A student is struggling at NES this new school year. They seem to be having a tough time adjusting to the different teacher and new classmates and is falling behind in class.

Katelyn Meredith is the one to figure out why this student is falling behind and try to set out a plan to help them get back on track.

“I work with struggling students, students who may be having difficulty in school for one   reason or another. I use different assessments to gather information on what kind of learners they are,” said Meredith. “Then we use that information to plan a way to support that student to be successful”.

Meredith has just started her first year in the district as a school psychologist. She works mainly at NES but will travel around the district to different schools. Originally from the area, Meredith has always had a passion for psychology and helping other people and sees Triton as a good fit.

Before coming to Triton, Meredith worked in Marblehead, which is a city school rather than one that included three towns.

“Working in a school that services several different communities is definitely one unique aspect,” said Meredith.

Being a new teacher in the district, Meredith has had to learn a few new things in order to get settled in with her job and the area. However, through the change she says she wants to stay for a while.

Meredith said that, “I see myself doing this for quite a while. I’m passionate in what I do”.

Some of the ease in change might be credited to the mentor program at NES. Meredith has already established relationships that will help her through her first few years.

“It’s important to establish relationships with the people you work with. A happier jobs comes with having support and being able to be successful,” said Katelyn.

Long time NES teacher Jennifer Lapham comments on the mentor system.

“The school principals try to match up new teachers with other professionals with a similar position,” said Lapham. “Mentors have to complete a mentor training course to be considered. They receive 12-1 credits for mentoring new teachers. There is a substantial packet of information to guide mentors and mentees through the year. The goal is to help new teachers adjust to the new building and atmosphere, follow administrative procedures, and offer advice for dealing with student situations, as well as finding the teacher bathroom and how to dial out on their class phones.”

Middle school psychologist Angela Couse was the teacher assigned to help Katelyn with her transition. She is the only other school psychologist in the district, which makes sense as to why she is mentoring Meredith.

“As Katelyn’s mentor, it is my job to ensure that she becomes acclimated to our district, such as policies, procedures, technological aspects, and answer any questions she may have. With being the only other school psychologist in the district, I have the responsibility to discussing cases as needed and assisting her in the development of her educator goals,” Couse said.

The biggest purpose in the mentor program is to have the new teachers establish good working relationships with fellow teachers.

“In my short time of knowing and working with Katelyn, I believe that she is an asset to our district. With her wealth of knowledge, skills, experience and friendly personality, I believe that she has the qualities to stay within our district for a long time,” said Couse.