· Web viewBeginning Teacher and Administrator Mentoring Program . 2017-2019 Request for...

Beginning Teacher and Administrator Mentoring

Program 2017-2019 Request for Application

Information, Instructions, Calendar of Events and Scoring

Grant Application Due Date: August 8, 2017

Notice of NondiscriminationIt is the policy of the State Board of Education and a priority of the Oregon Department of Education that there will be no discrimination or harassment on the grounds of race, color, sex, marital status, religion, national origin, age, sexual orientation, or disability in any educational programs, activities, or employment. Persons having questions about equal opportunity and nondiscrimination should contact the Office of the State Superintendent of Public Instruction at the Oregon Department of Education.

Oregon Department of EducationOffice of Teaching, Learning and Assessment

255 Capitol Street NESalem, OR 97310-0203

This is a legislative-funded program; project timeline, reporting dates, and requirements are contingent upon the Oregon Department of Education receiving funding for 2017-2019 biennium from the Oregon Legislature and are subject to change as state requirements change.

Oregon Mentoring Program2017-2019 Grant Application

Oregon achieves . . . together!

Table of ContentsI. Background and Legislative Intent 3

Vision and Goals 3

II. General Information 4

III. Application Process 11

A. Timeline – Important Dates 11

B. Required Application Sections 12

C. Format and Application Instructions for Submission 13

IV. Application Narrative 14

A: Project Design 14

B: Project Action Plan 23

C. Project Partnerships 25

D. Evaluation of Program Effectiveness 26

E. Application Budget Narrative and Budget Worksheet 26

V. Technical Assistance 27

Appendix A: Oregon Revised Statute (ORS) and Oregon Administrative Rules (OAR) 28

Appendix B: Application Cover Page 35

Appendix C: Assurance Forms 36

Appendix D: Action Plan 38

Appendix E: Budget Worksheet 39

Appendix F: Scoring Rubric 40

Appendix G: Beginning Teacher Mentor Program Best Practices 65

Oregon Department of Education



I. BACKGROUND and LEGISLATIVE INTENT

BACKGROUNDIn 2007, the Oregon Legislature passed HB 2574 authorizing the Oregon Department of Education (ODE) to establish a beginning teacher and administrator mentoring program. The Oregon Mentoring Project was started to provide support to beginning teachers, principals, and superintendents. In 2013, the Oregon Education Investment Board proposed key strategic investments to support Oregon’s attainment of 40/40/20. Key to this work is a revitalization of the education profession and the establishment of a Network of Quality Teaching and Learning. Conceptualized and passed by legislature in HB 3233, the Network provides funding for a comprehensive system of support for educators that creates a culture of leadership, professionalism, continuous improvement and excellence for teachers and leaders across the P-20 system. In 2015, the Oregon Legislature passed SB 216 implementing the following new priorities within the Oregon Mentoring Program:(a) The priorities to be addressed by monies received by a school district, including efforts related to:(A) Increasing the number of culturally and linguistically diverse educators hired; and(B) Reflecting the demographics of the students of the school district with the demographics of the educators of the school district; and(b) Whether the school district is a small school district or serves a rural community.

The Oregon Mentoring Program is an important component of this work. It is designed to support activities related to an evidence-based mentorship program for beginning teachers and administrators. A priority of Oregon’s educational system is to recruit and retain teachers and administrators of the highest quality. As part of this goal, the Oregon Department of Education is issuing grants to support beginning teacher or administrator mentoring programs as part of a larger induction strategy. The grants fund individual school districts or consortia comprised of school districts, ESDs, and universities. Grant-in-aid has been allocated yearly from 2008-2017.

VISION AND GOALS

The Oregon Beginning Teacher and Administrator Mentoring Program supports a vision of induction and instructional mentoring that addresses the following goals:

Increasing retention of beginning teachers and administrators Improving instructional and leadership practices for beginning teachers and

administrators Increasing student learning and growth

In addition, all grantees will be expected to incorporate and adopt the principles of Chief Education Office’s Equity Lens, and it is the perspective through which the Oregon Department of Education considers the creation of strategic opportunities for students of color. The Equity Lens provides twelve core beliefs that fuel opportunities to bolster success for diverse student


http://education.oregon.gov/wp-content/uploads/2016/07/Equity-Lens_CEdO_March_16_2016.pdf

http://education.oregon.gov/wp-content/uploads/2016/07/Equity-Lens_CEdO_March_16_2016.pdf



populations across the state. The beliefs most pertinent to the work of this grant are highlighted below:

We believe that everyone has the ability to learn and that we have an ethical responsibility and moral responsibility to ensure and education system that provides optimal learning environments that lead students to be prepared for their individual futures.

We believe that the students who have previously been described as “at risk,” “underperforming,” “under-represented,” or minority actually represent Oregon’s best opportunity to improve overall educational outcomes. We have many counties in rural and urban communities that already have populations of color that make up the majority. Our ability to meet the needs of this increasingly diverse population is a critical strategy for us to successfully reach our 40/40/20 goals.

We believe that resource allocation demonstrates our priorities and our values and that we demonstrate our priorities and our commitment to rural communities, communities of color, English language learners, and out of school youth in the ways we allocate resources and make educational investments.

We believe that communities, parents, teachers, and community-based organizations have unique and important solutions to improving outcomes for our students and educational systems. Our work will only be successful if we are able to truly partner with the community, engage with respect, authentically listen—and have the courage to share decision making, control, and resources.

II. GENERAL INFORMATION

A. Purpose of the Beginning Teacher and Administrator Mentoring GrantThe purpose of this Request for Application (RFA) is to notify eligible applicants of the availability of funds to support the Beginning Teacher and Administrator Mentoring Program and solicit proposals that will advance mentoring in the state of Oregon. As outlined in the Oregon Mentoring Program Standards adopted by the State Board of Education August 2014, an effective mentoring program:

Provides structures to assure a cohesive, culturally competent system for mentoring that is supported at all levels.

Requires involved, informed and culturally responsive leaders.

Collects data to evaluate and improve program effectiveness.

Carefully selects and assigns mentor/mentee partners reflective of diverse cultural characteristics and clearly defines roles.




Expands the knowledge and refines the practice of mentors and mentees through a collaborative, culturally responsive process, supported by research.

Utilizes a data based cycle of inquiry to assess effective, appropriate and culturally responsive instructional and leadership practices.

Accelerates the professional practice of beginning educators to positively impact student achievement for EACH and EVERY learner no matter what their national origin, race, gender, sexual orientation, differently abled, first language, or other distinguishing characteristic.

Fosters and develops culturally competent educators.

Provides quality mentoring support to ensure an effective transition into a teaching or administrative career for first and second year teachers and administrators.

Improves professional success and retention of beginning teachers and administrators.

The goal of this program is to improve instructional strategies leading to increases in student outcomes and the positive retention of beginning teachers and administrators resulting in the state meeting 40-40-20.

B. Type of GrantBased on the availability of state resources, this grant begins August 31, 2017 and ends on June 30, 2019. The Oregon Department of Education will review progress reports, performance data and 2018-2019 Continuation Grants to determine future and continued program funding from July 1, 2018 through June 30, 2019.

Grants will be funded based on an amount of $4,000 per beginning teacher and $3,800 per beginning principal and beginning administrator allocation. The applicant’s grant budget request is determined by the total number of estimated beginning teachers, beginning principals and beginning administrators for the 2017-2018 school year. The final budget allocation will be based on the actual number of beginning teachers, beginning principals and beginning administrators for the 2017-2018 school year. The 2018-2019 budget allocation will not exceed the original 2017-2018 allocation and will be based on the actual number of beginning teachers, beginning principals and beginning administrators for the 2018-2019 school year.

As outlined in statute and rule if the funds are insufficient for all eligible proposals, the Department of Education shall award grants on a competitive basis taking into consideration:




(a) Successful or promising efforts to increase the number of culturally and linguistically diverse educators hired; and(b) Closing the cultural and linguistic gap between demographics of the district’s teachers and administrators and the demographics of students served by the school district; and(3) Whether the school district is a small school district or serves a rural community.

C. EligibilityThe Beginning Teacher and Administrator Mentoring Grant is a competitive grant process. Any district is eligible to participate in the mentorship program. A district may enter into a partnership with another district(s), an institution of higher education, an Education Service District or another organization to operate a joint mentorship program if all moneys received as grants-in-aid for the mentorship program are administered by the participating district to provide direct services to beginning teachers and administrators; and all other grant requirements are met.

D. Grant RequirementsBeginning Teacher and Administrator Mentoring applications need to:

Use successful or promising efforts in hiring culturally and linguistically diverse teachers and administrators through a systemic plan and process.

Focus efforts on closing the cultural and linguistic gap between the demographics of the district’s teachers and administrators with the demographics of the students served by the school district.

Support transitions between pre-service and induction programs for teachers and administrators.

Address all mentoring program standards in a thorough, thoughtful, comprehensive and systemic way.

Have strong partnerships with local higher education, teacher unions, education organizations, neighboring school districts, Education Service Districts and community organizations.

Emphasize professional learning for mentors and mentees to ensure mentors receive the professional development they need to provide highly effective mentoring and beginning educators receive aligned professional learning based on their specific needs.

Describe a mentor selection process that specifically outlines the criteria for selection and applicants go through a rigorous interview process to ensure the most effective educators are selected.

In 2015, the Oregon Legislature passed ORS 342.950 implementing the following priorities within the Oregon Mentoring Program:(a) The priorities to be addressed by moneys received by a school district, including efforts related to:

(A) Increasing the number of culturally and linguistically diverse educators hired; and




(B) Reflecting the demographics of the students of the school district with the demographics of the educators of the school district; and

(b) Whether the school district is a small school district or serves a rural community.

E. Use of FundsGrantees must be able to spend funds according to acceptable accounting procedures and be able to provide evidence of such procedures. All funds will be provided through the Electronic Grants Management System (EGMS). Costs must be necessary and reasonable to complete the project and be authorized and not prohibited under State or local laws.

Reasonable costs will not exceed that which would be incurred by a prudent person, are ordinary and necessary for the operation of the program, and represent sound business practices. Lack of documentation is a primary reason for audit findings. Documentation must be available to support each expenditure and may be requested by the Oregon Department of Education at any time.

Funds will be available upon official notification (50% allocation anticipated on or about September 30, 2017) through June 30, 2018. Grant funds may not be used outside of the award period.

Year One funding is available for the grant period August 31, 2017 through June 30, 2018. Applicants must be specific on how activities are to be effectively carried out within this time period; ensuring funds are spent in a way to maximize benefits to beginning teachers/administrators. Grants will be funded based on an amount of $4,000 per beginning teacher and $3,800 per beginning principal and beginning superintendent allocation. Beginning teacher, beginning principal and beginning superintendent is defined as taught/lead fewer than two school years. The applicant’s budget request is determined by the total number of estimated beginning teacher, beginning principal and beginning superintendents for the 2017-2018 school year. The final budget allocation will be based on the actual number of beginning teachers, beginning principals and beginning administrators for the 2017-2018 school year. The 2018-2019 budget allocation will not exceed the original 2017-2018 allocation and will be based on the actual number of beginning teachers, beginning principals and beginning administrators for the 2018-2019 school year.

Continuation Grant Application for Year Two Mentoring Projects must be submitted with the Year End Report by June 15, 2018.

Use of state mentoring funds may include (but is not limited to) the following: Mentor salaries Teacher release time Administrator release time Substitutes




Teacher stipends Administrator stipends Professional learning activities for mentors, beginning teachers, beginning

administrators, and project coordinators Program design activities Program evaluation Travel and per diem (limited and must not exceed federal GSA rates)

Funds may not be used for: Costs associated with writing the proposal. Contractual obligations that extend beyond June 30, 2017, or began prior to the

award date. Purchase of equipment that becomes the property of any individual or

organization other than eligible project partners or recipients. Purchase of services for personal benefit beyond the project outcomes and

activities.

This is a legislative-funded program. Program funding levels, project timeline, reporting dates, and requirements are contingent upon the Oregon Department of Education receiving future funding from the Oregon Legislature and are subject to change as state funding levels and requirements change.

F. Reporting and AssurancesSuccessful proposals will include specific and measurable project goals and outcomes, and an evaluation plan that will provide evidence that there has been progress toward meeting those outcomes within the timeline of the grant. Progress must be measureable through collection of appropriate data, observable through anecdotal records and/or documented through other records. The results of the evaluation will be reported to ODE as part of the Final Grant Report. Data and information from the final evaluations will be included in the report to the Oregon Legislature. Any submission of evaluation materials that include images of minors must be accompanied by a signed release form by a parent or guardian.

To facilitate program analysis, recipients will provide additional data related to the impact of the project on students, beginning teachers, and beginning administrators. This data will include but are not limited to the following: Two yearly reports: 2017-2018 Progress Report and 2018-2019 Final Report (see timetable for approximate dates). Interviews and/or surveys conducted by ODE staff or evaluators. Data on specific measures of student and teacher/administrator knowledge and skills

related to project outcomes including:




o Unique Staff Identifier (USID#) for each beginning teacher, beginning principal and beginning superintendent mentored using grant funds and mentors (included on yearly pairing form)

o Race/Ethnicity data on each beginning teacher, beginning principal and beginning superintendent mentored using grant funds and mentors (included on yearly pairing form)

o Gender data on each beginning teacher, beginning principal and beginning superintendent mentored using grant funds and mentors (included on yearly pairing form)

o Class/content area data on each beginning teacher mentored using grant funds including but not limited to ELL, ELD, CTE and Special Education (included on yearly pairing form)

o Years of teaching for each beginning teacher, beginning principal and beginning superintendent mentored using grant funds and mentors (included on yearly pairing form)

o Retention data as defined by ODE for each beginning teacher, beginning principal and beginning superintendent mentored using grant funds

By signing the assurances included in this application, school districts and partners agree to cooperate with ODE and Chief Education Office to collect and report such data to the extent that it is possible.

