GENERAL POLICIES

CODE OF CONDUCT: Program participants understand and agree to abide by the ESE professional Code of Conduct referenced in the ESE Handbook.

ACADEMIC INTEGRITY: Candidates, mentors, and other participants in VCOE Educator Support and Effectiveness programs are expected to conduct themselves in a professional manner, treat colleagues and VCOE staff with respect, keep confidential information confidential, and demonstrate academic integrity. Misrepresentation, plagiarism, cheating, and other academic and professional misconduct are considered violations of VCOE program standards and will be referred to the Executive Director for appropriate action, which may include dropping the candidate, mentor, or participant from the program.

ACCOMMODATIONS: Program participants understand and agree that if accommodations for disability are needed, the applicant is responsible for requesting academic accommodations from the Educator Support and Effectiveness Program Director and for providing documentation of disability. VCOE strives to provide its candidates with assistance to meet reasonable requests.

UNIFORM COMPLAINT PROCEDURE: Program participants understand that in the event an issue or complaint arises in regards to their participation in the program, that they are aware of the Ventura County Uniform Complaint Procedure referenced in the ESE Handbook.

FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT (FERPA): Program participants understand that candidate records are subject to FERPA. Information re: FERPA is available at this link.

Program mentors acknowledge, understand and agree to the following:

1. Attend all mentor trainings/professional development provided by the Program
2. Submit all required documents (e.g., Mentor Logs, Mentor Program Surveys) by required due dates
3. Assist the candidate with developing and completing the Individualized Learning Plan (ILP)
4. Serve as a nonevaluative supporter of the candidate
5. Collaborate with the candidate at least one hour per week in response to his/her needs and provide guidance, assistance, and information that leads the candidate to effective professional practices
6. Provide “just in time” support for the candidate, in accordance with the ILP, along with longer term guidance to promote enduring professional skills
7. Support the candidate’s consistent practice of reflection on the effectiveness of instruction, analysis of student and other outcomes data, and the use of these data to further inform the repeated cycle of planning and instruction
8. Facilitate candidate growth and development by providing modeling, classroom observation, guided reflection on practice, and feedback on classroom instruction
9. Connect the candidates with available resources to support professional growth and accomplishment of the ILP
10. Periodically review the ILP with the candidate and make adjustments as needed
11. Encourage and assist the candidate to connect with and become part of the larger professional learning community within the profession