The best way to insure successful implementation of these goals is to provide second year teachers with a mentor, time and other resources as needed. We work to put the meeting with the mentor in our teacher's schedules. The dedicated time, every other week, signals the importance the school places on teachers realizing their goals.
Mentor selection in the second year is a mix of teacher request and administrative direction. In some cases, teachers want to work with their mentor from the previous year. In other situations, a teacher may request a new mentor based on relationships developed over the first year or a desire to work with a particular colleague. Administrators may also have a specific mentor in mind for a teacher. Usually, this happens when a teacher has a particular area of weakness that needs remediation in order for the teacher to be offered a contract for a third year. However the match is made, both teachers must commit to working together. We do a regular check in with mentors and with second year teachers each month to insure they are meeting and that they are working towards achieving the goals. All of our mentors have attended training sessions of effective peer mentoring and peer coaching. The mentors check in with the mentor program faculty leaders. The mentors need support too!
As in all of our supports for our teachers, we use a mix of requirements and offered supports. Our institutional goal is to provide intentional, sustained support for our faculty over the first four years of their careers. As a school we are investing in our teachers' success and through them serving our students. In the second year, we want to address specific areas in a teacher's practice and continue to foster a growth mindset.