The Mentor Policy Board may be requested by a building principal to place a tenured teacher in a Mentor Intervention Program. This program will be directed at correcting serious instructional deficiencies. A principal requesting placement of a teacher in a Mentor Intervention Program must have completed at least two formal assessments using the criteria adopted for the Phase I and Phase II Teacher evaluation program. These assessments must have been completed during the preceding twenty-week period.

If an administrator determines that a teacher needs placement in the Mentor Intervention Program the teacher shall have the option of accepting or declining placement in the program. The mentor works on a regular basis with the teacher on any issues that will improve that teacher’s performance. The mentor provides verbal updates to the policy board on the progress of the teacher. There is an ongoing communication between the building administrator and mentor. At no time is any formal-written evaluation submitted by the mentor. A mentor will work with the teacher in the Mentor Intervention Program until it is deemed no longer necessary or not helpful by the Mentor Policy Board.

Intervention Process

The following steps constitute the intervention process: 

1. Assessment made by the principal indicating serious instructional deficiencies and the suggestion of possible intervention discussed with the involved teacher
2. Prescriptive measures given to the teacher and a time frame for correction
3. Results assessed by the principal
4. Intervention recommended by the principal through a letter to the teacher and the Mentor Policy Board
5. Mentor Policy Board determines the viability of the intervention
6. Meeting of a designee of the Policy Board and the involved teacher will be held to discuss the process and explain the voluntary nature of the program
7. The teacher will be given ten days to respond to the Policy Board
8. If the response is positive, the Policy Board will assign a mentor
9. The mentor will meet with the teacher to discuss the objectives of the program
10. The mentor will meet with the principal to discuss the objectives of the program
11. The mentor, principal, and the teacher will meet to discuss the objectives of the intervention
12. Mentoring will continue “until it is deemed no longer necessary or helpful by the Mentor Policy Board.” This determination will be based on:
1. The judgment of the mentor (no formal assessment or evaluations will be written by the mentor)
2. Reports the principal may wish to submit to the Policy Board