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Mentoring Guidelines


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   Concord Academy




    Mentoring Guidelines



Table of Contents: Because this is a fluid document, we have not added page numbers, as they change when content is added. Here’s how the themes of the document are ordered:

1.  What is a Mentor?

2.  Mentor/Mentee Appointments

3.  Summer

4.  September

5.  October

6.  November

7.  December

8. January

9.. February

10. March

11. April

12. May






“In her last appearance in the Odyssey, the scene that ends the epic, Athena once again assumes the form of Mentor. To the very end, the divine Athena maintains the disguise of an everyday friend, a person fully incorporated in the familiar community. Throughout the Odyssey, Athena pulls alongside those whose need makes them open to help. She offers the right words in the right place at the right time, thereby empowering her companions to do for themselves whatever it is they uniquely must do. She helps people become themselves. Athena combines the characteristics of tour guide, symphony conductor, family therapist, senior policy advisor, and delightful companion with a sense of humor.”




-Excerpted from

Athena’s Disguises: Mentors in Everyday Life

by Susan Ford Wiltshire







Thank you for being a Mentor for a colleague who is new to the School. The faculty mentoring program is adaptable, given the changes that occur in an academic year and the insight each member of the faculty brings to mentoring. We count on the wisdom and experience of new faculty and their mentors to contribute to the content and organization of these guidelines.


As you move through the year using the guidelines provided in this edition, please make notes and share information that will help new faculty and their mentors both now and in the years to come. As you grow to understand and appreciate this unique work environment, you too will establish your mentoring ways and become a presence that is supportive and inclusive. We work to foster such a learning environment for our students; it’s our charge and our mission. As adult members of this community, we do this for one another, as well. It is an intrinsic piece of the School’s culture.


The work that has gone into creating the School’s mentoring guidelines has included a contribution from every corner of the School and each member of the teaching faculty. During the 2013-2014 academic year, a mentoring team was established to develop guidelines over the course of the year with the goal of producing a comprehensive document for new mentors to use moving forward.  Throughout the year, while simultaneously working with their respective mentee, they  have gathered insight and input from other faculty and their day-to-day experiences at the School, given the mentoring lens through which they experienced the School. Writing on behalf of the CA community, I am grateful for their thoughtful stewardship and meaningful contributions.


 Jenny Chandler

     Dean of Faculty

Spring 2014




Mentor- Mentee



Mentor- Mentee Appointments


Mentor- Mentee Appointments


Mentor- Mentee Appointments


Amy Kumpel &

Liz Penland             

Stephanie Manzella &

Leigh Gilmore

Amy Kumpel & Laurie Baker

Annie Falk & Sabrina Sadique


Sarah Yeh &

Shawn Bartok

Martha Kennedy &

Laura Twichell

Cammy Thomas & Jonathan Golden

Sue Johnson & Nancy Boutilier


Wenjun Kuai &

Amanda Mead      

Abby Laber &

Peter Boskey

Ed Rafferty & Sue Johnson

Cory Chapman & Denise Alfonso


Sally Zimmerli  &

Kim Kopelman     

Cammy Thomas & Monica Ripley

Sara Bellini &

Jessica Kuh

Sarah Gore & Rebecca D'Angelo


Abby Laber &  

Sutopa Dasgupta   

Ayres Stiles-Hall,

Adam Bailey, &

Enrique Alcayaga

Max Hall & Kevin Parker

Bajia Reed & Sally Zimmerli and Stephanie Manzella

Student Life Wilcox Fellow

Tonhu Hoang &    

Nick Hiebert       

Adam Bailey,

Marie Myers, &  
Malika Mouflet

Jessica Cloutier-Plasse  & Ned Singh

Shelley Bolman & Abby Laber

Performing Arts

Justin Bull &      

Chris Rhodes       

Ben Stumpf &

Jessica Cloutier-Plasse

Sally Zimmerli & Carmen Welton


Ayres Stiles-Hall &   Michael Bennett    

Amy Gleason &

Jenny Chandler

Avery Bargar & Laura Twichell


Laurence Vanleynseele  &  Annie Falk    

Jenny Stirling &

Jenny Chandler














  • Materials sent to new faculty and administrators - summer reading, Opening Days Agenda, duty points, etc.

  • Contact from Chair or Direct Supervisor

  • Mentor Appointments are made by Dean of Faculty

  • Accessing CA gmail

  • Receive copies of textbooks

  • Invitation to attend pre-Labor Day orientation for new faculty and staff

  • Comprehensive Calendar

  • Campus tour

  • Check-in procedures at CA – entry process template

  • Summer mailings and emails and other items to be distributed during opening meetings

  • Review the School’s Mission and Core Values

  • What committees exist at CA?