Reporting Requirements: Grant Participants will submit an Administrator Mentoring Pairing Form and/or a

Teacher Mentoring Pairing Form by September 2017.

Grant Participants are required to submit a 2017-2018 Progress Report, 2018-2019 Continuation Grant Application and a 2018-2019 Final Report to the Oregon Department of Education (ODE) prior to receiving their final request for funds. The report will include for each grant year:o A detailed description of the mentoring activities that have occurred to date.

o A summary of the attainment of the project goals and measurable objectives.

o Qualitative and quantitative evidence used to determine program effectiveness.

o Documentation:

o of the required 75-90 hours of contact time was completed using the ODE online Mentor Logs for 2017-2018

o Progress Report - June 15, 2018 and

o 2018-2019 Final report – June 15, 2019.

o Evaluation of the effectiveness of the program.

o Final Budget Expenditures.




o Any other data as required by the Oregon Department of Education. (Such as surveys, teacher demographic data, or data for students in classes taught by mentored teachers)

2018-2019 Continuation Grant Application – Revised Project Design for Beginning Teacher and/or Beginning Administrator

Mentoring Project reflecting any changes made based on data Year Two Revised Action Plan Year Two budget Updated Assurance Forms (if needed)

G. Scoring A review committee will score all complete grant applications that were electronically submitted to Sheli Dumas ([email protected]) at the Oregon Department of Education by 12:00 p.m. on Tuesday, August 8, 2017. All applications will be scored using the scoring criteria provided in this document. Each application will have at least three reviewers.

After scores are compiled, the applications will be placed in rank order. The Mentoring Grant Review Committee will make final recommendations based on the score, priorities outlined in the mentoring statute and grant application, funding requirements established in the Oregon Legislative Budget Notes for the Beginning Teacher and Administrator Mentoring Grant Initiatives, adequate geographic distribution, and overall number of districts, students and educators impacted.

The Oregon Department of Education will notify both successful and unsuccessful applicants and will provide a summary of comments related to their applications.

H. Contact InformationIf you have any questions, please contact:Tanya Frisendahl at [email protected] or (503)947-5754Sheli Dumas at [email protected] or (503)947-5765


mailto:[email protected]





III. APPLICATION PROCESSA. Timeline-Important Dates This is a legislative-funded program. Project timeline, reporting dates, and requirements are contingent upon the Oregon Department of Education receiving future funding from the Oregon Legislature and are subject to change as state requirements change.Completion Date Activities

Various dates in July Announcement regarding availability of grant funds

July 13, 2017 Release of Request for Application (RFA)

July 20, 2017 Mentoring Grant Go-To-Meeting – Application and Submission Informational webinar from 3:00 PM – 4:00 PM

July 24, 2017 Letter of the Intent to Apply and Reviewer Application due to the Oregon Department of Education

August 8, 2017

Electronic applications due to the Oregon Department of Education by 12:00 PM.ANDThe original grant application plus one hard copy of the application must be postmarked or received by ODE by 5:00pm.

August 9 – August 15, 2017 Applications will be reviewed and scored

August 17, 2017 Applicants expected to be notified of award

September 2017; November 2017; February 2018; May 2018

Mandatory attendance at Oregon Mentoring Leadership Network Meetings for Project Directors. Dates and Locations TBD.

2017-2018 - YEAR ONE

September 15, 2017 Induction Pairing Form due/Letters of Commitment completed

September 30, 2017 Grantees may draw up to 50% of 2017-2018 grant funds

December 1, 2017 Grantees may access the remaining grant funds

June 15, 2018

2017-2018 Progress Report and 2018-2019 Continuation Grant Application dueComplete with program description, final evaluation and final totals of participants (final pairing form)

June 30, 2018 Last date to submit request for payment for 2017-2018 activities

2018-2019 - YEAR TWO (pending legislative funding & approval of Continuation Grant Application)

Year 2 - July 8, 2018 Grantees may draw up to 50% of 2018-2019 grant funds

August 2018; November 2018; Mandatory attendance at Oregon Mentoring Leadership Network


http://www.oregon.gov/ode/schools-and-districts/grants/mentoring/Documents/MentoringGrantCallforReviewers.doc

http://www.oregon.gov/ode/schools-and-districts/grants/mentoring/Documents/MentoringNoticeofIntenttoApply.docx

https://global.gotomeeting.com/join/624418637



February 2019; May 2019 Meetings for Project Directors. Dates and locations TBD.

Year 2 - Sept. 15, 2018 Induction Pairing Form due/Letters of Commitment completed

Year 2 – Oct. 28, 2018 Grantees may access the remaining 2018-2019 grant funds

Year 2 – June 15, 20192018-2019 Final Report dueComplete with program description, final evaluation and final totals of participants (final pairing form)

June 30, 2019 Grant end date

June 30, 2019Last date to submit request for payment for 2018-2019 activities

B. Required Application SectionsSubmission requirements for the original RFA plus one additional copies should contain the following:

(1) Application Cover Page (Appendix B): Sponsoring district must submit a completed, signed Application Cover Page (Appendix B) with the original signatures of the fiscal agent and project director. The original RFA and the additional copy should begin with a completed, signed copy of the Application Cover Page.

(2) Assurance Forms: a. District Assurance Form(s) (Appendix C): A Statement of Assurances page must

be signed by both the Superintendent and the Project Director and included with the original Request for Application (RFA). A signed Statement of Assurance is required for all districts participating in the project.

b. Partner Assurance Form(s) (Appendix C): A Statement of Assurances page must be signed by the representative for each participating partner organization and included with the original RFA.

(3) Application Narrative (Addressing required elements): Please refer to the specific format section listed as Application Narrative in the following section. The Application Narrative may not exceed 25 pages.

Project Design for both the Beginning Teacher and/or Beginning Administrator Mentoring Project

Project Action Plan (Appendix D) Project Partnership(s) Evaluation




(4) Budget Worksheet (Appendix E)(not counted as part of the Application Narrative 25 page maximum): The budget worksheet should clearly reflect activities in the grant and represent reasonable costs associated with the activities. Budget worksheet is provided in Appendix E.

(5) Budget Narrative (not counted as part of the Application Narrative 25 page maximum): The budget narrative should provide clarity to the Budget Worksheet by describing how the amounts in the worksheet were determined. Major single expenditures should be itemized and linked to specific grant activities.

(6) Appendix (not counted as part of the Application Narrative 25 page maximum): Applications are required to include the mentor selection rubric used. Additional supporting documentation is not required, however, any supporting charts, graphs, and tables may be placed in the appendix and referenced in the Grant Narrative.

C. Format and Application Instructions for Submission

Application Must Meet Formatting Requirements Or They Will Not Be Read:

12-point font, Calibri, double spaced on all narrative sections

Charts and Tables must be labeled, 11 point font, single spaced

Sections tabbed and labeled to help guide the reviewers

Pages numbered for reference

1 inch margins on the sides, top, and bottom of 8½” by 11” paper

25 page narrative maximum, (excluding cover page, assurances, mentor selection rubric, budget template, appendix and bibliography)

Name the file in this format: The district it is being submitted from, underscore, and Beginning Educator Mentoring Program (ex. ABCSchoolDistrict_Beginning Educator Mentoring Program)

An electronic version of the completed application including a scanned copy of the signed District and Partner Statement of Assurances and Cover Page, in Word (.doc or .docx), or PDF format must be received by 12:00 pm on August 8, 2017. Please use the Secure File Transfer Process outlined below to submit the electronic version of the grant application. Mail the original of the completed grant application plus one (1) copy to the Oregon Department of Education postmarked or delivered by 5:00 PM on August 8, 2017.

Address your application packet to:Oregon Department of Education Office of Teaching, Learning and Assessment




255 Capitol Street NESalem, Oregon 97310-0203Attention: Sheli Dumas [email protected] 503-947-5765

Envelopes must be plainly marked Request for Application-Beginning Teacher & Administrator Mentoring Program.

Secure File Transfer ProcessAn electronic version of the complete application must be submitted to Sheli Dumas at [email protected] using the Secure File Transfer system available on the ODE district website: https://district.ode.state.or.us/apps/xfers/. Follow the instructions provided on the secure file transfer website. Multiple files must be compressed (zipped) into a single folder for submission. Please name the files as follows: the district it is being submitted from, underscore, and Beginning Educator Mentoring Program (e.g. ABCSchoolDistrict_Beginning Educator Mentoring Program). Only complete applications submitted by the due date will be scored.

Contact the ODE helpdesk at 503-947-5715 if you need assistance with the Secure File Transfer Process.

IV. APPLICATION NARRATIVE

A. Project Design The purpose of this section of the application is to describe the components of your district/consortium’s proposed Beginning Teacher and/or Beginning Administrator Mentoring Project resulting in impact on teaching, leading and learning within the district/consortium. The components will be based on the Oregon Mentoring Program Standards adopted by the State Board of Education in August of 2014 and other legislative requirements.

In the 2015 Legislative session, additional priorities to be addressed by a district applying for the mentoring grant were outlined in statute. The application narrative shall include a detailed description of:(a) Successful or promising efforts to increase the number of culturally and linguistically diverse educators hired; and


An electronic version of the Grant Application must be received by12:00 PM on August 8, 2017.

ANDThe original plus one hard copy of the application must be postmarked or delivered by

5:00pm August 8, 2017.

https://district.ode.state.or.us/apps/xfers/





(b) Efforts to close the cultural and linguistic gap between the demographics of the district’s teachers and administrators with the demographics of the students served by the school district.

NOTE: Applications are required to include the mentor selection rubric used.

Mentoring Program Standards describe the structures and functions, processes, and effective practices necessary for a quality program. Applicants may use the Mentoring Program Self-Appraisal Tool to identify the strengths and areas for growth in their current or proposed mentoring project. The highlighted strengths and how they intend to address the gaps can be included within the application. Applicants may use the grant application scoring guide located at the end of this application when responding to the RFP or for clarification of the Oregon Mentoring Program Standards.

Elements to consider before designing your project:Project Elements

a) Demographics, circumstances, and factors to be considered before designing your project: What are the demographics of your schools? How many schools are in your district/consortium?

What is the student population at each school? What is the size and make-up of your community? What are the linguistic, cultural and academic

backgrounds of students? What are the special needs of students in the district(s)? What is the relationship between the district and local Teacher Preparation Program(s)?

b) Student, beginning teacher, beginning administrator and district profile to be considered for district initiatives and priorities: What are the academic successes and challenges in your district(s)? What are important school and/or district initiatives that need to be considered? What are retention rates in your district(s)?

Oregon Mentoring Program Standards:Program (P) Standards Districts/consortiums are committed to integrating and sustaining comprehensive mentor programs targeting quality teaching, leading and learning that aligns with other district and state initiatives and goals.

Program Standard 1: Program Administration, Collaboration, and Communication:Quality mentoring programs provide structures to assure a cohesive, culturally competent system for mentoring that is supported at all levels.A Quality Mentoring Program:Program Standard 1 Indicators: In the application’s project design section,

thoroughly describe:1.1 has a designated leader with sufficient Project Director’s job description, application


http://www.oregon.gov/ode/schools-and-districts/grants/mentoring/Documents/final-mps-rubric.docx

http://www.oregon.gov/ode/schools-and-districts/grants/mentoring/Documents/final-mps-rubric.docx



Program Standard 1: Program Administration, Collaboration, and Communication:Quality mentoring programs provide structures to assure a cohesive, culturally competent system for mentoring that is supported at all levels.A Quality Mentoring Program:

resources, authority, knowledge and experience to guide program implementation and accountability

and hiring process On-going professional learning for the Project

Director including attending all ODE Mentor Network meetings

Project Director’s role with district leadership in relation to decision making process for mentoring program

1.2 includes system-wide leadership District’s policies and practices that support the development of a research based mentoring program

1.3 involves collaboration and coordination among program leaders and stakeholders to ensure that program goals and practices align with teacher preparation programs, educator professional learning, evaluation systems, culturally responsive teaching practices and other P-20 initiatives

How data is shared between programs/systems to inform continuous improvement

How mentoring project goals are aligned to Mentoring Program Goals

Analysis of multiple sources of program evaluation data by program/district leaders

1.4 develops and maintains structures and systems to promote two-way communication and stakeholder involvement

Communication process between mentoring project leadership and district/site administrators to ensure implementation of a research based mentoring program

Leadership team and their role in planning, implementation, evaluation, communication and refinement of the program through data analysis and program evaluation

Optional Guiding Questions:The Mentoring Project has clearly articulated goals and outcomes. What are your project’s overall goals? What do you hope to achieve? What impact do you seek? How are you

ensuring impact on student achievement, retention, and beginning teacher and beginning administrator effectiveness?

What specific outcomes do you have for beginning teachers and beginning administrators? What professional habits do you intend to cultivate? What would success look like?

What outcomes do you have for your mentors? In what ways can your program develop leadership capacity in experienced teachers and administrators?

How will your program equip beginning educators to effectively teach/lead the linguistically, culturally, and academically diverse?

What are goals for school district and university articulation? Between program leaders? Between the mentors and site administrators?

The Mentoring Project works together to plan, implement and evaluate with project partners and administration. How will partnering organizations demonstrate institutional commitment to the Mentoring Project? How will your Project Leadership and organizational structures work together? How will the primary contact

person be determined?




Program Standard 1: Program Administration, Collaboration, and Communication:Quality mentoring programs provide structures to assure a cohesive, culturally competent system for mentoring that is supported at all levels.A Quality Mentoring Program: How will a clear and appropriate allocation of authority and initiative be coordinated and articulated among all

entities? How will Project leaders acquire the depth of knowledge and understanding necessary to develop and implement a

highly effective Mentoring Project? What professional learning opportunities will be provided to the project leaders for continued professional learning and growth of the project?

