New Teacher Mentoring Services

Campbell County Mission Statement: To provide a world-class education that enables every student to choose and pursue any post K12 endeavor.

Mentoring Services Goal:

To hire, train, and retain the best teachers. We believe this is done by developing skills to create a lasting, positive impact on students and inspiring long-term joy in the classroom for teachers.

Teaching in Campbell County aims to provide the best education possible to our students and prepare them for any post-PK-12 endeavor. We believe that enthusiastic teaching is rooted in this passion for reaching every student. With this lofty goal, we recognize the need to provide tailored support for every new teacher in Campbell County. This support aims to foster a growth mindset rooted in self-reflection and mentorship. Through common bonds formed between mentees, mentors, instructional coaches, coordinators, and administrators, we seek to encourage joyful and effective teaching practices. This handbook will serve as an essential guide designed to clarify and define the roles and responsibilities of participants in our mentoring program.

Here you find a list of current job openings in Campbell County!

If you have questions about a specific opening and what the day-to-day responsibilities may entail of that role, please contact an elementary or secondary Mentoring Coordinator.

Mentoring Services

Overview

Mentoring in CCPS goes beyond a mere ‘teacher buddy’ to help new teachers find their way around the school. New teachers deserve a mentor who consistently provides encouragement and support. Mentors will have weekly check-ins with their mentees, discussing campus-specific information, emotional well-being, and classroom culture. Our mentors are crucial in creating a sense of belonging for new teachers and making CCPS feel at home.

Moreover, CCPS has dedicated mentoring coordinators assigned to specific campuses to facilitate coaching cycles. Research shows that instructional coaching, regardless of experience level, is vital in enhancing teacher agency, satisfaction, and retention. Every two weeks, new teachers in CCPS will have protected coaching sessions with trained coordinators during the school day. These sessions will include coaching conversations, shadowing model teachers, and stress-free observations with feedback. While all new teachers will start with full coaching, some experienced teachers may be phased out of the program. However, all teachers with 0-3 years of experience must complete each coaching cycle in their first year.

We aim to create a supportive, authentic, and purpose-driven atmosphere that maximizes the success of all teachers. Providing emotional and instructional support at the proper time alongside the right people can ignite passion and enthusiasm in our classrooms. Ultimately, we hope each new teacher's first A.C.T. in CCPS captivates their students and instills a desire to remain in CCPS until their final bow.

Who Receives a Mentor and How Mentors Are Assigned

All new teachers with no teaching experience, and all teachers new to Campbell County, should receive a mentor. For clarification, even teachers who transfer to Campbell County and have experience in other school divisions will be assigned a mentor for their first year of teaching in our division.

In addition to receiving a campus mentor, first-year teachers teaching specific content that requires support beyond their campus are eligible to receive a specialty mentor within the division. This mentor will help answer specific questions about a new teacher’s subject. A Speciality Mentor will also receive the full mentor stipend.

Second-year teachers who need additional support may also be assigned a mentor by the principal; these assignments are determined case-by-case in conjunction with the Director of Personnel. Teachers who transfer from one school to another within the division are not assigned an official paid mentor; however, providing a “teacher buddy” is suggested.

Principals determine mentor assignments. Mentors should be continuing contract teachers who exemplify the traits and qualities of a master teacher. Mentors should be assigned up to two new teachers and should be willing to participate in mentor training through the division. The ideal candidate is willing and excited to make a positive impact on a new teacher's life.

Mentor Coordinators

Mentoring Program Coordinators

The Mentoring Program Coordinators are crucial in supporting and guiding new teachers within the division. They oversee mentor/mentee relationships, facilitate effective communication, implement mentoring principles, and provide support during professional development opportunities. Coordinators ensure the smooth operation of the mentoring program and foster a positive and supportive environment for new teachers and mentors to thrive.

Maintain a list of Lead Mentors/Mentors/Mentees within the division
Support principals in meeting the professional development needs of new teachers
Provide a mentorship framework to guide mentor/mentee communication throughout the school year, including monthly critical topics for discussion
Monitor implementation of mentoring program guidelines
Use research-based sources and input from Lead Mentors to implement mentoring principles for teachers new to the division
Support Lead Mentors in each school as they create a favorable climate for mentorship and identify areas of need throughout the year
Provide support and guidance during the planning and execution of the New Hire Orientations and New Teacher Induction Week
Work with selected new teachers in need of additional support
Provide PD that focuses on modeling best practices
Develop observation feedback forms and questions for coaching conversations