Mentorship Program

The main objective of this program is to provide ongoing support to teachers who are just beginning their careers by partnering them with experienced teachers. In addition, various workshops and sharing sessions will be scheduled to provide additional resources and support.

The Mentorship Program is jointly funded by School District #48 and the Sea to Sky Teachers’ Association. Participation in the program requires a commitment from both the mentor and the beginning teacher to attend the initial training sessions and the after school meetings scheduled throughout the year. Partners will be given release time for activities legitimately related to the Mentorship Program.

Goals of the Mentorship Program

• To provide a coordinated program of ongoing assistance to beginning teachers during their first year of teaching.

• To improve teaching performance

• To increase retention of beginning teacher

• To promote the personal and professional well-being of beginning teachers

• To transmit the culture of the education system to beginning teachers 

Guidelines for the Mentorship Program

1.        The Sea to Sky Teachers Association and School District #48 wish to provide an ongoing teacher mentorship program to support and encourage teachers. Priority given to teachers new to teaching (teachers with the first five years), teachers with significantly new assignments or teachers returning to teaching after several years of absence. 

We believe that a supportive mentoring program contributes to the success and development of teachers. We recognize the need to support new teachers through careful consideration of assignments and classroom composition.

2.      This program will be administered by the PD Committee. This committee will decide each year on the criteria for funding mentoring partnerships, with consideration to the available budget.

3.      The Sea to Sky Mentorship program is based on the following principles:

•       Membership is voluntary.

•       Mentorship is a professional partnership between an experienced teacher and a teacher new to the profession in which the experienced teacher is available to guide and support the new teacher.

•       Each new teacher shall be partnered with one mentor although mentorship may also be provided by various other staff members.

•       The relationship is collegial; there is no evaluative role for the mentor teacher.

4.      The Sea to Sky Mentorship Program is based on the following program specifics.

•       Identification and Selection of Mentors

Teachers interested in being involved in the mentorship program will provide their names to their school professional development representative by September 30.  Wherever possible, all candidates will have the opportunity to choose their mentor.  

•       Time Allocation

Participation in the Mentoring program will require time commitments for both members of the partnership.  The PD Committee recognizes the possibility for creative use of time within a school schedule for mentoring.  As well, the PD Committee will provide TOC days. The number of selected teams and release days will vary depending on funding. The use of this time will be decided by the partnership.  If further time is needed application can be made to the Mentoring Committee.

•       Partnership Training

When possible, mentors will receive training.  New teachers may receive an orientation session early in the school year.  Further training may be provided if the need is identified by one or both parties.

5.      The SSTA PD Committee has identified some categories of support for new teachers, and encourages teachers to choose and develop activities which meet their needs. Examples of support may include, but not confined to:

•       providing orientation to the areas and procedures of the school;

•       giving information related to procedures, guidelines or expectations of the school district;

•       collecting, disseminating or locating materials or other resources;

•       giving guidance and ideas related to discipline and managing students;

•       providing guidance and support in dealing with special needs students;

•       offering information about organizing and planning the school day;

•       helping arrange, organize or analyse the physical setting of the classroom;

•       setting up opportunities for observation;

•       providing time and help with communicating student learning;

•       giving help or ideas related to working and communicating with parents, including parent/teacher conferences;

•       helping set up visits to other classrooms and other schools in the district;

•       helping access professional development opportunities.

•       providing membership in the PSA of choice.

 6.      A “Reflection of Mentorship” form must be submitted to the PD Committee by May 30th of that school year.