Tapping the Potential - Alliance for Excellent Education

TA P P I N G T H E P O T E N T I A L : R E TA I N I N G A N D D E V E L O P I N G H I G H - Q U A L I T Y N E W T E A C H E R Sbut they do receive mentoring from intern consultants. If substitutes are hired for acontract position, they reenter the program as interns and are mentored and evaluatedfor another year.Quality ComponentsMentoringIn the Toledo Plan, mentoring rests heavily on classroom observations and individualconferences. While intern consultants are released full-time from classroom responsibilities,interns and veteran teachers being mentored receive no reduced workload.Consultants are required to spend approximately twenty hours per semester mentoringand evaluating ten to twelve interns. Intern consultants observe new teachers in the classroomtwo to three times a month, and they meet with interns after each observation todiscuss strengths and areas for improvement. Observations focus on improving instructionand classroom management.Toledo selects and trains only the most qualified people for intern consultants. To bea mentor, intern consultants must be licensed in their subject area, and most have morethan five years of experience. Interested candidates fill out an application; obtain lettersof reference from their school principal; agree to two unannounced observations oftheir classroom teaching; submit a writing sample; and complete an interview. Based onall the collected information, the Board of Review then decides whether or not to hirethe applicant. New intern consultants are trained to mentor by observing and workingwith veteran intern consultants. New consultants also participate in a summer trainingworkshop that lasts from two to three days.Intern consultants mentor and evaluate for a three-year period, after which theyreturn to their classrooms to teach. The aim of the Toledo Plan is to make sure qualityteachers return to the classroom where they are also needed and not create a hierarchyamong teachers.Common Planning Time and CollaborationThe Toledo Plan does not specifically provide common planning time and collaborationwith other classroom teachers. But teachers do interact with one another duringprofessional development activities. On a regular basis, intern consultants read and commenton each other’s evaluations of interns.Ongoing Professional DevelopmentAt the beginning of the school year, new teachers are paid to attend a five-day NewTeacher Academy. The mandatory academy orients new teachers to teaching resourcesand policies in the district, and new teachers are introduced to their intern consultants.Intern consultants provide much of the training during the academy. In addition to theNew Teacher Academy, interns across the district are required to take a semester-longprofessional development course on effective teaching.External NetworkThe Toledo Plan does not directly organize new teachers into external networks, butmany teachers informally network during professional development activities. Internconsultants are housed in the same office so they receive support and guidance fromone another throughout the school year.49