The Mentoring Project works together with district and site administrators to provide the structure and create a positive school climate for the project’s support and assessment activities. How will project leader(s) clearly communicate the Mentoring Project’s rationale, goals, and design to district

leaders, site administrators, and stakeholders? How will your project provide professional learning for district and site administrators to become familiar with

program components, formative assessment processes, beginning teacher and beginning administrator development, and working conditions to support teacher and administrator success?

How will your project support district and site administrators to establish a culture of support within their school for mentors and beginning teachers and beginning administrators to work together?

What opportunities for communication and feedback are there among partnering agencies/stakeholders? How is data shared to ensure formal and informal linkages are made among members of the partnership to inform

continuous improvement?

Program Standard 2: Leadership Engagement:Quality mentoring programs require involved, informed and culturally responsive leaders.Leaders in a Quality Mentoring Program:Program Standard 2 Indicators: In the application’s project narrative section, thoroughly

describe:2.1 provide resources and conditions required to promote and improve teacher and administrator success

Placement determination process for ensuring beginning teachers/ administrators are placed in assignments that promote success

Resource commitment to support components defined in the project goals and plan

Mentor/mentee assignment process using a research-based ratio depending on the mentoring model used

2.2 create a culture of equity that focuses on the outcomes of academic proficiency, civic awareness, workplace literacy, and personal integrity

On-going professional development for mentors on inclusive, culturally responsive teaching practices

2.3 engage in professional learning in how best to support teachers and administrators

Process to ensure mentors complete the initial ODE/NTC or ODE approved instructional mentor training and on-going professional learning

Resource commitment to ensure effective professional learning that supports mentors, teachers, and administrators

2.4 collaborate and coordinate with other (Included in 1.1)




Program Standard 2: Leadership Engagement:Quality mentoring programs require involved, informed and culturally responsive leaders.Leaders in a Quality Mentoring Program:mentor program leaders across the stateOptional Guiding Questions: What is the context for beginning teachers and beginning administrators in terms of: resources, support, adjunct

responsibilities, numbers of preparations (secondary teachers), combination classes (elementary teachers), classroom location, etc.

How are beginning teacher and beginning administrator assignments made in your district(s)? What considerations are made for beginning teachers and beginning administrators?

What collaboration structures are in place for beginning teachers and beginning administrators at the school sites? In what ways do beginning teachers and beginning administrators use collaboration time?

What additional resources and support are provided to beginning teachers and beginning administrators in challenging situations?

Program Standard 3: Program Assessment and Evaluation:Quality mentoring programs collect data to evaluate and improve program effectiveness.A Quality Mentoring Program:Program Standard 3 Indicators: In the application’s project narrative section, thoroughly

describe:3.1 purposefully and systematically collects data, using multiple measures, to demonstrate implementation, impact, and areas for continuous improvement

Program evaluation process which uses multiple measures to demonstrate implementation and impact

3.2 continuously and systematically shares evaluation findings with stakeholders to inform decision-making and accountability

Collaboration process between mentoring project leadership, mentors, and district/site administrators to analyze multiple sources of data and share results




Processes (PR) Standards Mentoring processes are characterized by collaborative cycles of inquiry that provide for standards based feedback loops leading to measurable outcomes and practices for the success of all students.

Processes Standard 4: Roles and Responsibilities:A quality mentoring program carefully selects and assigns mentor/mentee partners reflective of diverse cultural characteristics and clearly defines roles.A Quality Mentoring Program:Processes Standard 4 Indicators: In the application’s project narrative section, thoroughly

describe:4.1 has a formal, rigorous and timely process for recruiting and selecting mentors based on culturally responsive criteria consistent with the roles and responsibilities of mentoring

Application process for mentor selection Criteria for selecting mentors Copy of the mentor selection rubric must be

included in the grant application4.2 defines and communicates mentor roles and responsibilities that are focused on the continuous development of teacher and administrator practice

Mentors’ inquiry based support that will be provided to improve instruction and student learning for all students, regardless of cultural, gender, racial, ethnic, and socioeconomic characteristics based on mentee’s data and needs

Roles and responsibilities of mentors (job description) and how these roles will be communicated to the mentors

Mentoring model that will be implemented (full-release, partial release, 1-on-1/Building mentor, hybrid…)

4.3 utilizes a standards based system of ongoing assessment for mentor growth and accountability

Formative assessment system based on mentor standards that will be used to inform the development of professional goals for mentors with an emphasis on cultural responsiveness

Optional Guiding Questions:The rationale for project components, structure, and activities is based on research about teacher/leader development, effective mentoring practices, and systems-alignment. What is the rationale for your project’s design? In what ways is your design informed by research, theory, and

practice? In what ways is the planning and implementation of your project consistent with the holistic, developmental view of

teaching /leading articulated in Professional Teaching Standards/Professional Leadership Standards? In what ways are you aligning and providing continuity between pre-service, the first years of teaching, and on-

going teacher and administrator professional development? In what ways is the Induction Program contextualized to meet students’, teachers’, administrators’, schools’ and

district needs? How does your project address the strengths and needs of beginning teachers and beginning administrators and




Processes Standard 4: Roles and Responsibilities:A quality mentoring program carefully selects and assigns mentor/mentee partners reflective of diverse cultural characteristics and clearly defines roles.A Quality Mentoring Program:

recognize individual developmental differences in beginning teachers and beginning administrators and mentors?

Processes Standard 5: Professional Learning:Quality mentoring programs expand the knowledge and refine the practice of mentors and mentees through a collaborative, culturally responsive process, supported by research.A Quality Mentoring Program:Processes Standard 5 Indicators: In the application’s project narrative section, thoroughly

describe:5.1 establishes learning communities engaged in professional learning, problem-solving, and evidenced based collaborative inquiry for mentors, as well as teacher and administrator mentees

On-going professional learning for mentors to refine mentoring skills, practices and improve student learning

On-going beginning teacher/administrator professional learning based on assessed needs including culturally responsive teaching practices

System to ensure mentors adequate time to implement inquiry cycle with mentees no matter which mentor model is implemented(description must address how the required 75-90 hours of weekly contact time will be met and must include a plan for at least five classroom/professional setting observations)

5.2 ensures mentors apply new learning to mentoring practice through engaging in goal-setting and reflection, implementing inquiry action plans, and analyzing data

(Included in 4.3)

5.3 facilitates professional learning that is guided by research, standards, culturally responsive practices, local priorities and the developmental needs of mentors, as well as teacher and administrator mentees

(Included in 2.2 for mentors)(Included in 5.1 for mentees) Formative assessment data used to determine

the scope, focus, and content of professional learning activities for mentors and mentees

Optional Guiding Questions:The design of the project is structured to maximize beginning teacher and beginning administrator success within the context of a professional learning community. What is the overall design of your project? What are the structures for mentors and beginning teachers; mentors and beginning administrators to work

together? How often do they meet together? What services will be provided to beginning teachers and beginning administrators? What is your implementation




Processes Standard 5: Professional Learning:Quality mentoring programs expand the knowledge and refine the practice of mentors and mentees through a collaborative, culturally responsive process, supported by research.A Quality Mentoring Program:

plan? Describe different ways mentors use release time within the project. What are the project’s expectations for

meeting during school hours for mentoring and observation?The project is structured to support beginning teachers and beginning administrators to create a positive, inclusive climate for all students to receive effective instruction and assessment. What resources and supports are provided to beginning teachers, beginning administrators and their mentors to

provide equitable access to the core curriculum? How does your district support beginning teachers, beginning administrators and their mentors in identifying and

addressing the learning needs of English learners? What structures and systems are in place to support beginning teachers, beginning administrators and their

mentors to provide appropriate learning opportunities for students with learning disabilities and for students who are talented and gifted?

What resources and supports are provided to beginning teachers, beginning administrators and their mentors in examining their practice in relation to personal and institutional biases that impact student learning and seek to eliminate them from professional practice?

Processes Standard 6: Teacher and Administrator Assessment:Quality mentoring programs utilize a data based cycle of inquiry to assess effective, appropriate and culturally responsive instructional and leadership practices.A Quality Mentoring Program:Processes Standard 6 Indicators: In the application’s project narrative section, thoroughly

describe:6.1 includes self-reflection, goal setting, observations, and formative assessments

tools, processes, and timeline mentors and mentees use for self-reflection and goal setting (may be included in 4.3 for mentors)

6.2 is designed to accelerate educator effectiveness to ensure that every student regardless of cultural, gender, racial, ethnic, and socioeconomic characteristics is ready for college, careers and engaged citizenship

(Included in first bullet in 4.2)

6.3 includes multiple sources of evidence to assess teacher and administrator mentees’ strengths and areas for growth and guide professional learning

(Included in 5.3) System to ensure mentor information is not

used for formal evaluation or employment decisions

Professional Practice (PP) StandardsDistricts are committed to integrating and sustaining comprehensive mentoring programs promoting professional practices aligned with Oregon’s Teaching and Administrator Standards that outline what educators should know and be able to do to help all students improve, grow and learn.




Professional Practice Standard 7: Instructional and Leadership Practices:Quality mentoring programs accelerate the professional practice of beginning educators to positively impact student achievement for EACH and EVERY learner no matter what their national origin, race, gender, sexual orientation, differently abled, first language, or other distinguishing characteristic.A Quality Mentoring Program:Professional Practice Standard 7 Indicators: In the application’s project narrative section,

thoroughly describe:7.1 fosters self-reflection among teacher and administrator mentees to accelerate growth based on Oregon professional teaching or administrative standards

(Included in 5.1 third bullet)

7.2 supports knowledge of curriculum standards, grade level and subject standards, culturally responsive practices, pedagogy and performance levels for students

System for mentors to attend professional learning opportunities with mentees to support clarification and implementation of information

(Included in 4.2 first bullet)(Included in 2.2 and 2.3)

7.3 strengthens the ability of teacher and administrator mentees to analyze data in order to plan and differentiate instruction and programs

(Included in 4.2 first bullet)

7.4 develops teacher and administrator mentees’ knowledge and application of the physical, cognitive, emotional, cultural and social well-being of students

On-going mentee professional learning on physical, cognitive, emotional, cultural and social well-being of students

7.5 supports collaborative partnerships among educators, families, and the community

Supports for mentees to connect and communicate with parents/guardians

Professional Practice Standard 8: Equity, Cultural Competence and Universal Access:Quality mentor programs foster and develop culturally competent educators.A Quality Mentoring Program:Professional Practice Standard 8 Indicators: In the application’s project narrative section,

thoroughly describe:8.1 supports teacher and administrator mentees’ knowledge of the cultural, gender, racial, ethnic, and socioeconomic characteristics of their classrooms, schools and community

Opportunities for mentees to gain knowledge and expand their learning of cultural responsive pedagogy and its impact on student learning, teaching/leadership

8.2 expands teachers and administrators mentees’ self-awareness of cultural competency and how that impacts their learning, teaching and leadership

(Included in 4.2 first bullet)

8.3 demonstrates a commitment to equity by developing culturally inclusive practices in teacher and administrator mentees

Systemic plan and process for hiring culturally and linguistically diverse teachers and administrators through a system that is




Professional Practice Standard 8: Equity, Cultural Competence and Universal Access:Quality mentor programs foster and develop culturally competent educators.A Quality Mentoring Program:

culturally responsive and how the effectiveness of the plan and process will be evaluated

plan and process of efforts on closing the cultural and linguistic gap between the demographics of the district’s teachers and administrators with the demographics of the students served by the school district

Process used to identify experienced educators that utilize culturally competent practices and use them as resources for mentees

B. Project Action Plan

Include an action plan (Appendix D) that outlines the goals, related objectives, activities, and indicators, the person responsible for each, as well as the frequency of each element. NOTE: Action plans must also include:

Goal(s) for plan and process for hiring culturally and linguistically diverse teachers and administrators and

Goal(s) for evaluation of the mentoring program.

Definitions

Goal – A goal is a broad statement for which measureable objectives are written. Ex. “Ensure an effective transition into an educational career for educators new to the profession.”

Objective – An objective is specific and measureable. It describes how and when a goal will be met. Ex. “20 beginning educators will complete Individual Learning Plans based on educator standards (InTASC, ISLLC) by October 30th.”

Activity – Activities describe the way in which an objective will be met. Ex. “Beginning educators will review educator standards and select 2 as the focus of their plan.”




“Beginning educators will work with mentors to complete an Individual Learning Plan (ILP) in the first month of participation in the project.”

Indicator – An indicator describes how and when you will know whether objectives have been met.Ex. “ILPs will reflect 2 standards.” “ILPs will be submitted to _______ by October 30th.”

Sample Action PlanGoal 1: Ensure an effective transition into an educational career for educators new to the profession.Objective Activities Indicators Person

ResponsibleFrequency

1.1 __# of beginning educators receive 75-90 hours of support from a highly trained mentor during the 2017-18 SY.

1.1.a Beginning educators will meet with mentors a minimum of 8-10 hours per month.

1.1.a.i . Mentor logs submitted no later than the 10th day of each month shall reflect the minimum #of hours

Individual responsible for oversight of activity

Monthly

1.2 __# of beginning educators complete Individual Learning Plans (ILPs) based on educator standards (InTASC, ISLLC) by October 30th.

1.2.a Beginning educators will review educator standards and select 2 as the focus of their plan.

1.2.b Beginning educators will work with mentors to complete an Individual Learning Plan (ILP) in the first month of participation in the project.

