Program Components

Divisional Orientation

Through divisional orientation, beginning teachers become familiar with LRSD priorities and policies. They also develop a sense of professional community---an essential resource for all teachers.

Teacher Networking

Each beginning teacher is matched with an experienced teacher, who teaches the same level. Arrangements are made for beginning teachers to spend one day observing the experienced teacher in his or her classroom, and sharing materials and strategies.

In-school "Buddy" System

Beginning teachers are paired with experienced teachers within the same school. This in-school "buddy" provides support and collegiality, and shares school-specific information about procedures and policies. These connections develop collaborative teams for beginning teachers within their schools.

Professional Development Opportunities

The Mentorship Program offers specific professional development opportunities for beginning teachers throughout the year. Topics include start-up procedures, the first days of school, managing a class with procedures and routines, lesson planning with differentiated instruction, dealing with difficult people, assessment and evaluation, collaboration, parent communication and others.

Professional Dialogue Sessions

Experienced teachers facilitate group discussions with expertise in areas of teaching strategies, classroom management and behaviour, curriculum and more. Discussion groups are level-specific for Early, Middle, Senior Years, or specialists.

Classroom Support

Mentor participation in the classroom fosters comfort between all parties. It is considered one of the most important components of the Louis Riel School Division Mentorship Program. A mentor's familiarity with a beginning teacher's students and classroom focus subsequent discussions.

Personal Goal Setting and Planning

Ongoing professional growth is essential for all teachers. Mentors assist new teachers to set, plan and implement their annual goals.

Instructional and Collegial Support

This component of the program is based entirely on the specific needs of the beginning teacher. Examples include accessing various school teams, dealing with difficult people, curriculum planning, developing instructional/assessment strategies, writing IEPs and behaviour plans, and managing time.