the school’s goals and objectives, to the meeting)
* How do your goals and objectives reflect this focus? * What are your responsibilities regarding this focus?
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* What is your school’s Educational Focus?
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* How are the tasks of the teacher teams aligned with this focus?
EXECUTIVE LEADERSHIP INSTITUTE
MENTOR CONSULTANT HANDBOOK
ATTACHMENT H: FILED SERVICE TEAM MEMBERS
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Beshir Abdellatif Assistant Director
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Yvonne Williams Assistant Director
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Wanda Soto Director
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MANHATTAN PRE-K TO 8, HIGH SCHOOLS, D-75, D-79, EA’S AND SUPERVISORS OF
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Page 1 of 4
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Steve Resnick Assistant Director
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BRONX PRE-K TO 8, HIGH SCHOOLS, D-75, D-79, EA’S AND SUPERVISORS OF
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Frank Patterson Director
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Beverly Pascal-Miller Assistant Director
Sandra Solis Assistant Director
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Dominic Cipollone Assistant Director
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ALL BROOKLYN HIGH SCHOOLS AND D-79, BROOKLYN NORTH EA’S AND SUPERVISORS OF Mercedes Qualls Director Ray Gregory Assistant Director Eleanor Andrew Assistant Director
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ATTACHMENT H: FILED SERVICE TEAM MEMBERS
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ALL BROOKLYN PRE-K TO 8 AND D-75, BROOKLYN SOUTH EA’S AND SUPERVISORS OF
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James Harrigan Director
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Kenneth LLinas Assistant Director Nancy Esposito Assistant Director
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Joseph Lacascia Assistant Director
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Millie Boyce Assistant Director
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James Mckeon Assistant Director
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QUEENS PRE-K TO 8, HIGH SCHOOLS, D-75, D-79, EA’S AND SUPERVISORS OF IN DISTRICTS 27, 28, 29
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Juanita Bass Director
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Dorothy Morris Assistant Director
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EXECUTIVE LEADERSHIP INSTITUTE
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Roberto Flores Assistant Director
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Ellie Greenberg Assistant Director
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Christine Martin Director
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QUEENS PRE-K TO 8, HIGH SCHOOLS, D-75, D-79, EA’S AND SUPERVISORS OF IN DISTRICTS 24, 25, 26, 30
MENTOR CONSULTANT HANDBOOK
ATTACHMENT H: FILED SERVICE TEAM MEMBERS
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STATEN ISLAND PRE-K TO 8, HIGH SCHOOLS, D-75, D-79, EA’S AND SUPERVISORS OF
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James Harrigan Director
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CHARTER SCHOOLS
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Peter Devlin Assistant Director
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Ray Gregory Assistant Director
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ATTACHMENT I: ELI TECHNOLOGY GUIDE (FOR THE BOROUGH CENTERS) Page 1 of 4
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ELI TECHNOLOGY GUIDE BROOKLYN – CLARA BARTON – TRIUMPH BOARD CLARA BARTON HIGH SCHOOL 901 CLASSON AVENUE (ROOM B-57) BROOKLYN, NY 11225
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From front desk, head through auditorium then follow signs downstairs to room B-57. Triumph Board will already be out in room. Turn on Triumph Board by pressing power switch on left side, and power button on right side. Wait Insert Flash drive on left side. Wait, this takes a long time to happen – once the login screen comes up, move the screen up (swipe) and find the icon on the lower right side.
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When you see the ELI screen come up and you need to enter the password, move your finger to the password prompt and an on-screen keyboard should appear. Type in csaeli23 and hit Enter.
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When the desktop loads, find the file icon on the taskbar (bottom) and click it. Once the Explorer window comes up find your thumb drive and double tap (or long press and select “Open” in the context menu)
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Browse to your workshop and open it. When the file opens, click on the the “Slide Show” menu and select “From current slide” and you are ready.
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As you finish each slide, swipe left on the screen to move to the next slide. Click out at the end and close each window; safely remove your thumb. Shut down windows, then press the power switch on the left slide.
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(EL EXECUTIVE LEADERSHIP INSTITUTE
MENTOR CONSULTANT HANDBOOK
ATTACHMENT I: ELI TECHNOLOGY GUIDE (FOR THE BOROUGH CENTERS)
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BROOKLYN – JOAN SNOW – PROMETHEAN BOARD JOAN K. SNOW PRE-K CENTER 1340 EAST 29TH STREET BROOKLYN, NY 11210 - ROOM 205
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Take Laptop out of closet and hook it up to the right side of the Promothean Board. Click power on for both laptop and board to make sure they are on. Wait When you get the prompt for laptop password, type in elicsa23
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Insert flash drive on right side on laptop Browse to your workshop powerpoint and open it
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Click on Slide Show menu and select “from beginning.” The slide show should appear on the Promethean board screen. To move powerpoint, press the arrow keys on laptop keyboard (right for next side, left for previous)
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When over, close every window, shut down laptop, and power off promethean board. Disconnect laptop and place back in closet.