  • What is the process for choosing duty points?  

  • Contact new Mentee as soon as possible. In person is best; however, that is not always possible. Telephone is second best, followed by email (although an email may be the way to make an introduction).

  • Pre-Orientation Sessions – Contact new Mentee just before orientation sessions to reassure the Mentee that she or he does not need to remember everything that will be presented during orientation or have in hand all that was sent prior to the opening of school.

  • Review point system- weekend activities, committee work, etc.


Notes and Conversation Starters:


  • What is the culture of CA?

    • The Quad

    • Chapel - senior experience

    • P.A.C. - morning assembly

  • What’s the dress code for adults?

  • What to expect in the first week?

    • Opening meetings

    • Students arrive

    • First meeting with advisees

    • Classes begin





  • Using professional development funding

  • Curricular expectations

  • Department policies

  • Assessments

  • grading metrics

  • syllabi - expectations

  • new course planning

  • opening day schedule

  • Explain directions for accessing rosters via CA Portal

  • Describe special schedules—Convocation, C & E

  • Share options for gradebooks

  • Confirm Tech—laptop or desktop, access to programs and training

  • Confirm Phone—setting up voicemail and accessing messages

  • Confirm office assignment and office needs ( supplies)  and officemate

  • Review other classroom-based tech resources, access to supplies, furniture, set-up

  • Review attendance expectations and process for both students and faculty

  • Review course loads, audit policy, individual music instruction, minors and majors,

co-curricular offerings, athletics

  • Confirm assignment to specific Google Groups—Department Google Group, etc

  • Explain Messaging via fac-staff FYI and Official

  • Describe Drop-Add period/process

  • Explain how to submit tickets via Maintenance Direct

  • Explain how to submit Tech Support Tickets

  • Meeting new advisees and their parents (Friday and Saturday)

  • Review observation form and schedule class visits

Notes and Conversation Starters:


  • Avoiding information overload. Let your new colleague know that she or he does not need to remember everything that was presented during the opening meetings and mailed in August.

  • Encouraging and being open to class visits

  • What is happening during add-drop?  

  • What’s the Culture of the School?

  • What happens at Faculty Meetings?

  • What happens during the opening of school?

  • What happens during the Opening Weekend—review where one needs to be and when (and let people know when they do not have to be here).

  • What are assemblies and Chapels?

  • When and how often should we meet?

  • What processes are best for talking with one another, asking questions, providing feedback?

  • What is a good advising relationship?

  • Advising parents? Advisee parents? What is the dynamic? What is your role?

  • How do you manage the class dynamic and content during the drop-add period?

  • How do you manage the class dynamic and content when we are in session during Jewish holidays?

  • What is the no-homework weekend

  • What is the senior college visit day

  • Thursday assemblies? Do I attenbd?

  • Calling/contacting (email) advisee parents by late September

  • Communicating with advisors about worrisome grades, trends

  • First chaperoning experience








  • Explain directions for inputting grades and comments via CA Portal

  • Review examples of interim comments, grade updates, “Q”

  • Prepare for Family Weekend

  • Student Progress Meeting

  • No new homework weekend

  • Deadlines for college recs - before Nov 1 and Nov 15 deadlines for ED and EA



Notes and Conversation Starters:

  • Methods for assessing work-to-date and gauging understanding

  • What is the Chandler Bowl?

  • Managing October

  • What are Vespers?

  • Share comment drafts - review them with students before they are open to parents via the portal

  • Continue to invite people in to visit class, solicit feedback







  • Midterm comments

  • Interim teacher/course evaluations

  • Homework policy over breaks

  • Spring term book order

  • Admissions Open House  

  • Class observations

  • Early decision & early action application deadlines: Nov 1 and 15

  • Due date for teachers to submit grades for seniors

  • Academic policy before and after Thanksgiving - email from Registrar

  • Sunday afternoon study hall

  • Opportunity to switch study hall location - advisors guide this


Notes and Conversation Starters:

  • Inviting people in to visit class, solicit feedback

  • Begin to think about offerings for next year - begins within departments

  • Using feedback from interim teacher/course evaluations to make adjustments in advance of final term evaluations

  • Talk about of pacing of final weeks - getting everything completed

  • Confluence of many events - crunch time for fac and students - fall mainstage production, post-season games, winter season tryouts - lots of events happening

