Update: May 2006

No. 200411

The information in this bulletin provides guidance to local leaders, staff and labor relations specialists in the development of district-based teacher mentoring programs. Under Part 80-3.4 of the Commissioner's Regulations related to the revised teacher certification regulations, districts are required to provide a one-year mentored experience to new teachers, beginning September 2004. Candidates seeking a professional certificate shall be required to participate in a mentored program in their first year of employment, as prescribed in Part 100, unless the candidate has successfully completed two years of teaching experience prior to such teaching in the public schools.

Mentoring programs should be developed and implemented consistent with any collective bargaining obligation negotiated under Article 14 of the Civil Service Law . The mentoring program must also be described in the district's Professional Development Plan (PDP) . In a January 2004 memo, the State Education Department recommended that districts re-convene the district professional development committee in order to amend the professional development plan to include the mentoring program component and submit the revised plans to boards of education for approval by June 1, 2004. By requiring that mentoring programs be collectively bargained and part of the PDP, which is developed by a committee consisting of a majority of teachers appointed by the teacher's union, the Board of Regents have determined that the teacher's union will have a significant voice in the induction of and continuing development of teaching professionals.

Now that we are in the implementation phase of the new mentoring regulations, please be reminded of the important purposes of mentoring programs for beginning teachers in New York State --ease transition from preparation to practice, provide guidance and support during the critical early years of teaching, help new teachers apply what they know in the classroom, and develop the instructional capacity to improve student achievement . Mentoring programs can help create professional learning communities in schools by fostering collaboration and learning across experience lines. In order to realize these goals, the mentoring experience must be of sufficient quality, rigor and relevance, and provide ample time for mentoring to occur. Successful mentoring programs are thoughtfully planned, rely on the leadership and support of the district and the local union, require dedicated resources, and focus on helping new teachers become effective teaching professionals and colleagues.

Attachments:

A.) Commissioner's Regulations 100.2 (dd) (iv) of Mentoring Programs

B.) Section 100.2 (dd) of Commissioner's Regulations governing Professional Development Plans

C.) SED Draft Guidelines for Implementing District – Based Teacher Mentoring Programs

D.) SED Frequently Asked Questions – Mentoring Requirement

NYSUT's Division of Research and Educational Services serves as the research arm of NYSUT, providing information and assistance to Field Services, to other NYSUT divisions, and to local leaders. In addition, the Division provides a variety of information and workshops to local leaders and to local member organizations.

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