HAM Training

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Agenda colores

Thank you all so much for being a part of this pilot program!

Hawk Academic Mentor Training

2025

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Teacher

Mrs. Belton

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Ms. O'Bryan

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Ms. Brewster

Student

Subject

Student Teacher Pairings:

Introductions and pairings

Welcome

• Name
• Grade or Subject Taught
• Anything else you want to say (fun fact, what you are excited about for the upcoming school year, etc.)

Ms. Brewster

Ms. Driscoll

Mr.Pacheco

AJ Butler

Biology

JerissaJeune

English 9

Rachel Spring

English 9

Diego Hernandez Mendez

Algebra & Geometry II

Ilyanis Sanchez

English 9

Evangeline Nastar

World History II

Please tell us a little bit about yourself:

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Goals for today:

Understand the purpose of the Hawk Academic Mentoring program

Learn the expectations for both students and teachers

Engage in practice scenarios that might occur during the year

Objecttive for today:

Students and teachers will be able to explain the purpose of the Hawk Academic Mentoring program and describe what is expected of their specific role in the program.

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Course/Program overview

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Students: This will be one of your 5 academic classes and will be graded on a "Pass/Fail" basis. It will not factor into your GPA, but you will receive 4 credits for successfully completing the course. If you are in 11th grade, you CAN participate again next year.

Teachers: You will have a separate grade book for this course as it runs concurrently with one of your subject-matter classes. Your HAM student does count towards your overall teaching load of 80 students per week.

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Why Hawk Academic mentoring?

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• Southeastern wants to make sure that all students are given the support they need to be successful.

• The program provides an opportunity for student leadership.

• BONUS-- recruit students to the incredibly rewarding profession of teaching!

Hawk Academic Mentoring provides 11th and 12th grade students with the opportunity to assist in either a 9th or 10th grade classroom to support their peers in a variety of ways, learn more about the field of education, develop leadership skills, and give back to the SERSD community!

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Teacher expectations

Quarterly/As-Needed Expectations:

Additional Information for Teachers:

Daily Expectations:

Weekly Expectations:

• Assign mentor duties and responsibilities as appropriate (translation assistance, lab set up/break down, clarifying instruction and content etc.)
• Provide feedback to mentor and redirection as needed

• Provide mentors with topics for review (readings, presentations) prior to start of academic week
• Provide feedback/grade weekly reflection and enter into School Brains

• Enter comment codes and upload term grades each quarter
• Communicate with caregivers as needed

• Mentors should not have access to any confidential information (IEP/504s, grades etc.)

• Mentors should not perform tasks outside over and above their role, such as making copies, unless it is an emergency. UNDER NO CIRCUMSTANCES should they be grading assignments.

• Mentors should be allowed to work on their own assignments during assessments/independent reading etc.

• The weekly reflection and rubric should be used "as-is" for the first quarter. We can meet as a group to discuss any changes that might need to be made if necessary.

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Student Expectations

Daily Expectations:

VIP REMINDERS: 1. It is expected that you keep private any student's progress, grade etc. that you might become aware of. 2. If a student discloses something that makes you uncomfortable, please tell the cooperating teacher. 3. Your role is to support your peers, not give them the answer or solve a problem for them.

• Demonstrate professionalism, including arriving on-time, adhering to the student dress code, model appropriate behavior, communicate effectively and use technology properly.

• Be prepared for class by reviewing the content by provided by the teacher ahead of time.

• Take initiative to support your peers and complete tasks as assignment by the teacher.

• Ask questions if you are unsure of something or need support-- this is a learning experience for you too!

Weekly Expectations:

• Complete your weekly reflection by the end of Friday's clas and submit it in Google Classroom. It is ok to admit that you struggled during the week-- do not be afraid to ask for help to admit that you need to work on something! If you are absent on a Friday, work out a time to complete the reflection with your teacher.

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05:00

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Scenarios

SCENARIO #1:Jamie is a student who historically has struggled in ELA, especially with writing. The teacher has assigned an essay, and while most students have already gotten to work, Jamie is staring at a blank computer screen. The teacher is busy checking in with other students and hasn't gotten to Jamie yet, but you as the Hawk Academic Mentor have noticed that he doesn't show any signs that he is working.Mentors: How would you handle this situation? What are some of the things you could try to support Jamie?

SCENARIO #2:You arrive to class to notice that your teacher is absent and there is a substitute, who tells the class there is an assignment posted in Google Classroom. Angel is a student who usually participates in class and is confident in the material, but today complains about having to work on the assignment, saying "We never learned this." You know that this material is review, and that teacher's notes are available in Google Classroom for their reference. Mentors: How would you handle this situation? What are some of the things you could try to support Angel?

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Questions

What questions do you have that I haven't answered?