1.2.a.i ILPs will reflect 2 standards

1.2.b.i ILPs will be submitted to _______ by October 30th


Once

Once

Plan and process for hiring culturally and linguistically diverse teachers and administrators Goal 1:Ensure an effective process for hiring culturally and linguistically diverse teachers and administrators.Objective Activities Indicators Person


1.1 Determine the effectiveness of the hiring efforts of culturally and

1.1.a Mentor project leaders are involved in the development of the district’s systemic plan

1.1.a.i Increase in the percentage of Beginning Educators that are culturally

Individual responsible for oversight of

June 2018




linguistically diverse teachers and administrators through a systemic plan and process.

and process to ensure hiring culturally and linguistically diverse teachers and administrators through a system that is culturally responsive.

1.1.b Mentor project leaders are involved in the evaluation of the effectiveness of the hiring efforts of culturally and linguistically diverse teachers and administrators

and linguistically diverse desiring to remain in the district.

1.1.b.i Increase in the percentage of all educators that are culturally and linguistically diverse desiring to remain in the district.

activity

June 2018

Evaluation Goal 1: Ensure an effective mentoring program based on qualitative and quantitative data.Objective Activities Indicators Person


1.1 Determine the impact of the mentor program on mentees.

1.1.a Mentors will complete a survey of practice annually.

1.1.b Mentees will complete a survey of practice annually.

1.1.a.i Increase in the percentage of Beginning Educators desiring to remain in district


May 2018

C. Project Partnerships - Organizations/Entities (Not Districts)A collaborative process is encouraged to achieve the objectives of the project. Describe all the organizations/entities that have agreed to partner in this grant and how partners will work together to support the mentor and beginning teachers/beginning administrators. Outline in detail the responsibilities of each partner/organization and include a letter of commitment for each project partner. Project partners are not individual districts participating in the mentoring project. They are Partnering Districts not Project Partners.

A letter of commitment must be included for each partner listed as a project partner. A commitment letter addresses what specific resources (financial, in-kind, materials, expertise, etc.) the partner will contribute to the project. The letter also addresses the commitment of the partner beyond the life of the grant.




D. Evaluation of Program Effectiveness Describe the qualitative and quantitative evidence that will be used to determine program effectiveness. This evaluation must be submitted as part of the Project Reporting Requirements described on pages 9-11.

E. Budget Worksheet Complete a budget worksheet for the project. There is no requirement for matching funds, however, contributions of district funds and additional donations of time and materials will be considered as indicators of support and sustainability by the district and partners. Please only list matching funds, including in-kind donations, that have been committed for the development and implementation of this project.

F. Budget NarrativePrepare a budget narrative that explains how the funds will be expended, demonstrates alignment to the budget worksheet (Appendix E), and delineates the costs of the project’s Mentoring Project. Administrative costs, including indirect costs, are limited to 5% of total budget request. Total grant request including administrative costs cannot exceed total allocation based on the number of estimated beginning teachers and beginning administrators. Describe any in-kind contributions to be made by project partners in support of the project during the 2017-2018 SY.

Describe how the amount in each line item of the budget was determined. Relate this description to the proposed activities in the action plan.

Identify roles and responsibilities for each individual with a salary funded partially or entirely through this grant.

Identify the nature of the contracted services included in the professional and technical services.

Identify specific events and venues if travel includes conferences and meetings. List representative examples of supplies and materials. Identify individual items included in non-consumable.




V. TECHNICAL ASSISTANCE

ContactsFor assistance related to the Oregon Beginning Teacher and Administrator Mentoring Grant, please contact:Tanya [email protected]

Sheli [email protected]

ODE WebsitePlease visit http://www.oregon.gov/ode/schools-and-districts/grants/mentoring/Pages/default.aspx This website has been set up to provide resources and information.

WebinarStaff from the Oregon Department of Education will provide a GoToMeeting to assist potential applicants in developing their application. All webinars will begin at 3:00 p.m. and will finish no later than 4:00 p.m. Log on to Go-To-Meeting to participate. The GoToMeeting will be recorded and posted on the mentoring grant website linked above.

July 20, 2017 – 3:00-4:00 – Mentoring Grant Application Webinar – Application and Submission InformationThu, Jul 20, 2017 3:00 PM - 4:00 PM PDT

Please join my meeting from your computer, tablet or smartphone.https://global.gotomeeting.com/join/624418637

You can also dial in using your phone.United States (Toll Free): 1 866 899 4679United States: +1 (312) 757-3119Access Code: 624-418-637

Beginning Teacher and Administrator Mentoring Grant ListServIf you would like to be placed on the listserv to receive updates and information related to the Beginning Teacher and Administrator Mentoring Grant, please join at http://listsmart.osl.state.or.us/mailman/listinfo/oregon_mentoring_program.

Intent to Apply The notice of intent to apply is optional but will help the Oregon Department of Education identify the number of grant reviewers needed and assure that the potential applicant will receive all updates related to the grant process. Completing this notice does not obligate the school, district or Education Service District (ESD) to submit a final grant proposal. A copy of the notice can be found here.


http://www.oregon.gov/ode/schools-and-districts/grants/mentoring/Documents/MentoringNoticeofIntenttoApply.docx



http://www.oregon.gov/ode/schools-and-districts/grants/mentoring/Pages/default.aspx





Appendix AOregon Beginning Teacher and Administrator Mentoring Grant

Oregon Revised Statute (ORS) and Oregon Administrative Rules (OAR)

LEGISLATIVE INFORMATIONORS 329.788 – 329.820

ORS 329.788 (Amended in SB 182)As used in ORS 329.788 to 329.820:

(1) “Beginning administrator” means a principal or superintendent who:(a) Possesses a preliminary administrative license issued by the Teacher Standards and

Practices Commission;(b) Is employed as a principal or superintendent by a school district; and(c) Has been assigned for fewer than two school years in the administrator’s present

position.(2) “Beginning teacher” means a teacher who:(a) Possesses a preliminary teaching license or reciprocal license issued by the Teacher

Standards and Practices Commission;(b) Is employed at least half-time, primarily as a classroom teacher, by a school district;

andc) Has taught fewer than two school years as a licensed probationary teacher in any

public, private or state-operated school in any state.(3) “Mentor” means an individual who:(a) Is an acting or retired teacher, principal or superintendent;(b) Has met established best practice and research-based criteria as defined by the State

Board of Education by rule;(c) Possesses a teaching or administrative license issued by the Teacher Standards and

Practices Commission;(d) Has successfully served for five or more years as a licensed teacher, principal or

superintendent in any public school; and(e) Has been selected and trained as described in ORS 329.815.(4) “Mentorship program” means a program provided by a mentor to a beginning

teacher or administrator that includes, but is not limited to, direct classroom observation and consultation, assistance in instructional planning and preparation, support in implementation and delivery of classroom instruction, development of school leadership skills and other assistance intended to assist the beginning teacher or administrator to become a confident and competent professional educator who makes a positive impact on student learning.

ORS 329.810 Training for mentors and beginning teachers and administrators (1) After consulting with representatives of teachers, administrators, school boards, schools of education, the Oregon University System and such others as it considers appropriate, the Department of Education shall approve training for mentors and beginning teachers and


https://www.oregonlaws.org/ors/chapter/329

https://olis.leg.state.or.us/liz/2017R1/Downloads/MeasureDocument/SB182/Enrolled



administrators in programs qualifying for grants-in-aid under ORS 329.788 to 329.820.(2) The training curriculum for mentors shall be based on research and knowledge of the needs of beginning teachers and administrators.(3) Mentors shall be trained to build relationships of trust and mutual collaboration with beginning teachers and administrators.(4) Mentors shall receive professional development before the school year begins and throughout the school year. [Formerly 342.792; 2001 c.317 §8; 2001 c.382 §5; 2007 c.863 §6]

ORS 329.805(1) Subject to ORS 291.232 to 291.260, the Department of Education shall distribute

grants-in-aid to qualifying school districts or educator networks to offset the costs of beginningteacher and administrator mentorship programs. A qualifying district or educator network shallreceive annually an amount that is aligned with evidence-based best practices.

(2) If the funds are insufficient for all eligible proposals, the Department of Education shall award grants on a competitive basis, taking into consideration:

(a) The priorities to be addressed by moneys received by a school district or an educatornetwork, including efforts related to:

(A) Increasing the number of culturally and linguistically diverse educators hired; and(B) Reflecting the demographics of the students of the school district or school districts

within the educator network with the demographics of the educators of the school district or school districts within the educator network; and

(b) Whether the school district is a small school district or serves a rural community orwhether the educator network serves small school districts or a rural community.

(3) The State Board of Education may adopt such rules as it considers appropriate for the distribution of grants-in-aid under this section.

(4) A school district or an educator network that is determined by the Department of Education to be in violation of one or more of the requirements of ORS 329.788 to 329.820 may be required to refund all grants-in-aid moneys distributed under ORS 329.788 to 329.820. The amount of penalty shall be determined by the State Board of Education.

Related Oregon Administrative Rules

The Oregon Administrative Rules (OARs) pertaining to the Oregon Mentoring Program provide additional information and definitions to develop a deeper understanding of the intent and focus of the laws. OAR 581-018-0130 through 581-018-0151 relate to the Beginning Teacher and Administrator Mentorship Program.

The following OAR outlines the selection, nature and extent of duties of beginning teacher and beginning administrator mentors.

581-018-0139


http://arcweb.sos.state.or.us/pages/rules/oars_500/oar_581/581_018.html

https://olis.leg.state.or.us/liz/2017R1/Downloads/MeasureDocument/SB182/Enrolled



The Selection, Nature and Extent of Duties of Mentor Teachers(1) The selection, nature and extent of duties of mentors shall be determined by the school

district based on the requirements of ORS 329.790 to 329.820. (2) No teacher, principal or superintendent shall be designated as a mentor unless willing to

perform in that role; (3) No mentor shall participate in the evaluation of a beginning teacher or administrator for

purposes of actions taken under ORS 342.805 to 342.937; (4) Written or other reports of a mentor regarding a beginning teacher or administrator may

not be used in the evaluation of beginning teacher or administrator. (5) Each mentor shall complete successfully a training provided by the Oregon Department of

Education or approved according to criteria established by the Department of Education while participating in the beginning teacher and administrator mentorship program;

(6) The grant received for each beginning teacher or administrator may be used by the district to compensate mentors or to compensate other individuals assigned duties to provide release time for teachers, principals or superintendents acting as mentors.

Stat. Auth.: ORS 326.051, 329.795Stats. Implemented: ORS 329.790 - 329.820Hist.: EB 18-1988, f. & cert. ef. 3-16-88; EB 9-1990, f. & cert. ef. 1-30-90; ODE 3-2008, f. & cert. ef. 1-25-08

Determination Information for Beginning Teacher/Beginning Administrator

Beginning Teacher Definition (Amended in SB 182)

Pursuant to Oregon Revised Statute 329.788 As used in ORS 329.788 to 329.820:

(2) “Beginning teacher” means a teacher who:

(a) Possesses a preliminary teaching license or reciprocal license issued by the Teacher

Standards and Practices Commission;

(b) Is employed at least half-time, primarily as a classroom teacher, by a school district; and

(c) Has taught fewer than two school years as a licensed probationary teacher in any public,

private or state-operated school in any state.

(3) “Mentor” means an individual who:

(a) Is an acting or retired teacher, principal or superintendent;

(b) Has met established best practice and research-based criteria as defined by the

State Board of Education by rule;




(c) Possesses a teaching or administrative license issued by the Teacher Standards and Practices

Commission;

(d) Has successfully served for five or more years as a licensed teacher, principal or

superintendent in any public school; and

(e) Has been selected and trained as described in ORS 329.815.

(4) “Mentorship program” means a program provided by a mentor to a beginning teacher or

administrator that includes, but is not limited to, direct classroom observation and

consultation, assistance in instructional planning and preparation, support in implementation

and delivery of classroom instruction, development of school leadership skills and other

assistance intended to assist the beginning teacher or administrator to become a confident and

competent professional educator who makes a positive impact on student learning.

Clarifying Questions for Making Determination:

1. Does the teacher possess a preliminary teaching license or reciprocal license issued by the Teacher Standards and Practices Commission? as outlined in:

On the TSPC site, the new licensure redesign has the following licenses listed as Oregon teachers transition to the new state licenses:

Preliminary Teaching License (for new and novice teachers); Professional Teaching License (for teachers with advanced competencies and experience); Teacher Leader License (for teachers with demonstrated professional leadership); Legacy Teaching License (for veteran teachers who do not qualify for new Professional

Teaching License); Reciprocal Teaching License (for licensed out-of-state teachers while they are working on

meeting Oregon requirements); Basic, Standard, Initial I, Initial II, Continuing, Five Year teaching licenses will be moved to

new licenses.

2. Is the teacher employed as a classroom teacher at least half time by a school district?

3. Has the teacher taught fewer than two school years as a licensed probationary teacher in any public, private or state-operated school in any state?





Does the teacher possess a preliminary teaching license or reciprocal license issued by the Teacher Standards and Practices Commission?

Not eligible to be mentored using grant funds.

No



Beginning Administrator Definition

(1) “Beginning administrator” means a principal or superintendent who:

(a) Possesses a preliminary administrative license issued by the Teacher Standards and Practices

Commission;

(b) Is employed as a principal or superintendent by a school district; and

(c) Has been assigned for fewer than two school years in the administrator’s present position.

Pursuant to Oregon Administrative Rule 581-018-0130:

(5) "District" means a school district, an education service district, a state-operated school, or any legally constituted combination of such districts.

Clarifying Questions for Making Determination:

1. Is the Beginning Administrator a principal or superintendent?

2. Does the administrator possess a preliminary administrative license issued by the Teacher Standards and Practices Commission? For Administrator license information, go to: http://arcweb.sos.state.or.us/pages/rules/oars_500/oar_584/584_080.html

3. Is the Beginning Administrator employed by a school district, an education service district, a state-operated school, or any legally constituted combination of such districts?

4. Has the Beginning Administrator been assigned for fewer than two school years in the role of principal or superintendent?


