The Kenmore Town of Tonawanda Teacher Evaluation Committee was formed in 1985 as a response to the Regents Action Plan requirement of an annual performance review for all teachers.  Its charge was to develop an evaluation process aimed at improving instruction and student learning through strengthened professional competencies.  By the Spring of 1987 both the KTA and KAA approved the proposed plan.  The Superintendent then reviewed the status of the plan with the Board of Education.  Contractual language clearly spelled out the Mentor Program.


                The Kenmore-Town of Tonawanda School Administration and the Kenmore Teachers Association worked collaboratively to develop a mentor program that included parallel assessments by administrator and mentor.  A grant application was submitted to the State Education Department based on this model.  The application was initially denied because of the shared evaluative component. The district showed its commitment to the program by providing full financial support.  The KTA showed its commitment by negotiating lower starting salaries for teachers in their initial two years of service.  These lower salaries offset the cost of the program.


                A nine-member Professional Performance Review Board, also known as the Mentor Policy Board, was established.  The board is made up of five teacher members, appointed by the president of the teacher’s union and four administrators, appointed by the superintendent of schools.  One teacher and one administrator shall serve as co-chairs to the policy board.  This board will gather information, two evaluative reports by mentor and administration, on the individual mentees and make a recommendation to the superintendent. 


                Steve Barkley, a national consultant for education, was brought to the district for training during the summer of 1989.  Interviews for mentors were held and two elementary mentors were chosen.  Germaine Washington and Karen Wiede were placed on special assignment and worked full time as mentor teachers.  Each year mentors were assigned to cover all levels of instruction, elementary, middle, and high school.  After serving a three-year term as a mentor, a teacher must return to the classroom for at least one year. 


                Phase I was established for all new teachers entering the Ken-Ton District.  Upon successful completion of Phase I new teachers move into Phase II.  Evaluative reports were written by mentors December 1, May 1 and submitted to the Professional Performance Review Board.  Mentors attended monthly meetings with the board to discuss mentees and their performance. Another component of the Mentor program, Intervention, was designed to assist tenured teachers exhibiting serious instructional difficulties.

Last Modified on February 15, 2019