The information in this Fact Sheet provides guidance to local leaders, staff and labor relations specialists in the development of district-based teacher mentoring programs. (Minimal changes have been made to this document since the March 2010 Information Bulletin No. 200807.) 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 reconvene 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 teachers union, the Board of Regents have determined that the teachers union will have a significant voice in the induction and continuing development of teaching professionals.
Successful mentoring programs must be thoughtfully planned, require dedicated resources, and collaboration between the district and local union to ensure that the needs of beginning teachers are being met. According to the Commissioner's regulations, the goal of mentoring in New York State shall be to "provide support for new teachers in the classroom teaching service in order to ease the transition from teacher preparation to practice, thereby increasing retention of teachers in the public schools, and to increase the skills of new teachers in order to improve student achievement in accordance with state learning standards." 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.
- Overview of Mentoring Regulations
- The Professional Development Plan
- Funding the Mentoring Program
- Developing a Quality Mentoring Program
- Other Issues
- Advice to Local Leaders
- Commissioner's Regulations Section 100.2 (dd)(2)(iv) Regarding Mentoring Programs
- Commissioner's Regulations Section 100.2 (dd) Governing Professional Development Plans
- SED Guidelines for Implementing District – Based Teacher Mentoring Programs
- SED Frequently Asked Questions – Mentoring Requirement