Review of policies and procedures for mentoring programs

What I learned in reviewing my district’s mentoring initiative is that Galena Park ISD offers the BTIMP Grant Mentor program. The goal of the program is to provide each new teacher consistent, ongoing support during their first year and second year of employment in Galena Park ISD.  After completion of formal training, Grant Mentors will assist new teachers in the areas of school specific procedures and policies, acculturation and observation/feedback.

Galena Park ISD also offers another mentoring initiative known as the Home Grown Teacher Program.  This is a program offered to former graduates of Galena Park ISD.  Participants of this program must be currently enrolled in a junior college or university and pursuing a career in teaching education. The primary purpose for a Home Grown participant is to assist teacher in preparation, deliver and management of classroom activities and administrative requirements and works under supervision of certified teacher.

Interview on recruitment and retention

For e-portfolio--Domain II, Competency 6

In an interview I conducted with an administrator regarding the recruitment and retention of quality staff at a school, I learned that recruitment of quality staff at the schools is very similar to other districts.  Many school districts offer competitive pension plans.  Salaries and incentive pays for teaching in a specialized or area of need can be another way that districts use to help recruit high-quality teachers.  School districts offer a mentorship programs to many, if not all, first-year teachers.

I learned that retention of quality staff at the school can be similar but also different.  There are different reasons that a teacher leaves.  For example, some leave to raise a family, living too far from work, taking care of a family member with a terminal illness or any number of other reasons.  Some schools have offered a few teachers an opportunity for flexible hours by working part-time.  If there is a conflict of interest, a meeting is conducted to find out in what ways or areas the teacher and administration make improvements for the work environment to be more conducive.

As a prospective principal, I discovered some interesting ideas that would impact my recruitment activities.  Collaboration is one great way for retaining high-quality teachers.  Most often when a teacher works in a positive work environment, the teacher is likely to remain on campus.  When administration provides encouragement, support and collaboration, a teacher is more willing to go to great lengths to continue working and supporting their administration.  Also, it is important to recruit teachers that are certified in a specialized area, and it’s a bonus when teachers are certified in more than one area.  Many schools, particularly Title I schools, recruit teachers who are certified in bilingual or special education.  This is an area that is growing at such a rapid pace that many teachers are willing to become certified in these areas.

Code of Ethics Mind Walk

For e-portfolio--Domain I, Competency 3

In reviewing each of the ethical standards under each of the three main areas of Chapter 247 of the TAC, here were some examples where I could identify at least one ethical conflict in each of the three areas of the Code:

1.  Overall professional ethical conduct, practices and performance that may result in a complaint could be accepting gift cards from a parent.  Often times, students offer their teacher’s some form of gifts during Christmas season, Valentine’s Day, a birthday or end of the year as a way to show their appreciation and gratitude.  However, some gifts that are offered, such as a gift card, can be in violation of this standard as it may impair professional judgment.

2.  Unethical conduct toward professional colleagues occurs frequently “under the radar.”  Many times school staff and administration do not agree on several ideas or decisions.  When this happens, observations are made about the “favoritism’” that is given to colleagues who agree with the majority.  This begins to create a sense of competition amongst colleagues, tension and animosity towards others, a sense of being discriminated, and creates a lower morale in the workplace.

3.  Unethical conduct toward students also occurs frequently “under the radar.”  One example is keeping a student from participation in a program such as an enrichment program, because the student frequently fails to turn in a homework assignment.  One of the most unethical conduct towards students is to solicit or engage in sexual conduct or a romantic relationship with a student.  Media reports nationwide have covered such unethical conduct from teachers, substitutes, paraprofessionals and administrators.

Describe the possible consequences of personnel engaging in any of the above ethical conflicts.

The possible consequence of personnel engaging in any of the above ethical conflicts are requiring the withdrawal of person from educator preparation program; place restrictions on the issuance, renewal or holding of a certificate, either indefinitely or for a set term; issue an inscribed reprimand, published censure that appears on the face of the educator’s official certification records; issue a non-inscribed reprimand, unpublished censure that does not appear on educator’s official certification records; suspend a certificate for a set term; or revoke or cancel a certificate without opportunity for reapplication for a set term or permanently.

Using one of the above conflicts as an example, describe how you would respond to the conflict as a campus principal.

As a campus principal, I would respond to the conflict as set by the state and district guidelines and policies.  I must act with integrity, fairness, and in a legal and ethical manner.  I would meet with the staff member who has been alleged of the conflict to conduct an investigation into the accusations.  If found to be factual, then, I would begin due process.