Yes

Is the teacher employed as a classroom teacher at least half time by a school district?


No

Yes

Has the teacher taught fewer than two school years as a licensed probationary teacher in any public, private or state-operated school in any state?


No

Yes

The teacher is eligible to be mentored using grant funds.

http://arcweb.sos.state.or.us/pages/rules/oars_500/oar_584/584_080.html




Is the Beginning Administrator a principal or superintendent?


No

Yes

Does the administrator possess a preliminary administrative license issued by the Teacher Standards and Practices Commission?


No

Yes

Is the Beginning Administrator employed by a school district, an education service district, a state-operated school, or any legally constituted combination of such districts?


No

Yes

Has the Beginning Administrator been assigned for fewer than two school years in the role of principal or superintendent?

The principal/superintendent is eligible to be mentored using grant funds.


No

Yes



Appendix BApplication Cover Page

Please type or print

Total Amount of Funding Requested:

Projected Number of participating:

# Beginning Teachers: # Beginning Principals: # Beginning Superintendents:

Name of School District(s):

County(s):

Project Name:Fiscal Agent (District):

District Mailing Address:

City: State: Zip:

Phone: FAX: E-Mail

Grant Fiscal Name and Title:

Phone: FAX: E-Mail

Fiscal Agent Signature Date

Project Director Name and Title:

Mailing Address:

City: State: Zip:

Phone: FAX: Email

Project Director’s signature Date




Appendix CSchool District Assurances Form

Beginning Teacher/Administrator Mentoring ProgramSchool Year 2017-2018

School District Name:

District Contact: Phone #:

Fax #: E-Mail Address:The school district assures:1. Adherence to the expectations stated in the district mentoring plan.2. Each mentor must possess full state certification/licensure as a teacher or administrator issued by the Oregon Teacher

Standards and Practices Commission (TSPC).3. Mentors must have successfully served for five or more years as a licensed teacher, principal, or superintendent in any public,

private, or state operated school.4. Mentors will not participate in the formal evaluation of a beginning teacher or administrator to whom they are assigned.5. Mentors must agree to participate and complete an approved Oregon Department of Education (ODE) mentor training

program.6. Mentorship program will provide documented frequent contact with a minimum of 75-90 contact hours each year using ODE’s

online mentor logs.7. Beginning teachers have less than 2 years of experience in any state and have a preliminary teaching license or reciprocal

license from the Teacher Standards and Practices Commission (TSPC).8. Beginning administrators have less than 2 years experience.9. Mentors, beginning teachers, beginning administrators, and the project director will be released to attend mandatory

meetings. Mandatory Mentoring Leadership Network Meetings for project directors will be: September 2017, November 2017, February 2018, and May 2018.

10. None of the monies received through this grant will be used to replace expenditures for required programs that are the responsibility of the school district or sponsoring agency.

11. The site/consortium will participate fully in all agreed program evaluations and continuous improvement processes with the Oregon Department of Education. This includes using the ODE online mentor logs.

12. The sponsoring agency agrees to abide by all terms of its grant application. Oregon’s Department of Education (ODE) Office of Teaching, Learning and Assessment must approve any modifications to the application in writing.

13. The following fiscal and program reports will be submitted to ODE, Office of Teaching, Learning and Assessment by their respective due dates.

Induction Pairing Form September 15th

End of Year One Evaluation/ Report June 15th

14. Prospective grant recipients must commit to providing all of the requested reports and deliverables in order to receive a grant award.

15. Sites will be required to share strategies, models, evaluation information, and lessons learned with other Oregon educators.16. District HR staff will be able to provide current directory information for their mentors, beginning teachers, and administrators

to ODE, upon their release from the district contract.17. Letters of commitment will be completed by all administrator mentors, teacher mentors, participating beginning

administrators, and participating beginning teachers. (View letters of commitment on the Mentoring Resources & Research page)

Superintendent’s Signature Date

Project Director’s Signature Date


http://www.oregon.gov/ode/schools-and-districts/grants/mentoring/Pages/Mentoring-Resources-and-Research.aspx

http://www.oregon.gov/ode/schools-and-districts/grants/mentoring/Pages/Mentoring-Resources-and-Research.aspx



Project Partner Assurances FormBeginning Teacher/Administrator Mentoring Program

School Year 2017-2018(This form is for those supporting the application that are not participating districts.)

PartnerOrganization/ Entity Name:

Contact Person:

E-Mail Address: Phone #:

Project Title:

The project partner assures:

1. Adherence to the expectations stated in the Consortium/district mentoring plan.

2. The project partner will participate fully in all agreed program evaluation and continuous improvement processes with the Oregon Department of Education, Office of Teaching, Learning, and Assessment when applicable.

3. The sponsoring agency and all project partners agree to abide by all terms of its grant application. Oregon’s Department of Education (ODE) Office of Teaching, Learning, and Assessment must approve any modifications to the application in writing.

4. Sites and project partners will be required to share strategies, models, evaluation information, and lessons learned with other Oregon educators.

Project Partner’s Signature Date

Project Director’s Signature Date




Appendix DAction Plan

Beginning Teacher/Administrator Mentoring ProgramSchool Year 2017-2018

Please modify as needed.

Goal 1:Objective Activities Indicators Person


Plan and process for hiring culturally and linguistically diverse teachers and administrators Goal 1:Objective Activities Indicators Person


Evaluation Goal 1:Objective Activities Indicators Person





Appendix EBeginning Teacher/Administrator Mentoring Program

SY 2017-2018 Budget Worksheet

This is a legislative-funded program. Project timeline, reporting dates, and requirements are contingent upon the Oregon Department of Education receiving future funding from the Oregon Legislature and are subject to change as state requirements change.

Projected number of participating:

Beginning Teachers: Beginning Principals: Beginning Superintendents:

Applicant/Project:

Fiscal Agent:

Budget Categories

Object Codes

Requested Funding Amount

Total by Object Code

Anticipated Matching/In-

Kind Funds for2017-2018

1XX Salaries

2XX Benefits

31X

Instructional, Professional & Technical Services

34X Travel

390

Other general Professional & Technical Services

4XX Supplies & Materials

460Non-Consumable Items

690Administrative Costs @ 5 %

Total




Appendix F

Beginning Teacher/Administrator Mentoring Program Grant Scoring Rubric

Applicants may use this as a guide when responding to the RFP.

Program (P) Standards ___________________________________________________________________________________________________________________Program Standard 1 - Program Administration, Collaboration, and Communication: Quality mentoring programs provide structures to assure a cohesive, culturally competent system for mentoring that is supported at all levels.

A Quality Mentoring Program:

Establishing: 1 pt. Applying: 2 pts. Integrating: 3 pts. Systematizing: 4 pts.

1.1 has a designated leader with sufficient resources, authority, knowledge and experience to guide program implementation and accountability.

Possible Evidence: Budget proposal Project Director Job

description Organizational chart Professional learning plan

for project director

Project director is identified but FTE is not defined

FTE is allocated for Project Director.

Allocated FTE is reasonable in proportion to program size to support release time for Project Director (Mentor Project Coordinator).

Allocated FTE is reasonable in proportion to program size to support release time for Project Director (Mentor Project Coordinator) and additional resources are dedicated to support the Project Director as needed (e.g. data analyst, support person time)

Project Director attends the four Project Director Network meetings as professional development.

Ongoing professional development for the Project Director, in addition to the four Network meetings, is referenced but not

Specific on-going professional development for the Project Director focused on implementing a mentoring project in addition to attending

Articulated on-going professional development for the Project Director within the state and district along with conferences focused on






described network meetings is described.

the design & implementation of a high-quality mentoring project is described.

Project director has limited opportunity for communication with district leadership and is not involved in decision making.

Project director communicates with district leadership and is informed on the decisions made

Project director communicates directly with district leadership and is involved in all decisions related to the project.

Project director has decision making authority over program.

1.2 includes system-wide leadership.

Possible Evidence: Job description(s) Organizational chart District policies & practices

pertaining to mentoring

District policies and practices are not mentioned

District policies and practices are reviewed through the lens of mentoring program

District policies and practices are implemented to support the development of a research based mentoring program

District policies and practices are aligned across programs to support the development of a research based mentoring program

1.3 involves collaboration and coordination among program leaders and stakeholders to ensure that program goals and practices align with teacher/administrator preparation programs, educator professional learning, evaluation

Data is not shared between programs

Data is shared between some programs (e.g. pre-service prep, mentor project goals and practices, PD for teachers and admin., evaluation systems)

Data is shared between some programs (e.g. pre-service prep, mentor project goals and practices, PD for teachers and admin., evaluation systems) to inform continuous improvement

Data is shared between all programs (pre-service prep, mentor project goals and practices, PD for teachers and admin., evaluation systems)and used to inform continuous improvement

Mentor project goals and Mentor project goals and Mentor project goals and The mentoring project






systems, culturally responsive teaching practices and other P-20 initiatives.

Possible Evidence: Examples of communication

(newsletters, agendas) Data examples (mentee PD,

project goals & objectives. Project goals & objectives

tied to retention, student learning and improved instructional practices

Communication plan to district, community, stakeholders

outcomes are reviewed and revised as necessary

outcomes are related to teacher development, retention, support and student learning, and are reviewed and revised as necessary

outcomes are related to teacher development, retention, support and student learning, and are reviewed and revised as necessary. This is based on multiple sources of program evaluation data analyzed by program leaders

and stakeholder programs’ goals and outcomes are related to teacher development, retention, support and student learning and are reviewed and revised as necessary. This is based on multiple sources of program evaluation data (surveys, time-logs, ODE Program Report) analyzed by program leaders and stakeholders.

1.4 develops and maintains structures and systems to promote two-way communication and stakeholder involvement.

Possible Evidence: Budget proposal List of Mentor Project

Leadership Team Members Agendas, minutes, action

plans from Leadership Team meetings

Project goals & objectives Communication plan for

Project leadership does not communicate with district/site administrators.

Project leadership communicates with district/site administrators to ensure ongoing commitment to provide the time to implement a research based mentoring program.

Project leadership frequently communicates with district/site administrators to ensure ongoing commitment to provide the time and fiscal resources required to implement a research based mentoring program.

Project leadership collaborates with district/site administrators to ensure ongoing commitment to provide the time and fiscal resources required to implement a research based mentoring program.

The mentor project director plans, implements, and

The mentor project director plans, implements, evaluates,

The mentor project has specified leaders who plan, implement,

The mentor project has a shared leadership structure, including






mentor project evaluates the program and refines the program through data analysis and program evaluation

evaluate, communicate and refine the program through data analysis and program evaluation

stakeholders, who plan, implement, evaluate, communicate and refine the program through data analysis and program evaluation




Program Standard 2. Leadership Engagement: Quality mentoring programs require involved, informed and culturally responsive leaders.

Leaders in a Quality Mentoring Program: Establishing: 1 pt. Applying: 2 pts. Integrating: 3 pts. Systematizing: 4 pts.

2.1 provide resources and conditions required to promote and improve teacher and administrator success.

Possible Evidence: Budget proposal Evidence of release time (e.g.

substitute release time) District BT/BA placement

process Description of mentoring model

used & mentor caseload (full release, partial release, 1-on-1)

Description of mentor professional learning (instructional mentor Professional Learning (ODE/NTC) & ongoing Professional Learning)

Project Professional Learning plan for mentors

Administrators determines the work conditions for beginning teachers and administrators

Administrators and project leadership work together to identify work conditions that best support beginning teachers and administrators (environment, assignments, work load placements)

Administrators collaborate with project leadership to anticipate challenges of beginning teachers/ administrators with regards to working environments, assignments, workload and placements and ensure assignment of beginning teachers/ administrators to a placement that promotes success

Administrators consult and collaborate with project leadership to anticipate challenges of beginning teachers/ administrators with regards to working environments, assignments, workload and placements and ensure assignment of beginning teachers/administrators to a placement that promotes success, and early identification and response to challenging situations

The project leadership allocates grant resources to support some components defined in the program goals

The project leadership allocates grant resources to support components defined in the project goals

The project leadership allocates grant and other resources (human, time, fiscal) to support components defined in the project goals

The project leadership allocates grant and other resources (human, time, fiscal) to support components defined in the project design, goals, objectives and, when appropriate, local collective bargaining agreements.

Project director assigns a trained instructional

Project director assigns a trained instructional mentor







mentor every beginning teacher/administrator

every beginning teacher/administrator

mentor to every beginning teacher/ administrator

mentor to every beginning teacher/administrator

Project directors assign mentors

Project directors assign full-release mentors without consideration of research-based ratios and non-released mentors (i.e. classroom teacher) are assigned no more than one beginning educator

Project director assigns caseloads for full-release mentor using a research-based ratio and non-released mentors (i.e. classroom teacher) are assigned no more than one beginning educator

Project director assigns caseloads for full-release mentor using a research-based ratio and non-released mentors (i.e. classroom teacher) are assigned no more than one beginning educator with sanctioned time to mentor

2.2 create a culture of equity that focuses on closing achievement gaps and implementing culturally responsive pedagogy.Possible Evidence: Description of mentor professional

learning (instructional mentor profession al learning (ODE/NTC) & ongoing professional learning)

Description of culturally responsive professional learning for mentors

Professional Learning plan for mentors & mentees

Project leaders provide professional learning to mentors.

Project leaders provide professional learning to mentors on issues of race, language, culture, socio-economics, and gender.

Project leaders provide specific and strategic professional learning to mentors on how to work with beginning teachers and administrators with issues of race, language, culture, socio-economics, and gender to ensure inclusive practices.

Project leaders evaluate the effectiveness of mentors’ specific and strategic professional learning around issues of race, language, culture, socio-economics, and gender based on its impact on the inclusive practices of teachers and administrators.





