Page 320 - Week 01 - Thursday, 11 February 2016
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ii) 40 hours per year in high schools; and
iii) 40 hours per year in colleges.
c) Also, first year graduate teachers in primary and secondary schools are allocated an additional six New Educator Support Days (36 hours) to release them and others (e.g. their mentors) from classroom duties as part of their individual New Educator Support Plan. [NB The New Educator Support Program, which spans the first three years of teaching experience with a total allocation of 15 days, may include classroom observations, coaching and mentoring, co-planning, evaluation and reflection, and attendance at professional learning courses].
2. The hours allocated to mentors of first year graduate teachers are:
a) up to 60 hours per year in primary schools and 40 hours per year in secondary schools
b) up to six New Educator Support Days (36 hours) allocated in the first year, which may also be used to release mentors.
c) The actual hours allocated to mentors will be determined by individual development needs as negotiated by the first year graduate teacher and their supervisor, and documented in their New Educator Support Plan. Expectations of professional responsibilities for experienced teachers include mentoring New Educators and preservice teachers.
3. Schools are provided with additional funding for the New Educator Support Program, including reduced face-to-face teaching hours for first year graduate teachers and New Educator Support Days, as part of their annual staffing budget, based on the FTE of New Educators (i.e. classroom teachers in their first three years of teaching experience) at the school. Schools make decisions about the allocation of time (and therefore costs) devoted to mentoring programs based on each New Educator’s Support Plan.
4. The cap on the number of hours teachers can spend in mentoring activities is determined by their own teaching responsibilities and the actual hours allocated by the school to release them from teaching duties to conduct mentoring. It is also likely that teachers will conduct some mentoring sessions with first year graduate teachers outside their face-to-face teaching hours.
5. Senior teachers involved in mentoring:,
a) Executive Teachers (School Leader C) play a key role in mentoring classroom teachers in the team or faculty they lead. Time spent mentoring classroom teachers is generally undertaken outside their face-to-face teaching load (16 hours per week in primary schools and 12 hours per week in secondary schools). At the principal’s discretion, their face-to-face teaching hours may be reduced where the mentoring load is high, e.g. where a high proportion of teachers in their team or faculty are New Educators.
b) Since 2012, the Government has created an additional 46 Executive Teacher Professional Practice (ETPP) positions in schools specifically to model exemplary teaching practice and to coach and mentor teachers in order to build excellence in teaching practice at the school. Schools are also able to create their own ETPP positions and recruit from a pool of teachers assessed as suitable for these positions. Specific face-to-face teaching loads will be determined on a school-by-school basis up to the maximum for classroom teachers (21.5 hours per week in primary schools and 19 hours per week in secondary schools). This maximum includes any time spent modelling exemplary classroom teaching and observing other classroom teaching for the purpose of coaching and mentoring.
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