Round Rock ISD

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Round Rock ISD

• Leadership Mentoring Process

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Mentoring

• If you were able to identify individuals in your
  personal or professional life who have made a
  difference by helping you become the best that
  you could be, who would they be? (Name them)
• Based on your recollection of what these various
  individuals did to help you, what might your
  personal definition of mentoring be?

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Mission

• It is the mission of the RRISD Administrator
  Mentor Process to provide a quality mentoring
  experience for new administrators so that we can
  build, nurture, and sustain leadership capacity
  of our new administrative staff.

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Purpose of the RRISD Mentoring Process

• Promoting the sharing of experiences and gaining
  support from a colleague
• Promoting open communication
• Sharing problems, generating alternative
  solutions, and selecting appropriate and feasible
  alternatives
• Assisting mentors and protégés regarding
  particular problems
• Providing assistance and encouragement
• Providing support for building a professional
  learning community for our campus leaders

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Goals of the RRISD Mentoring Process

• Goal All administrators new to RRISD will have a
  formal mentoring connection established that will
  be based on encouragement, reflection, and
  support.
• Objective Ensure that all administrators have a
  network of support so that isolationism is
  reduced.
• Objective Support the continued learning and
  growth of both the mentor and the protégé.
• Objective Administrators new to RRISD will have
  a successful year and want to return for another
  one!

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Texas State Law

• requires that principals and assistant principals
  employed for the first time as a campus
  administrator (including the first time in the
  state) participate in (at least) a one-year
  induction period.
• requires that this induction period should be a
  structured, systematic process for assisting new
  administrators in further developing skills in
  guiding the everyday operation of a school,
  adjusting to the culture of the school district,
  and developing a personal awareness of self in
  the campus administrative role.

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Based on Adult Learner NeedsAdults learn best
when

• The learning activities are viewed as realistic
  and relevant to current position.
• What is to be learned is viewed as related to
  personal and professional goals.
• The learner can receive authentic feedback about
  progress towards the goals.
• The learner experiences success.
• The motivation to learn truly comes from within
  the individual learner.

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Adult learners often resist experiences when

• They feel as if the learning process becomes an
  attack on their personal or professional
  competence.
• They perceive that they are being given
  prescriptions for learning that oversimplify
  complex issues.

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Meeting One

• Beginning to build rapport and trust is the 1
  goal for the initial meeting! We suggest you
  meet at your new administrators campus. You
  might want to break the ice by having them show
  you a few programs/classrooms that he/she has
  already identified as best practice.
• Review the contents of the Pathways for
  Excellence Notebook.
• Provide a copy of the following to the new
  administrator
• Leadership Capacity Survey
• Principal Needs Assessment Form
• Reflection Log for meeting 2
• Complete Reflection Log 1 and send a copy to
  Malinda Golden-Department of Leadership
  Development and Student Support
• Schedule the remaining 3 meetings.

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Meeting Two

• We suggest that this meeting takes place on your
  campus. You may want to begin with a tour and a
  few examples of best practice systems from your
  campus.
• The new administrator should have the following
  completed by meeting 2
• Leadership Capacity Survey
• Needs Assessment Checklist
• Review the above mentioned documents with the new
  administrator.
• Discuss an action plan for assisting the new
  administrator in acquiring the information and
  skills in the identified areas of need. (Staff
  development, current literature supporting our
  focus areas, site-visits to your campus to see
  processes in place and in action, begin a book
  study with your new administrator, etc.)
• Confirm meeting 3 date, time, and location.
• Complete Meeting Log 2 and send a copy to
  Malinda Golden.

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Meeting Three

• Ultimately, meeting three and four will be
  determined by the new administrators action
  plan.
• You may want to consider having the meeting on
  another campus that has quality systems in place
  in areas of need identified in the new
  administrators action plan. (See Essential
  Questions for Site Visits Sheet)
• Discuss the new administrators action plan to
  see if there are areas of assistance needed.
  Help the new administrator identify key contacts
  in areas of need.
• Confirm the date, time, and location for meeting
  4.
• Complete Reflection Log for Meeting 3 and send a
  copy to Malinda Golden.

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Meeting Four

• Review the Reflection Log from meeting 1.
• Discuss ways in which the new administrator feels
  that he/she has improved in the areas of vision,
  building collaborative learning environments,
  meeting the needs of diverse learners,
  monitoring, and creating engaged learning models
  at the campus level.
• Identify areas of need for continued professional
  development around the district focus areas.
• Discuss ways in which the new administrator can
  continue to access staff development throughout
  the summer.
• Complete the Reflection Log for Meeting 4 and
  send a copy to Malinda Golden.