Welcome to the Vermont Principals’ Association Principal Mentoring webpage.Whether you are a new principal, new career and tech center director, new to Vermont education, an aspiring principal mentor or a member of a school community, this site will offer you information about the opportunities to serve as a principal mentor or to work with a certified mentor. The work of serving as a school principal or career and technical center director can be very isolating and at times challenging. Working with a mentor during the first two years of a school leader’s career can provide support, guidance and new learning that can go a long way toward turning challenges into new opportunities.
We hope you find the information on these pages helpful and would appreciate your comments and feedback about how we might make it even better.VPA & PRINCIPAL MENTORING VERMONT ACT 20 FACTS AND FIGURESVermont Act 20When a district hires a principal or technical center director who has not been employed previously in that capacity the superintendent shall ensure that the new principal or director receives mentoring supports during at least the first two years of employment. Effective July 1, 2012. To view the Vermont title 16 Section 245 please go to http://tinyurl.com/kkad55bWhy Mentoring Makes SensePrincipal Standards-What Principals Should Know and Be Able To Do
- Lead schools in a way that places student and adult learning at the center.
- Set high expectations and standards for the academic, social, emotional and physical development of all students.
- Demand content and instruction that ensure student achievement of agreed-upon standards.
- Create a culture of continuous learning for adults tied to student learning and other school goals.
- Manage data and knowledge to inform decisions and measure progress of student, adult and school performance.
- Actively engage the community to create a shared responsibility for student performance and development.
- Hire trained mentors through the Vermont Principals' Association
- Hire private consultants with mentoring skills
- Assign mentors from within the district who the superintendent certifies as having met all the mentor competencies and is able to mentor effectively.
Trained Mentor Benefits
- Provide day-to-day coaching and feed back
- Provide structured learning opportunities
- Help shape beliefs about change, learning, relationships, and ethical leadership practices
- Have high standards and expectations for performance
- Provide support in developing problem solving skills
- Offer real world leadership experiences
- Have knowledge, time and commitment
- Share research based competencies known to improve student learning
- Have access to resources and a work of other trained mentors
NAESP National Mentor Certification ProgramMentor Competencies
VPA Mentoring Contact InformationPeter M. Evans, VPA Mentor Coordinator, (c) 802-279-4706, (t) 802-485-8347, (e) Petermevans53@gmail.com
- An effective mentor sets high expectations for self-development in high quality professional opportunities.
- An effective mentor has knowledge of and utilizes mentoring and coaching best practices.
- An effective mentor is active in instructional leadership.
- An effective mentor respects confidentiality and a code of ethics in the mentor protege relationship.
- An effective mentor contributes to the body of knowledge as it pertains to principal and administrative mentoring.
- An effective mentor fosters a culture that promotes formal and informal mentoring relationships.
Peter M. Evans, a Vermont educator for 35 years, brings a variety of experiences to his work with schools that includes teaching in the elementary, middle and high school settings as well as serving as principal at each level. Peter earned an Ed.D. from the University of Vermont’s College of Education and Social Services in 2007.
Peter is on the faculty at the graduate school of the University of Vermont in Burlington as well as Saint Michaels’ College, Colchester, Vermont where he teaches a variety of classes to aspiring principals.
In addition to this work, Peter has represented Vermont principals on several state-wide projects including the Vermont High School Completion Task force (Act 176) and the Vermont Civic Involvement and Service Learning Advisory. He has served as president of the Vermont Principals’ Association and a delegate to the National Leaders’ conference sponsored by the National Association of Secondary School Principals in Washington, DC. He was named Vermont Secondary Principal of the year in 2008.