2.3 engage in professional learning in how best to support teachers and administrators.Possible Evidence:

Budget proposal Description of mentor

professional learning (instructional mentor professional learning (ODE/NTC) & ongoing professional learning

Professional learning plan for mentors

Project directors ensure that mentors participate in some ODE/NTC or ODE approved instructional mentor training.

Project directors ensure that mentors complete all ODE/NTC or ODE approved instructional mentor training.

Project directors ensure that mentors complete all ODE/NTC or ODE approved instructional mentor training and participate in additional professional development

Project directors ensure that mentors complete all ODE/NTC or ODE approved instructional mentor training and participate in additional professional development that builds upon instructional mentor training to advance their knowledge and skills

Allocates limited resources to promote effective professional learning that supports mentors, teachers, and administrators

Allocates resources to promote effective professional learning that supports mentors, teachers, and administrators

Prioritizes resource allocation to promote effective professional learning that supports mentors, teachers, and administrators

Prioritizes resource allocation to promote effective professional learning and collaboration that supports mentors, teachers, and administrators

2.4 collaborate and coordinate with other mentor program leaders across the state.Possible Evidence: Budget proposal Project Director job description Professional learning plan for

project director

Project directors participate in all ODE Mentor Network meetings.



Project directors and partner representatives participate in all ODE Mentor Network meetings.




Program Standard 3 - Program Assessment and Evaluation: Quality mentoring programs collect data to evaluate and improve program effectiveness.A Quality Mentor Program Establishing: 1 pt. Applying: 2 pts. Integrating: 3 pts. Systematizing: 4 pts.3.1 purposefully and systematically collects data, using multiple measures, to demonstrate implementation, impact, and areas for continuous improvement.Possible Evidence: Description of evaluation

measures mentoring project will use

Goals & objectives of the mentoring project and data to support them

The program collects multiple measures such as surveys, time-logs, and aggregated teacher and administrator performance/evaluation data.

The program uses multiple measures such as surveys, time-logs, and aggregated teacher and administrator performance/evaluation data to demonstrate implementation.

The program uses multiple measures such as surveys, time-logs, and aggregated teacher and administrator performance/evaluation data to demonstrate implementation and impact.

The program uses multiple measures such as surveys, time-logs, and aggregated teacher and administrator performance/evaluation data to demonstrate implementation, impact, and areas for continuous improvement.

3.2 continuously and systematically shares evaluation findings with stakeholders to inform decision-making and accountability.Possible Evidence: Description of evaluation

measures mentoring project will use

Goals & objectives of the mentoring project & data to support them

Communication plan to district, community & stakeholders

Project leadership collects available data and may share within program.

Project leadership analyzes multiple sources of data and shares within program and with district/ site administrators.

Project leadership collaborates with mentors and district/site administrators to analyze multiple sources of data and widely shares results with all stakeholders on a scheduled basis.

Project leadership, district/ site administrators, and induction and mentoring teams collaboratively and systematically analyze and share results with all stakeholders on a scheduled basis to improve program implementation, beginning teacher practice, and student learning.




Processes (PR) Standards _________________________________________________________________________________________________Processes Standard 4 - Roles and Responsibilities: A quality mentoring program carefully selects and assigns mentor/mentee partners reflective of diverse cultural characteristics and clearly defines roles.

A Quality Mentoring Program Establishing: 1 pt. Applying: 2 pts. Integrating: 3 pts. Systemizing: 4 pts.

4.1 has a formal, rigorous and timely process for recruiting and selecting mentors based on culturally responsive criteria consistent with the roles and responsibilities of mentoring.

Possible Evidence: Mentor application & rubric Mentor job description Description of mentor

application & selection process Description of mentor selection

committee

Mentor selection criteria is outlined

Mentor selection criteria is outlined in adopted rubric

Mentor selection criteria is outlined in adopted rubric and application process is clearly defined

Selection criteria is outlined in adopted rubric, application process is clearly defined and criteria are known by teachers/ administrators throughout the district

Mentors are selected based the criteria

Mentors are selected based the criteria and additional relevant factors including certification and experience.

Mentors are selected based the criteria and additional relevant factors including certification, experience, current assignment, proximity of location and reflect the diversity of the general community population.

Mentors demonstrate effective teaching practice, strong intra and interpersonal skills, knowledge of pedagogy, context, content, and diverse learning needs of beginning teachers and their students.

4.2. defines and communicates mentor roles and responsibilities that are focused on the continuous development of teacher and administrator practice.

Mentors provide logistical support to mentees.

Mentors focus support on improving instruction using a directive mentoring approach

Mentors focus support on improving instruction and student learning using an instructional, collaborative and/or facilitative approach to meet the needs of the mentees

Mentors move between the three mentoring approaches (instructional, collaborative and/or facilitative) to guide beginning teacher(s) toward improving instruction and student





Possible Evidence: Mentor job description Mentor application & rubric Mentor letter of commitment Communication plan for

mentor roles & responsibilities Description of mentor

professional learning

learning.Mentor roles are defined and shared with mentors

Mentor roles are defined and communicated with mentors and mentees.

Mentor roles and responsibilities are defined and communicated with mentors, mentees and within the school community.

Stakeholders collaborate in refining and contextualizing mentor roles and responsibilities and develop protocols for communicating them.

4.3 utilizes a standards based system of ongoing assessment for mentor growth and accountability.

Possible Evidence: Mentor standards/rubric for

professional growth (MAGA, mentor standards based on district rubric)

Mentor evaluation timeline Examples of mentor formative

& summative assessments

No timeline or tools for formative or summative assessments of mentors’ practices are in place

Timeline and tools for summative assessments of mentors’ practices are in place and utilized.

Timeline and tools for formative and summative assessments of mentors’ practices are in place and utilized.

Timeline, tools and processes for gathering formative and summative assessment data of mentors’ practices are in place and utilized.




Processes Standard 5 - Professional Learning: Quality mentoring programs expand the knowledge and refine the practice of mentors and mentees through a collaborative, culturally responsive process, supported by research.


5.1 establishes learning communities engaged in professional learning, problem-solving, and evidenced based collaborative inquiry for mentors, as well as teacher and administrator mentees.

Possible Evidence: Evidence of release time (e.g.

substitute release time) Description of ongoing mentor

professional learning Mentor professional learning

agendas Project professional learning

plan for mentors & mentees Description of ongoing mentee

professional learning Mentee professional learning

needs assessment Description of mentoring

model used & mentor caseload (full release, partial release, 1-on-1)

Mentors participate in professional learning communities.

Mentors participate in professional learning communities, such as mentor forums, to refine mentoring skills and improve student learning.

Mentors participate in ongoing professional learning communities that support their reflective practice and use of mentoring tools, protocols, and formative assessments to refine mentoring skills and practices and improve student learning.

Mentors participate in ongoing professional learning communities that support their reflective practice and use of mentoring tools, protocols, formative assessments and state instructional initiatives to refine mentoring skills and practices and improve student learning.

Mentees participate in available district/consortium professional development.

Mentees participate in professional learning communities and professional development based on common needs of mentees.

Mentees participate in ongoing professional learning communities and professional development based on their assessed needs.

Mentees participate in ongoing professional learning communities and focused professional development based on their assessed needs, job-embedded and focused.

The mentor project does not provide time for the analysis of student work, data collection, observations and reflective conversations (i.e. inquiry cycle).

The mentor project provides time for data collection, observations and reflective conversations (i.e. inquiry cycle).

The mentor project provides protected time for the analysis of student work, data collection, observations and reflective conversations (i.e. inquiry cycle).

The mentor project provides protected time for the analysis of student work, data collection, observations and reflective conversations (i.e. inquiry cycle) differentiated by the





needs of mentees.

5.2. ensures mentors apply new learning to mentoring practice through engaging in goal-setting and reflection, implementing inquiry action plans, and analyzing data.Possible Evidence: Mentor evaluation timeline Examples of templates & tools

for mentor goal setting & data collection

Examples of mentor professional growth plans

Description of the annual goal setting cycle

Mentors do not reflect on their practice

Mentors engage in self-assessment and reflect on their own development as teachers and mentors

Mentors follow and complete an annual goal setting and reflection cycle with an emphasis on cultural responsiveness aligned with mentor standards reviewed by project leader.

Mentors follow and complete an annual goal setting and reflection cycle with an emphasis on cultural responsiveness aligned with mentor standards reviewed by peers and project leaders.

5.3 facilitates professional learning that is guided by research, standards, culturally responsive practices, local priorities and the developmental needs of mentors, as well as teacher and administrator mentees.

Mentor project provides professional learning activities

Mentor project professional learning activities include culturally responsive teaching practices

Mentor project professional learning activities emphasize culturally responsive teaching practices, including measurement of impact.

Mentor project professional learning activities emphasize culturally responsive teaching practices, including measurement of impact leading to differentiation of instruction

Formative assessment data Formative assessment data Formative assessment data District (e.g. SLGGs, DIBELS,





Possible Evidence: Project professional learning

plan for mentors & mentees, including culturally responsive practices professional learning

Mentor & mentee learning needs assessment

is not used to determine content of professional development.

collected as part of the mentor project (e.g. observations of classrooms/various educational settings, student work, etc.) is used to determine the content of professional development activities for mentors and mentees.

collected as part of the mentor project (e.g. observations of classrooms/various educational settings, student work, etc.) is used to determine the scope, focus, and content of professional development activities for mentors and mentees.

Title IIA surveys, etc.) and project (e.g. observations of classrooms/various educational settings, student work, etc.) formative assessment data is used to determine the scope, focus, and content of professional development activities for mentors and mentees.




Processes Standard 6 - Teacher and Administrator Assessment: Quality mentoring programs utilize a data based cycle of inquiry to assess effective, appropriate and culturally responsive instructional and leadership practices.


6.1 includes self-reflection, goal setting, observations, and formative assessments.Possible Evidence: Mentor & mentee evaluation

timeline Examples of templates & tools

for evaluation process Description of the mentor &

mentee goal setting cycle

The project requires mentors and mentees to engage in self-reflection and goal setting.

The project requires mentors and mentees to engage in self-reflection and goal setting and provides the tools to be utilized.

The project requires mentors and mentees to engage in self-reflection and goal setting and provides the tools, processes, and timeline to be consistently utilized.

The project requires mentors and mentees to engage in self-reflection, goal setting and progress monitoring and provides the tools, processes, and timeline to be consistently utilized.

6.2 is designed to accelerate educator effectiveness to ensure that every student regardless of cultural, gender, racial, ethnic, and socioeconomic characteristics is ready for college, careers and engaged citizenship.Possible Evidence: BT/BA learning progressions Description of mentor

professional learnings on BT/BA learning progressions

Examples of mentor tools used

Mentors and mentees use data to set clear objectives for helping mentees progress.

Mentors and mentees use data to set clear objectives for helping mentees progress and increasing student learning and growth.

Mentors and mentees use data gathered by mentors to set clear objectives for helping mentees progress and increasing student learning and growth for all students, regardless of cultural, gender, racial, ethnic, and socioeconomic characteristics.

Mentors and mentees use data gathered from internal and external sources to set clear objectives for helping mentees progress and increasing student learning and growth for all students, regardless of cultural, gender, racial, ethnic, and socioeconomic characteristics.




to accelerate BT/BA practice

6.3 includes multiple sources of evidence to assess teacher and administrator mentees’ strengths and areas for growth and guide professional learning.Possible Evidence: Evidence of release time (e.g.

substitute release time) Examples of mentor tools used to

gather data on BT/BA practice Description of how BT/BA

formative assessment data is used Description of mentoring model

used (full release, partial release, 1-on-1) and mentor caseload

Formative assessment and the accompanying documentation and observation data guides mentoring and professional development only not for formal evaluation or employment decisions.







Professional Practice (PP) Standards_________________________________________________________________________________________________Professional Practice Standard 7 - Instructional and Leadership Practices: Quality mentoring programs accelerate the professional practice of beginning educators to positively impact student achievement for EACH and EVERY learner no matter what their national origin, race, gender, sexual orientation, differently abled, first language, or other distinguishing characteristic.

A Quality Mentoring Program Establishing: 1 pt. Applying: 2 pts. Integrating: 3 pts. Systematizing: 4 pts.

7.1 fosters self-reflection among teacher and administrator mentees to accelerate growth based on Oregon professional teaching or administrative standards.

Possible Evidence:Budget proposalEvidence of release time (e.g.

substitute release time)Mentor job description(s)Mentor logs/documentation of

meeting 75-90 hour requirementDescription of mentoring model

(full release, partial release 1-on-1) and mentor caseload

Description of mentoring time distribution between mentor/mentee (how will mentor meet required time)

Documented contact both in-person and virtual (e.g., email, phone, text, Skype) between mentor and mentee occurs.

Documented contact both in-person and virtual (e.g., email, phone, text, Skype) between mentor and mentee occurs at least weekly.

Documented contact both in-person and virtual (e.g., email, phone, text, Skype) between mentor and mentee occurs at least weekly, and is protected time. (75-90 hours required by statute.)

Documented contact both in-person and virtual (e.g., email, phone, text, Skype) between mentor and mentee occurs at least weekly and is protected time. Mentors are regularly present in the educator’s setting.

7.2 supports knowledge of curriculum standards, grade level and subject

Mentors rarely attend professional learning opportunities with

Mentors attend some professional learning opportunities with mentees

Mentors attend the majority of professional learning opportunities with

Mentors attend all professional learning opportunities with mentees





standards, culturally responsive practices, pedagogy and performance levels for students.

