Mentoring Activities

Orientation Activities

Mentor Information

Orientation Activities

Orientation activities are designed to provide early career educators with the knowledge needed to feel comfortable and to function effectively at both building and district levels. General information will include payroll and benefits information, evaluation policies, general community information, etc). Depending on your district's and school's procedures you may receive orientation from either the special education administrator, the building administrator or from both.

Special Education Orientation
During orientation, the special education administrator provides information specific to special education policies, procedures and resources. Written materials will contain information on dealing with everyday duties as well as provide a background and framework for how special education services are provided in the district. The special education materials can provide information on assessment and referral processes, roles and responsibilities of key personnel, availability of support staff and resources, and student records policies and procedures.

Building Orientation
The building administrator will provide Information specific to the assigned building(s). This will assist the early career educator to become familiar with building policies and procedures, the physical facility, administrators and other key building staff. Materials should contain information specific to the school: such as the mission statement, availability of materials and resources, and school discipline policies.

1. Purpose: To help early career special educators to quickly and systematically compile the information they need to be successful during the first weeks and months of a new job assignment.

2. Contents: The early career teacher will compile information including:

• Teacher contact information
• Mentor contact information
• Caseload
• Educational resources and support
• District and school information
• The provision of special education services
• Professional development

3. Process: Information is gathered with the help of the Building Guide and mentor, during orientation meetings and from written reference materials. The RI should be completed within the first three months of the school year.

Guidelines: Early Career Special Educators frequently feel isolated and have difficulty becoming integrated into the social system of the school. This is compounded in small or rural school districts where the special educator may have a unique role, being the only special education provider in the school. In some programs ECSPED may serve multiple schools making it particularly difficult to integrate into schools. To assist with acculturation, beginning teachers are assigned a Building Guide. The Building Guide is assigned by the building principal and complements the role of the mentor. The Building Guide should NOT be a special educator, but a regular education staff member. This arrangement will assist in facilitating the relationship between the ECSPED and regular teaching staff. If the ECSPED has responsibilities in several schools an additional Building Guide will be assigned for each site.

Roles and Responsibilities of the Building Guide

• Provide orientation to the physical building.
• Provide orientation to the building culture.
• Introduce and provide assistance in establishing relationships with key staff.
• Be available to answer questions and provide guidance about matters relating to the school.
• Make regular, at least weekly, contacts for check in during the first three months of the school year.