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BRONX – TRUMAN – TRIUMPH BOARD HARRY S. TRUMAN HIGH SCHOOL (ROOM 110) 750 BAYCHESTER AVENUE BRONX, NY 10475
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The ELI Center is Room 110, which is one floor down after you Sign-in at security.
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Before you go to room 110, get the keys from Mr.Klein whose office is in Room 230 on the same floor as the security desk. They have the keys in a manila envelope – Marked “ELI – Room 110”
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The technology equipment is in the closet, on the right by the front entrance. The keys are in the envelope. Bring a USB flash drive with your PPT and resources so that you can insert it on the left side of the triumph board. You only need to connect the power cord of the triumph board. Turn on the power switch on the left side and insert your USB. Power the screen with the button on the right side. When the screen asks for ELI – PW, write: csaeli23 (all lower case, no spaces)
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Put all equipment back in the closet after you finish the workshop, and lock it. Also remove all workshop posters and put them in the garbage. Lock the front door, put keys back in envelope and bring the envelope back to Room 230 (Mr. Klein’s office) If you need a parking pass to park in the school parking lot, send an e-mail to Petra Fantova, AP (pfranto@schools.nyc.gov). She will try to make arrangements for a pass.
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ATTACHMENT I: ELI TECHNOLOGY GUIDE (FOR THE BOROUGH CENTERS)
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STATEN ISLAND – IS2 – TRIUMPH BOARD ELI ELC ROOM 201 333 MIDLAND AVENUE STATEN ISLAND NY 10306 718-987-5336 PRINCIPAL: A. STALLONE APS: M. BEST, T. MARSHALL, A. NEUMAN
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Sign in at the security desk. Photo ID required – Driver’s License preferred. Proceed to the Main Office to obtain the keys from the Principal. Keys are to be returned to the Principal before you leave the buildngi. Laptop password, all lower case letters: csaeli23 Triumph Board is not password protected. Hanging on the inside of the front closet door are other labeled keys. Place the keys back on the appropriate hook. Triumph Board instructions will be posted on the back of the Board. After use of the Triumph Board return it to the place it was taken from. All Triumph Board wires except for two are to be placed in the TB lock box on the back of the Board and locked. The wires identified by the red arrows on the back of the TB are not to be disconnected.
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MANHATTAN – CSA HEADQUARTERS – TRIUMPH BOARD. CSA HEADQUARTERS 40 RECTOR STREET, 12TH FLOOR NY, NY 10006
Bring Photo ID for security desk downstairs. Go up to 12th floor, head into Jill Levy room.
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Power Triumph board with switch on left side Power screen with button on right side Press Menu button on right side of board and set Triumph Board to PC. Wait for computer to start-up. Once the login screen appears, swipe upward or hit enter to bring up password entry. On the connected keyboard, type csaeli23
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Insert flash drive on left side of Board. Use folder icon or connected mouse to browse to and open your Powerpoint. Slide show menu – from beginning. Swipe left on screen or right arrow on keyboard to advance slideshow. “Clickers” are available from ELI. Once finished, close powerpoint and shut down Windows. Power down Triumph Board with switch on Left side
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EXECUTIVE LEADERSHIP INSTITUTE
MENTOR CONSULTANT HANDBOOK
ATTACHMENT I: ELI TECHNOLOGY GUIDE (FOR THE BOROUGH CENTERS)
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Page 4 of 4
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Bring Photo ID for security desk. Head downstairs to room B44.
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QUEENS ELC – LOUIS PASTEUR – TRIUMPH BOARD MIDDLE SCHOOL 67 51-60 MARATHON PARKWAY LITTLE NECK, NY 11362 ROOM B44
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Power Triumph board with switch on left side Power screen with button on right side Wait for computer to start-up. Once the login screen appears, swipe upward to enter password. On the connected keyboard, type csaeli23 Insert flash drive on left side of Board. Use folder icon or connected mouse to browse to and open your Powerpoint. Slide show menu – from beginning. Swipe left on screen or right arrow on keyboard to advance slideshow. “Clickers” are available from ELI. Once finished, close powerpoint and shut down Windows. Power down Triumph Board with switch on Left side
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EXECUTIVE LEADERSHIP INSTITUTE
40 RECTOR STREET 12TH FLOOR NEW YORK, NY 10006-1729 TEL 212-823-2020 FAX 212-962-6130 WWW.ELIPD.ORG