Possible Evidence: Mentor & mentee professional

learning plans Description of mentors ongoing

professional learning (address current practices)

Description of mentoring model (full release, partial release 1-on-1) and mentor caseload

Description of mentor/mentee time distribution (how will the mentor meet time requirement)

mentees. to support clarification and implementation of information

mentees to support clarification and implementation of information

to support clarification and implementation of information

Mentors provide job-embedded support focused on management and delivery of instruction

Mentors provide job-embedded support focused on management and delivery of standards-based instruction

Mentors provide job-embedded support focused on management, delivery of standards-based instruction, authentic assessments and culturally inclusive practices

Mentors utilize a variety of strategies (e.g. co-teaching, modeling, learning lab, etc.) to provide job-embedded support focused on management, delivery of standards-based instruction, authentic assessments and culturally inclusive practices

Mentors receive professional learning offered by the district

Mentors receive professional learning to keep current on practice related to instruction and mentoring.

Mentors receive professional learning to keep current on research and practice related to instruction and mentoring

Mentors receive professional learning to keep current on research and practice related to instruction and mentoring and have access to peer coaching support

7.3 strengthens the ability of teacher and administrator mentees to analyze data in order to plan and differentiate instruction and programs.

Mentors collaborate with mentees to implement differentiated lessons to meet the learning needs of groups of students

Mentors collaborate with mentees to implement differentiated lessons designed to meet the learning needs of all students.

Mentors collaborate with mentees to implement and assess differentiated lessons designed to meet the learning needs of all students.

Mentors collaborate with mentees to design, implement and assess differentiated lessons designed to meet the learning needs of all





Possible Evidence: Examples of template & tools

for differentiation & analyzing student data

Project professional learning plan for mentor & mentee including culturally responsive practices/ differentiation topics

students.

7.4 develops teacher and administrator mentees’ knowledge and application of the physical, cognitive, emotional, cultural and social well-being of students.Possible Evidence: Description of ongoing mentee

professional learning Mentor professional learning

agendas Mentee professional learning

needs assessment Project mentee professional

learning plan

Provides mentees professional development on physical, cognitive, and emotional well-being of students

Provides mentees professional development on physical, cognitive, emotional, cultural and social well-being of students

Provides mentees regular, ongoing professional development on physical, cognitive, emotional, cultural and social well-being of students

Provides mentees regular, ongoing professional development on physical, cognitive, emotional, cultural and social well-being of students that is based on the needs in their classroom/school

7.5 supports collaborative partnerships among educators, families, and the community.Possible Evidence: Mentor tools & templates used

Mentors share with mentees effective ways of communicating with parents/guardians.

Mentors share with mentees effective ways of connecting and communicating with parents/guardians.

Mentors collaborate with mentees to design and implement effective ways of connecting and communicating with parents/guardians.

Mentors collaborate with mentees to design and implement effective ways of connecting and communicating with parents/guardians in





to support mentee interaction with parents & community

Project mentee professional learning plan with specific activities addressing parent and community interaction

formal and informal settings.




Professional Practice Standard 8 - Equity, Cultural Competence and Universal Access: Quality mentoring programs foster and develop culturally competent educators.


8.1 supports teacher and administrator mentees’ knowledge of the cultural, gender, racial, ethnic, and socioeconomic characteristics of their classrooms, schools and community.Possible Evidence: Description of ongoing mentee

professional learning including culturally responsive practices

Project mentee professional learning plan

Mentor project supports opportunities for mentees to gain knowledge and expand their learning of pedagogy

Mentor project supports opportunities for mentees to gain knowledge and expand their learning of cultural responsive pedagogy

Mentor project supports opportunities for mentees to gain knowledge and expand their learning of cultural responsive pedagogy and its impact on student learning, teaching/leadership

Mentor project supports regular and on-going opportunities for mentees to gain knowledge and expand their learning of cultural responsive pedagogy and its impact on student learning, teaching/leadership

8.2 expands teachers and administrators’ self-awareness of cultural competency and how that impacts their learning, teaching and leadership.Possible Evidence: Mentor tools and templates

focused on differentiation & diversity

Project’s mentor ongoing professional learning plan including topics on issues of diversity & impact

Mentors provide mentees with feedback on their teaching/leading artifacts through the equity and culturally responsive lens

Mentors provide mentees with the opportunity to examine their teaching/leading artifacts through the equity and culturally responsive lens

Mentors collaborate with mentees to examine their teaching/leading artifacts through the equity and culturally responsive lens

Mentors collaborate with mentees to regularly examine their teaching/leading artifacts through the equity and culturally responsive lens.





8.3 demonstrates a commitment to equity by developing culturally inclusive practices in teachers and administrators.

Possible Evidence: District action plans reflecting

actions/focus on cultural responsiveness

District leadership team list (including mentor project director)

District list of expert practitioners for mentee learning labs (observation of experienced teacher classroom)

Mentor project leaders are not involved in the development of the district’s plan to ensure hiring culturally and linguistically diverse teachers and administrators.

Mentor project leaders are consulted in the development of the district’s plan to ensure hiring culturally and linguistically diverse teachers and administrators through a system that is culturally responsive.

Mentor project leaders are involved in the development of the district’s systemic plan and process to ensure hiring culturally and linguistically diverse teachers and administrators through a system that is culturally responsive.

Mentor project leaders are integral in the development of district’s systemic plan and process to ensure hiring culturally and linguistically diverse teachers and administrators through a system that is culturally responsive.

The district’s systemic plan and process to ensure hiring culturally and linguistically diverse teachers and administrators is vaguely described.

The district’s systemic plan and process to ensure hiring culturally and linguistically diverse teachers and administrators is described and utilized.

The district’s systemic plan and process to ensure hiring culturally and linguistically diverse teachers and administrators is described, utilized and the effectiveness evaluated.

The district’s systemic plan and process to ensure hiring culturally and linguistically diverse teachers and administrators is clearly described, utilized and the effectiveness evaluated.

The district does not identify or recognize experienced educators that engage in culturally competent practices.

The district recognizes experienced educators that engage in culturally competent practices (e.g. awards, videotaping, newsletters).

The district identifies experienced educators that utilize culturally competent practices and use them as resources for mentees

The district identifies experienced educators that utilize culturally competent practices and use them as learning labs for mentees




Sections Low Scoring Response

(2 pts.)

Middle Scoring Response

(3 pts.)

High Scoring Response

(4 pts.)Action Plan: Activities and Timeline

The connections between the vision, goals, outcomes, and activities in the grant are missing at times.

The timeline includes major project milestones but lacks many specifics.

The beginning of mentors and mentees engagement in the project can only be inferred.

Connections between activities, vision, goals, and outcomes in the grant as well as the rationale for those activities can be inferred.

The timeline leads to completion of the project but may be missing some detail.

The timeline demonstrates that mentors and mentees will benefit from the activities during the 2017-2018 school year.

All activities are clearly connected to the vision and goals of the grant program and the outcomes listed in the proposal. The rationale for the project design and activities supports those connections.

The timeline leads to completion of the project including reporting deadlines

The timeline demonstrates that mentors and mentees will be full participants in the program during the 2017-2018 school year.





(2 pts.)


(3 pts.)


(4 pts.)Evaluation The evaluation plan

addresses few of the outcomes and their progress markers identified in the grant.

There is little indication that specific methods or instruments will be used to conduct an evaluation.

The evaluation plan addresses most of the outcomes and their progress markers identified in the grant.

Some evaluation methods and instruments have been identified and are tied to the outcomes.

The evaluation plan addresses all of the outcomes and their progress markers identified in the grant.

The evaluation methods and instruments (e.g. surveys, SLGGs, student achievement data, retention data) have been identified and will be used to systematically collect data that can demonstrate attainment of the outcomes.





(2 pts.)


(3 pts.)


(4 pts.)Partnerships Partners in the

grant are not representative of interests available in the community.

Partners indicate support for the grant but have had very little impact on development of the project.

Partners will likely have little impact on implementation of the project.

Partner engagement is unclear.

Partners in the grant represent a narrow range of the education interests available within the community.

Partners have been involved in the development of the project as collaborators.

Partners will likely continue involvement through implementation.

Partner engagement mainly involves feedback about grant activities.

Partners in the grant represent a diverse range of the union, higher education, non-profits and other educational entities available within the community.

Partners have been directly and continuously involved in the development of the project as collaborators.

The continued involvement of the partners during implementation is clearly developed and integral to the success of the project.

Partners show active engagement through financial, in-kind, or material support.





(2 pts.)


(3 pts.)


(4 pts.)Budget The alignment

between budget, budget narrative, project design, activities, and outcomes is unclear.

When applicable, sustainability of personnel costs have not been addressed.

There is insufficient detail in the narrative to demonstrate that the expenses are reasonable.

The budget and budget narrative substantially but not completely aligns with the project design, activities, and outcomes in the proposal.

When applicable, the sustainability of personnel costs can be inferred but may not be explicitly addressed.

The narrative has enough information to infer that the expenses are reasonable.

The budget and budget narrative completely aligns with the design, activities and outcomes in the proposal.

When applicable, the sustainability of personnel costs is addressed within the budget narrative or other sections of the proposal.

The narrative has sufficient detail to show that expenses are reasonable.




Appendix G

Beginning TeacherMentor Program Best Practices

Based on Research

Resources

https://newteachercenter.org/resources/

Promising Strategies for Improving Mentor Program Outcomes

High Quality Mentoring & Induction Practices

Supervision to Build Mentor Expertise

Reflections Winter 2010: Defining, Measuring, and Articulating the Impact of Effective Teacher Induction

Reflections Summer 2012: Teacher Induction Program Success and Sustainability


https://newteachercenter.org/resources/



Overview of the Beginning Teacher and Beginning Administrator Mentoring Project Best Practices

Adapted from the work of CA Beginning Teacher Support and Assessment

Table of Contents

Domain I: Project Design, Sponsorship, and Leadership

School and Community Context

Project Rationale, Goals, Design, and Participation

Sponsorship and Administration of Project

Roles and Responsibilities of Site and District Administrators, School Boards, and Union Leaders

Domain II: Developing Beginning Teacher and Beginning Administrator Excellence

Focus on Equity, English Language Learners, and Special Populations

Mentor Selection, Assignment, and Roles

Mentor Professional Development

Role of Formative Assessment in Beginning Teacher and Beginning Administrator Development

Beginning Teacher and Beginning Administrator Professional Development

Classroom Instruction/Instructional Setting and Content Focused Mentoring

Domain III: Resources and On-Going Program Improvement

Resources to Support Beginning Teacher and Beginning Administrator Success

Project Evaluation




Domain I: Project Design, Sponsorship, and Leadership

School and Community ContextThe context of your school, district, and community forms the environment within

which your Mentoring Program will exist. It is important to identify the circumstances, events, and factors that need to be considered before thinking about your program design.

The assignment of beginning teachers and beginning administrators is an important consideration in facilitating their entry into the profession. Beginning teachers and beginning administrators should be placed in situations that are appropriate to their novice status so they will have an opportunity to develop fully as teaching professionals. If beginning teachers and beginning administrators are placed in more challenging settings, additional time and resources should be provided to foster their success.

Project Elementsa) Demographics, circumstances, and factors to be considered before designing

your project: What are the demographics of your schools? How many schools are in your

district/consortium? What is the student population at each school? What is the size and make-up of your community? What are the linguistic,

cultural and academic backgrounds of students? What are the special needs of students in the district(s)? What is the relationship between the district and local Teacher Preparation

Program(s)?

b) Student, teacher, and district profile to be considered for district initiatives and priorities:

What are the academic successes and challenges in your district(s)? What are important school and/or district initiatives that need to be

considered? What are retention rates in your district(s)?

c) Working conditions for beginning teachers and beginning administrators contribute to their success: What is the context for beginning teachers and beginning administrators in

terms of: resources, support, adjunct responsibilities, numbers of preparations (secondary teachers), combination classes (elementary teachers), classroom location, etc.

How are beginning teacher and beginning administrator assignments made in your district(s)? What considerations are made for beginning teachers and beginning administrators?




What collaboration structures are in place for beginning teachers and beginning administrators at the school sites? In what ways do beginning teachers and beginning administrators use collaboration time?

What additional resources and support are provided to beginning teachers and beginning administrators in challenging situations?

Program Rationale, Goals, Design, and ParticipationA mentoring program should be built on a vision of beginning teacher and beginning

administrator growth and development that is supported by research and practice. This vision includes the mentor’s development, as well as larger systemic impact within school culture and climate, university-district connection, and instructional alignment between teachers and administrators.

A sound, well-articulated rationale, grounded in research and effective practices, guides the development of program goals and plans for the design and delivery of support and assessment services to beginning teachers and beginning administrators. The developmental needs of beginning teachers and beginning administrators are clearly understood by program designers and managers.

Program Elementsa) The Mentoring Project has clearly articulated goals and outcomes.

What are your project’s overall goals? What do you hope to achieve? What impact do you seek? How are you ensuring impact on student achievement, retention, and beginning teacher and beginning administrator quality?

What specific outcomes do you have for beginning teachers and beginning administrators? What professional habits do you intend to cultivate? What would success look like?

What outcomes do you have for your mentors? In what ways can your program develop leadership capacity in experienced teachers?

How will your program equip novices to effectively teach/lead the linguistically, culturally, and academically diverse?

What are goals for school district and university articulation? Between program leaders? Between the mentors and site administrators?

b) The design of the project is structured to maximize beginning teacher and beginning administrator success within the context of a professional learning community. What is the overall design of your project? What are the structures for mentors and beginning teachers; mentors and

beginning administrators to work together? How often do they meet together?




What services will be provided to beginning teachers and beginning administrators? What is your implementation plan?

Describe different ways mentors use release time within the project. What are the project’s expectations for meeting during school hours for mentoring and observation?

c) The rationale for project components, structure, and activities is based on research about teacher/leader development, effective mentoring practices, and systems-alignment. What is the rationale for your project’s design? In what ways is your design

informed by research, theory, and practice? In what ways is the planning and implementation of your project consistent

with the holistic, developmental view of teaching /leading articulated in Professional Teaching Standards/Professional Leadership Standards?