  • Seniors anxious about grades and looming ED and EA decisions

  • Preparing for extended time, special accommodations on final exams






  • Preparing for winter weather - school closing/delay

  • Residents need to know about shoveling their areas and cars and include spouses

  • Exams

  • Project Deadlines - second to last week

  • Comments - examples

  • Preparing for extended time

  • Review

  • Giving an exam

  • Exam conditions

  • Use of computers

  • Departments need to clarify what the exam conditions are - H meeting, last major assignment

  • End-of-Term evaluations

  • Tying up the term - agreed to conditions, shared exams

  • Advisees - holiday cheer, pre-exam gifts

  • Sharing review sheets with ASC

  • Holiday events

  • Vespers

  • Be clear about exam conditions - time? 90-min exam for two-hour exam block

  • Ordering books for the next term


Notes and Conversation Starters:

  • Expectations for advisors - what do we share with one another, how does the role evolve and change?

  • End-of-term

  • Preparing for accommodations

  • Accounting for missing work

  • Calculating grades - providing pre-exam grades

  • Don’t use the last week to cram in material or make up for lost time

  • Begin planning for next year - dept-level brainstorming








  • Beginning a new term

  • Confluence of new term, overlapping with finishing previous one, starting a new course, working with new students

  • Fall term comments for classes and advisees

  • Preparing for student progress meeting

  • Guiding students through course add-drop - identifying resources for figuring out what students need to take, process, etc.


Notes and Conversation Starters:

  • How do you start a new class in January? Different feel from September.

  • Happy to have a fall class come to an end; missing a strong connection to a fall class

  • Seniors - those accepted, others dealing with disappointment, anxiety

  • Mixed electives - juniors and seniors - different from the fall - maturation of juniors, senior spring begins for some

  • How does the advising relationship change? Grow?




  • Review calendar with mentee

  • Faculty agreements for next year

  • Sections and offerings for next year

  • Advising and teaching seniors - some have been accepted and others are in a holding pattern - lots of fatigue.

  • Influence of weather on all of us

  • Juniors are beginning the college search process - SAT are out or looming, the stakes are real now

  • Sophomores are applying to junior term away or summer program - recs are daunting and unexpected - process is unclear, little time given, deadlines

  • Talking about next year

  • NAIS - annual conference


Notes and Conversation Starters:

  • Dealing with snow days - being intentional in advance, planning pacing in terms of other events: mainstage production, snowdays, college trip - disruption of days

  • How do we maintain integrity of last week before break -

  • House faculty - what does a weekend look like when it’s snowy and they are inside more - stir crazy, are faculty a bit more grounded, held captive?  








  • 2015-16 inaugural Spring Session

  • Museum Day - alternating year

  • Agreement Letters out and returned


Notes and Conversation Starters:

  • Homework/assignments during March break








  • GSA Day of Silence

  • Advising and course materials for next year

  • course catalog - course revisions are due

  • capital expense discussions with Don

  • Revisit days

  • Patriot’s day

  • status of seniors - shift in mood

  • senior privileges for boarders

  • change in dress, opening of quad

  • college acceptances

  • book buyback

  • budget

  • Dir’s seminar

  • Tech week for theatre III and Dance Co

  • Easter and Passover

  • Momentum after spring break vs other breaks, thinking about e

pace, engagement, and goals. It is a LONG final lap.

  • Spring Bucks for seniors

  • Faculty and staff housing changes and openings

  • Duty Points

  • Committee assignments

  • Club assignments


Notes and Conversation Starters:

  • Professional development opportunities for summer







  • Course request - process

  • End-of-year events

  • Review important dates calendar

  • Preparing for comments

  • Getting grades done before students go into exams

  • Clarify end-of-term policies regarding projects during last two weeks

  • Working with advisees as they transition to new year or college

  • Working with grade-level  team to design a final, collaborate with others

  • Thinking about any new member of the faculty with whom you are collaborating next year - communication during summer

  • duty pts/committees for next year

  • Next year issues

  • housing changes and selection process

  • Commencement prep



Notes and Conversation Starters:

  • Clarify what events warrant your presence

  • Talking about mentor-mentee relationship - what went well, what is the connection moving forward

  • Gaining and/or losing an advisee - negotiating that process

  • Participating in CFG next year








  • Status of office during summer

  • Confirming teaching assignments

  • Wrapping up/closing out fiscal year issues by June 30


Notes and Conversation Starters:




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