Did you know that all districts MUST provide a system of support for new principals aligned with the 1993 Education Reform Act and the Department’s Licensure Regulations (603 CMR 7.00)?

Objective
To establish a system for novice principals ( first 3 yrs) that provides them with support toward the acquisition and application of essential adaptive and technical leadership skills aiding them in becoming strong instructional leaders and sound managers, sustaining a learning community and positive student achievement.

• Mentoring Contributes To Instructional Leadership in the Following Areas:
• Self-confidence
• Cultivation of Management Expertise
• Communication Skills
• Problem Analysis
• Perceptual Skills
• Leadership Initiatives
• Human Relation Skills
• Organizational Ability
• Assertiveness
• Team Building
• Effective Instructional Leadership Correlates with Student Achievement
• Mentoring Has Been Positively Linked To Principal Recruitment & Retention

• a program supporting the “Induction Programs” section of the DOE Guidelines.
• a program that responds to EQA standards for mentor programs that utilize data.
• training for the mentors.
• orientation for mentors and protégés.
• coordination, facilities and food for regional monthly cohort meetings for mentors and protégés.
• documentation of monthly site visits and 3 formal observations.
• a liaison for the district.
• a resource binder of relevant literature for all participants.
• a monthly newsletter for all participants.
• a mentor coordinator who has presented and consulted locally and nationally on the topic of principal mentoring.
• a helpful website of resources/materials: http://rodriguezmentor.homestead.com/MEC.html.
• course credit or PDP’s for participants.
• participant satisfaction:
• 100% of mentor participants from last year’s cohort strongly agreed/agreed that:
• their protégé was open to constructive feedback.
• they were able to find time to make site visits and cohort meetings
• they were provided enough resources and training
• their mentor coordinator provided helpful resources and support.
• 100% of protégé participants from last year’s cohort strongly agreed/agreed that:
• the mentor program helped them understand how to effectively use data
• their mentors were a resource for questions and performance feedback
• their mentors helped them with managerial skills
• their mentors helped them supervise staff
• their mentors helped them define and respond to personal and school goals
• their mentor coordinator provided helpful resources and support

• Sign up all principals in their first 1-3 years of working in your district.
• Select a qualified member of the district administrative team to serve as a mentor for each protégé (research suggests that the most beneficial mentors are those working closely in the same district and same grade level -if possible- as the protégé).
• Allow for your principals to attend monthly cohort meetings and site visits.
• Contact the MEC principal mentor coordinator with any questions or assistance needed in finding appropriate mentors.

• I really enjoyed everything. All discussions are informative, productive, and relevant.
• I learned about SMART goals.
• I learned many important things about MCAS both through [the] handouts and the group discussion.
• I learned some helpful approaches to discipline and supervision.
• [I learned] the importance of pairing budget and SIP. Goals and vision need to be included in both.
• [I learned] how to analyze data more effectively.