School Teacher Training and Mentoring Program.

(1) The School Teacher Training and Mentoring Program is established within the Department of Education. The purpose of the program is to increase the effectiveness and involvement of classroom teachers and improve student achievement, classroom management, and excellence in the state’s public schools.

(2)(a) School districts and charter schools may place retired classroom teachers or current classroom teachers in schools earning a grade of “D” or “F” to act as teacher mentors to:

1. New classroom teachers;

2. Classroom teachers who are rated as needs improvement, developing, or unsatisfactory on the prior year’s performance evaluation under s. 1012.34; or

3. Classroom teachers identified by the school administrator as struggling with behavior management within the classroom.

(b) Each teacher mentor selected by the school district, charter school, or charter management organization must have:

1. At least 3 years of teaching experience in prekindergarten through grade 12.

2. Earned a highly effective rating on his or her most recent performance evaluation under s. 1012.34.

(c) Each teacher mentor may receive a stipend of up to $3,000.

(d) Each mentor and mentee relationship through the program shall be for one grading period.

(e)1. A retired classroom teacher serving as a teacher mentor may not have more than five mentees at a time.

2. A classroom teacher serving as a teacher mentor may not have more than one mentee at a time.

(3) The Department of Education shall establish program standards and a standard contract template for the teacher mentor and mentee which outlines the responsibilities of each person and establishes the framework and goals of the program.

(4) Each teacher mentor must:

(a) Present significant historical events with accuracy and integrity, grounded in verifiable evidence and scholarly rigor.

(b) If a curriculum is used, use a curriculum that affirms the principles of fairness and equal opportunity reflected in the Florida Educational Equity Act and encourages respectful dialogue across diverse perspectives.

(c) Maintain confidentiality, unless prohibited by law.

(d) Not have a personal agenda other than assisting his or her mentee in developing and reaching the mentee’s goals.

(e) Help his or her mentee in developing skills and expertise, including drawing upon the teacher mentor’s own personal experiences.

(5) The State Board of Education may adopt rules to administer this section.