Program Policies
The Mentor Program Confidentiality Policy
The issue of confidentiality in the mentor/mentee relationship is as sensitive as it is important. The Attleboro Mentor Program Confidentiality Policy respects the beginning/new teacher's need to grow and to learn in a professional environment.
Mentors are asked to use their judgment in distinguishing between communications of any type with others that are intended for the constructive development of the new teacher, as opposed to those that might result in the evaluation of the new teacher, noting the following conditions:
1. A mentor will be able to discuss, in confidence and with permission of the mentee, any aspect of the mentee'sperformance with other members of the mentoring team. This includes initiating conversations with the Mentor Program Coordinator and with the mentee's evaluator to consult about the evaluator's recommendations for improvement. However, evaluators should not view mentors as conduits of information regarding their mentees.
2. A mentor, with the mentee's knowledge and permission, may discuss the mentee's teaching performance with resource professionals whose job it is to help teachers. This could include K-8 coordinators, department coordinators, math and literacy coaches, etc.
3. A mentor, with the mentee's knowledge, may discuss the mentee's teaching performance with appropriate administrators, if in the mentor's professional judgment, the academic growth and development, social well-being, or physical safety of students is at risk.
All documents in the Mentor Program are confidential and should be shared with no one except the Mentor Program Coordinator. Confidential Mentor Program documents include mentor/mentee monthly meeting logs and the New Teacher Self-Assessment. The results of this survey are in no way connected to a new teacher's evaluation.
No Fault Bail Out PolicyWhat if, despite the good intentions of everyone, the mentor/mentee match simply does not work? Sometimes, two good teachers find their personalities don't match or that the pairing is unsatisfactory. It is important to note in unsatisfactory mentor/mentee relationships, mentors and mentees should not just stop meeting. All new teachers must have an assigned mentor who is accountable to Attleboro's program and to the State's.
To help in troubled matches, Attleboro's "No Fault Bail Out" process enables the pair to talk with someone else either to help mediate difficulties or to start the process of dissolving the relationship. Good candidates to seek help from might include the Mentor Program Coordinator, the building administrator, guidance or adjustment counselors, etc.
What if, after mediation, the decision is made to dissolve the relationship? A new pairing is made by the building administrator immediately, with "no prejudice" towards either party. And the Mentor Program Coordinator should be notified so records are updated.
The issue of confidentiality in the mentor/mentee relationship is as sensitive as it is important. The Attleboro Mentor Program Confidentiality Policy respects the beginning/new teacher's need to grow and to learn in a professional environment.
Mentors are asked to use their judgment in distinguishing between communications of any type with others that are intended for the constructive development of the new teacher, as opposed to those that might result in the evaluation of the new teacher, noting the following conditions:
1. A mentor will be able to discuss, in confidence and with permission of the mentee, any aspect of the mentee'sperformance with other members of the mentoring team. This includes initiating conversations with the Mentor Program Coordinator and with the mentee's evaluator to consult about the evaluator's recommendations for improvement. However, evaluators should not view mentors as conduits of information regarding their mentees.
2. A mentor, with the mentee's knowledge and permission, may discuss the mentee's teaching performance with resource professionals whose job it is to help teachers. This could include K-8 coordinators, department coordinators, math and literacy coaches, etc.
3. A mentor, with the mentee's knowledge, may discuss the mentee's teaching performance with appropriate administrators, if in the mentor's professional judgment, the academic growth and development, social well-being, or physical safety of students is at risk.
All documents in the Mentor Program are confidential and should be shared with no one except the Mentor Program Coordinator. Confidential Mentor Program documents include mentor/mentee monthly meeting logs and the New Teacher Self-Assessment. The results of this survey are in no way connected to a new teacher's evaluation.
No Fault Bail Out PolicyWhat if, despite the good intentions of everyone, the mentor/mentee match simply does not work? Sometimes, two good teachers find their personalities don't match or that the pairing is unsatisfactory. It is important to note in unsatisfactory mentor/mentee relationships, mentors and mentees should not just stop meeting. All new teachers must have an assigned mentor who is accountable to Attleboro's program and to the State's.
To help in troubled matches, Attleboro's "No Fault Bail Out" process enables the pair to talk with someone else either to help mediate difficulties or to start the process of dissolving the relationship. Good candidates to seek help from might include the Mentor Program Coordinator, the building administrator, guidance or adjustment counselors, etc.
What if, after mediation, the decision is made to dissolve the relationship? A new pairing is made by the building administrator immediately, with "no prejudice" towards either party. And the Mentor Program Coordinator should be notified so records are updated.
