New Principal/Assistant Principal/Special Education Coordinators Mentoring/Induction Components

For Building Level Enrollment forms, please click here to fill out the requested information and email your superintendent with your interest in enrolling for KELI mentoring.

The components of the KELI Mentoring/Induction program are described with notations for requirements of what will constitute successful completion of the KELI mentoring/induction program. First year principals/assistant principals with an Initial Building Leader’s License status who complete the KELI program will meet the requirements for the Professional Building Leader’s License status. First year principals/assistant principals with a professional building leader’s license will earn professional development points for renewal of the KSDE license. Completion is described in the following categories:

A. Mentoring Activities

(Participation Required)

• The purpose is to provide guidelines for the interaction between first year principals/assistant principals and their respective mentor.
• Interaction August through June 1st with mentors who have been successful Kansas principals/assistant principals in similar settings.
• At least five face-to-face site visits during the year—to be scheduled with the assigned mentor. One of the five should be a visit by the mentee to the mentor’s school site.
• Attendance at the opening KELI orientation session.
• Additional regular contacts with mentors as requested and as scheduled by phone, email, skype, facetime, zoom, or other technology.
• Receive monthly checklists and resources from KELI of topics of timely concern for school level leaders.
• Complete at least two performance demonstrations, jointly selected by the mentor and mentee to be observed by the mentor for the purpose of giving quality feedback for professional growth. If necessary, you may do one performance observation by technology. (Suggestions include a staff session, assembly, presentation, parent groups, etc.) The mentee may observe their mentor in a performance observation.
• Complete a required end-of-the-year reflection on the first year experience. The end of the year reflection should focus on professional growth as a building leader. Mentors can assist by suggesting areas that might be included. Attach the Reflection to the Documentation of Completion Report.

B. Introductory Training/ Professional Learning Sessions

(Choose a combination of four across categories)

The purpose is to recognize a broad range of options for professional networking and to identify sources for personal growth in leadership capacity. Mentees should attend at least four sessions across Groups 1 and 2 below. The four choices must include three Cohort Group Sessions and one Executive Leadership session. (The cohort sessions will provide the opportunity to network with professional organizations.) Attendance should be recorded on the Document of Completion Report. Any registration fees or travel costs are the responsibility of the attendee.

1. KELI/USA Regional Cohort Group Sessions (Attend three)
   No registration fee will be required for KELI participants. Any travel costs will be the responsibility of the attendee. Mentees will participate in three Regional Cohort Group Meetings scheduled by KELI/USA. These sessions will be developed annually around topics important to new leaders and building leaderships skills. Each session will provide an opportunity for learning, panel discussions led by practicing principals (which includes mentors) along with small group discussion with regional and state-wide peers. Content presentations on current topics of leadership development and professional learning will be incorporated into each session. These topics will focus on issues such as Budget, KESA, School Violence, Special Education, Change/Redesign, etc. Panel discussions on these issues will be led by practicing principals followed by dedicated time for informal cohort discussions with regional/state peers. Attendance via virtual technology may be allowed with special permission. Every effort will be made to schedule these cohort sessions in conjunction with existing meetings important to principals/assistant principals leadership attendance.
2. School Leadership Professional Learning Opportunities in an area of your choice (Choose one)
   Attend at least one professional session focused on expanding leadership skills in the interest of your choice. Note you can add options that best match your needs and interests. For each, discuss your thoughts with your mentor and write a brief communication of the important ideas/learning/content of the session to share with a professional colleague, such as staff, parents or your superintendent. Attach a copy of this communication to the Documentation of Completion Report.

• KELI Deep Learning Sessions
• USA Professional Learning (Drive-in events)
• Professional learning session of your choosing, appropriate for school leaders. Review in advance of attending with the KELI Mentor Coordinator. (Example: CPSI)
• Formal technology-based professional learning (webinar, blog, etc.) may be allowed if on-going and approved by mentor.

C. Successful completion of KELI mentoring/induction

Successful completion of the KELI mentoring/induction program is defined in the requirements above. On a limited basis, substitutions may be accepted when approved in advance by the KELI Executive Director.

Principals/Assistant Principals who have an Initial Building Leadership License and successfully complete the Kansas Educational Leadership Institute (KELI) principal mentoring and induction program satisfy requirements for the KSDE professional school leader license endorsement. The KELI Executive Director is authorized to sign the required form indicating completion to KSDE.

Principals/Assistant Principals who hold a professional school leader endorsement and complete the KELI requirements earn professional growth credits toward license renewal under the KSDE guidelines. KELI is recognized by KSDE as a regional professional learning center.

Suggestions for the written communication requirements:
Successful leaders know it is important to share comments after attending professional learning opportunities in order to use information applicable to improvement efforts and to demonstrate to others the value of having a leader who continues to learn. The purpose of the KELI requirement is to begin the practice of doing this. Attachments to the Documentation of Completion form should be copies of what you shared—not an additional task. Examples include: a hand written note to a colleague; a more formal document to staff, district leaders, or others; a “cut & paste” paragraph from a larger document; or another format of your choosing that communicates such a message.

Role of KELI Principal Mentor

Requirements:
Veteran principals who have the leadership skills desire to be available in all Kansas schools can be nominated by their superintendents to serve as a mentor to a first year principal in the Kansas Educational Leadership Institute (KELI) mentoring and induction support program for first year principals. KELI staff will contact superintendents who nominate mentors and the principals nominated to discuss the requirements and benefits of mentor participation.

Background Information:
KELI is a partnership formed by KSDE, KASB, USA, KSSA, and Kansas State University to support the development of building and district leadership for Kansas schools in the 21st Century.

Mentor Responsibilities:
KELI provides mentors with formal coaching training for building leadership capacity in others. Mentors participate in this training from their own offices, using technology. Mentors and mentees schedule regular purposeful and planned contact times throughout the year. This includes a minimum of 5 face-to-face site visits and other connections as appropriate by technology. Mentors attend up to two cohort meetings and two mentor training sessions to share experiences with others and to refine the support provided in the KELI program.

Mentor Benefits:
KELI has provided intensive mentoring and induction support for first year Kansas superintendents, principals, special education directors, and other Kansas education leaders. They have received high marks for effectiveness in supporting new leaders. Mentors report gaining professional growth that applies directly in their home assignments. Networking with building leaders in other districts was cited as another benefit by both mentors and first year leaders.

KELI provides mentors with formal coach training for building leadership capacity in others that focuses on developing professional skills invaluable to successful leaders. This training benefits mentors in their KELI assignments and transfers to their professional duties in their home district. There is no district cost for enrolling a mentor in the KELI program. Mentors who satisfy the commitments for mentor training and service to mentees will receive a stipend from KELI at the end of the mentor year.