In what ways are you aligning and providing continuity between pre-service, the first years of teaching, and on-going teacher and administrator professional development?

In what ways is the Induction Program contextualized to meet students’, teachers’, administrators’, schools’ and district needs?

How does your project address the strengths and needs of beginning teachers and beginning administrators and recognize individual developmental differences in beginning teachers and beginning administrators and mentors?

Sponsorship and Administration of ProgramThe commitment of sponsoring organizations is critical for the effectiveness and

sustainability of the Mentoring Project. Key stakeholder groups include school and site administrators, teacher leaders, union or teacher association leadership, school board members, university faculty, and community or business leaders. It is equally important that the project have strong leadership and an organizational structure that manages and delivers services to meet the diverse needs of beginning teachers and beginning administrators in the local context. A broad network of institutional and leadership support will ensure the project’s success.

In order for beginning teachers and beginning administrators to receive a thoughtful, responsive and consistent program of services, sponsorship and administration of the Mentor Project need to work together to plan, implement, and evaluate the Mentoring Project.

Project Elementsa) Sponsoring organizations demonstrate institutional commitment to the Mentoring

Project.




b) Project leadership and organizational structures are clearly specified, and a primary contact person is designated.

c) Coordination and articulation among all entities establishes clear and appropriate allocation of authority and initiative.

d) Project leaders acquire depth of knowledge and understanding necessary to develop and implement a high quality Mentoring Project.

Roles and Responsibilities of School and District Leaders, School Board Members, Bargaining Units ,and Teacher and Administrator Preparation Programs

The knowledge, attitudes and actions of K-12 school organizations are critical in setting the stage for beginning teacher and beginning administrators’ success. Site administrators/district leaders are instrumental in providing the leadership to create conditions for beginning teacher and beginning administrator success that take the novice’s status into consideration. School site administrators and district leadership provide the structure and create a positive school/district climate for the project’s support and assessment activities.

Site and district administrators, school board members, union leaders, and other policy boards are involved in the design, implementation and on-going evaluation of the Mentoring Project. Preparation of the K-12 organizations to assume their responsibilities for supporting the Mentoring Project is important. Preparation includes knowledge about beginning teacher and beginning administrator needs, teacher and beginning administrator development, formative assessment, and research as related to mentoring.

Project Elementsa) The project leader(s) communicate clearly the Mentoring Project’s rationale,

goals, and design to school district leaders and administrators, school officials, bargaining units,beginning teacher and beginning administrator preparation programs and others responsible for preparing, employing, assigning and supporting beginning teachers and beginning administrators.

b) The project provides professional learning for site administrators/district leaders in order that administrators become familiar with project components, formative assessment processes, beginning teacher and beginning administrator development, and working conditions to support teacher and beginning administrator success.




c) The project works with site administrators/district administrators to establish a culture of support within their school for mentors and beginning teachers and mentors and beginning administrators to work together.

d) Opportunities for communication and feedback are assured among sponsoring agencies.

e) Formal and informal linkages are made internally among members of the partnership.

Domain II: Developing Beginning Teacher and Beginning Administrator Excellence

Focus on Equity, English Language Learners, and Special PopulationsAn abiding focus on issues of equity as they relate to student achievement guides

the mentoring, formative assessment, and professional learning activities. Mentors help beginning teachers and beginning administrators pay particular attention to special population students and English learners. Beginning teachers and beginning administrators create environments that support learning for diverse students, provide equitable access to the core curriculum, and enable all students to meet the state-adopted student content standards and performance levels. Beginning teachers and beginning administrators create a positive, inclusive climate for individualized, specialized instruction and assessment of students with special needs and/or abilities.

Beginning teachers and beginning administrators are familiar with local and/or state adopted assessments for English language proficiency, and how these instruments are used to measure language proficiency and to place students.

Beginning teachers and beginning administrators create a positive, inclusive climate for individualized, specialized instruction and assessment of students with special needs and/or abilities, including students who are gifted and talented.

Beginning teachers and beginning administrators use knowledge of students’ backgrounds, experiences, and learning needs in planning instruction and supporting individual student learning. Effective instructional strategies provide students with disabilities and/or language needs appropriate learning opportunities to master grade level student content standards. An examination of a case study student during participation in the Mentoring Project helps make the complexities of these issues concrete while building the teachers’ skills to address a wide range of student needs.

Project Elementsa) Beginning teachers and beginning administrators provide equitable access to the

core curriculum.




b) Beginning teachers and beginning administrators identify and address learning needs of English learners.

c) Beginning teachers and beginning administrators provide appropriate learning opportunities for students with learning disabilities and for students who are gifted and talented.

d) Beginning teachers and beginning administrators examine their practice/leadership in relation to personal and institutional biases that impact student learning and seek to eliminate them from professional practice.

Mentor Selection, Assignment, and RolesBy selecting well-qualified mentors, the program can assure that beginning teachers

and beginning administrators receive high quality support and assessment in the context of the classroom/school. Mentors are recruited and selected using a clearly articulated, open process that involves a number of stakeholder groups. The process includes a written application with letters of recommendation and a formal interview process. Selection is guided by a set of criteria and a rubric.

Mentors need to be assigned to beginning teachers and beginning administrators in a timely manner, taking content, grade level, pedagogical needs and local context into account. Mentors need release time to work with beginning teachers and beginning administrators during and after school hours.

Project Elements Roles and responsibilities of mentors are clearly defined and communicated to all

project participants.

a) Selection criteria are consistent with mentor’s specified roles and responsibilities.

b) The selection process includes a written application and formal interview, guided by a set of criteria and rubric.

c) Assignments are made taking into consideration subject matter knowledge, orientation to learning, relevant experiences, current assignments and geographical proximity. Clear procedures are in place for reconsidering assignments when either the mentor or beginning teacher or beginning administrator is dissatisfied with the pairing.

Mentor Professional Development




Exemplary teachers and administrators are not necessarily prepared to support others professionally. Awareness of the diversity of beginning teacher and beginning administrator needs and the ability to provide support that nurtures professional development demand different abilities and skills from those required to teach students in classroom settings.

Mentors need to participate in a learning community that supports the development of their practice and their use of mentoring tools, protocols, and formative assessment. Professional development includes both the development of knowledge and skills needed to identify and respond to beginning teacher and beginning administrator needs, and the development of a collegial community that engages project participants and develops their leadership.

Project Elementsa) Mentors are prepared to work with beginning teachers and beginning

administrators to respond to their diverse needs.

b) Professional development prepares mentors in the appropriate use of formative assessment tools and processes.

c) Mentors have opportunities to meet with each other to develop and refine needed mentor skills, problem-solve, assess and reflect on teaching and learning, and develop leadership skills.

d) The Mentor Program assesses the quality of services provided by the mentors to beginning teachers and beginning administrators.

Role of Formative Assessment in Teacher and Administrator DevelopmentNo measure of beginning teacher or beginning administrator performance fully

captures the complexity of teaching/leading. Assessments of each individual beginning teacher’s and beginning administrator’s strengths and areas for growth help target support services where they are most needed. Information from on-going formative assessments can be used to guide the beginning teacher or beginning administrator in establishing and pursuing professional development goals during and following the induction period. Beginning teachers and beginning administrators may move forward in their professional practice in a variety of ways, developing at different rates in different areas of teaching and leading. Engaging in formative assessment supports habits of self-reflection and career-long professional growth in the beginning teacher and beginning administrator.

The formative assessment system is based on professional teaching/leading standards and a continuum of teacher and administrator development and the collection of a variety of authentic evidence of beginning teacher/administrator practice, including




student work for beginning teachers. A set of formative assessment tools and protocols assist the beginning teacher/administrator and mentor in guiding and documenting their work together. The formative assessment information is used to determine the scope, focus and content of professional development activities that are the basis of the beginning teacher’s and beginning administrator’s Individual Learning Plan.

Formative assessment involves an ongoing process of data collection and analysis for the purpose of informing both the mentor’s and beginning teacher’s and beginning administrator’s next steps.

Project Elementsa) The formative assessment system is based on professional teaching/leading

standards, a continuum of teacher and administrator development, and reflection on evidence of practice.

b) The formative assessment system is clearly defined and characterized by:(i) Valid assessment instruments, including focused observations of and

structured inquiries into teaching/leading practice, designed to measure one or more elements of professional teaching/leading standards;

(ii) Criteria aligned to professional teaching/leading standards used to make professional assessments about teaching/leading evidence;

(iii) Assessment evidence that includes both teacher/administrator work and student work and informs future practice in relation to professional teaching/leading standards and to state adopted academic content standards and performance levels;

(iv) A reflective process based on professional teaching/leading standards that includes collaboration with mentors and other educators, as well as structured self-assessment, and informs future practice.

c) Mentors are well-prepared to integrate support and assessment strategies within the context of their mentoring.

d) Multiple measures of formative assessments are used to identify individual teacher needs and guide support.

e) Assessment information contributes to the development of an Individual Learning Plan.

f) Formative assessment results are used to guide professional development.

g) The Mentoring Project evaluates the effectiveness of the formative assessment system to make improvements to the system and accompanying training.




Beginning Teacher and Beginning Administrator Professional Development Professional development activities need to be guided by a common set of

expectations, such as professional teaching/leading standards, yet are responsive to the individual beginning teacher or beginning administrator, state, and local priorities. Seminars or workshops are designed with choice and flexibility in mind, with topics derived in part from formative assessment information. Presenters will model best teaching/leading practices, and a professional learning community is established among beginning teachers and beginning administrators in the Mentoring Project.

This on-going network of novice colleagues is established for the purpose of professional learning, problem solving, and mutual support. They help beginning teachers and beginning administrators form relationships with other beginning teachers and beginning administrators from across the educational community while receiving professional development around issues of unique importance for beginning teachers and beginning administrators.

Follow-up activities emphasize application of learning, including 1:1 coaching in the beginning teacher’s/ beginning administrators classroom/educational environment by a trained mentor so that beginning teachers and beginning administrators will find the learning experiences helpful and relevant to their individual needs. Providing a variety of professional development activities is effective in promoting growth of beginning teachers and beginning administrators.

Project Elementsa) Professional teaching/leading standards or other expectations such as state and

district priorities form the basis for beginning teacher and beginning administrator professional development activities.

b) Formal professional development activities are designed to meet the beginning teacher’s and beginning administrator’s individualized, assessed learning needs.

c) New learning is applied in the classroom/learning environment with support by a trained mentor, including but not limited to one-on-one support by a mentor, classroom/learning environment observations, teaching/leading demonstrations, and reflection on practice.

d) Presenters are well qualified and model best teaching/leading practices that foster success for a diverse student population, understand the developmental nature of teaching/leading, and promote reflective practice.

Classroom/Instructional Setting Instruction and Content Focused Mentoring




Mentors are regularly present in the beginning teachers’ classrooms and beginning administrators schools to observe instruction and student learning, to collect observation and student performance data, and to assist in the planning and delivery of instruction and leading. Professional teaching/leadership standards define pedagogical practices and state adopted student content standards describe content and performance expectations. Beginning teachers and beginning administrators grow and improve in their ability to deliver content specific instruction that is consistent with the adopted curriculum materials and differentiated to address the specific academic learning needs of the students and lead highly effective instructional practices in their building.

Although a strong, trusting relationship is an important and essential component of an effective mentoring relationship, the focus remains on advancing the beginning teacher’s and beginning administrator’s classroom/educational setting practice. Issues of content, pedagogy, subject matter knowledge, the alignment of instruction with student content and grade level standards, student assessments, and local curriculum initiatives drive the mentor’s work in response to the beginning teacher’s and beginning administrator’s developmental needs and instructional context.

Project Elementsa) Beginning teachers and beginning administrators investigate, learn, and apply

state adopted student content standards and performance levels for students in at least one content area or within their building.

b) Beginning teachers and beginning administrators demonstrate the ability to assess students using multiple measures and identify individual learning needs.

c) Beginning teachers plan and deliver standards-based instruction that is differentiated to meet the assessed learning needs of students and beginning administrators support teachers within their buildings to do the same.

d) Beginning teachers and beginning administrators create a positive and respectful climate for student learning.




Domain III: Resources and On-Going Project Improvement

Resources to Support Beginning Teacher and Beginning Administrator SuccessResources to support beginning teacher and beginning administrators success are

critical to improving retention, student achievement, and teacher quality. The Mentoring Project must take into account the unique developmental phase defined by induction. The quality and effectiveness of the project are largely determined by the appropriate use of human and fiscal resources. Support and resources should be based on realistic and reasonable plans that draw on available federal, state, and local resources. Sponsoring organization(s) allocate sufficient personnel time and fiscal resources to enable the beginning teacher and beginning administrator Mentoring Project to deliver planned services that maximize beginning teacher and beginning administrator success. Project Elements

a) Resources are allocated among sponsoring organizations to ensure appropriate delivery of essential program components, as defined and described in the project design.

b) Mentors are provided adequate time and compensation to meet with beginning teachers and beginning administrators during and after school hours on a regular basis.

c) The project sponsor(s) assigns qualified personnel to lead and coordinate the project to fully support beginning teachers and beginning administrators.

d) Program leaders monitor resource allocation on a regular basis on and make necessary adjustments.

Project EvaluationThe Mentoring Project is responsible for developing and conducting a comprehensive,

on-going system of project evaluation that is both formative and summative in nature. The project evaluation system includes project participants and other stakeholders that lead to substantive developmental efforts and program improvements. All accountability measures are designed to ensure the quality and effectiveness of the project.

Beginning teachers, beginning administrators, mentors, and site administrators are surveyed to capture information about project design, implementation and impact on beginning teacher practice and beginning administrator leadership. These triangulated data are shared with individual mentors to help inform their own practice and professional growth and the disaggregated data are used to inform programmatic decision-making. Additional data are collected following each professional development event, such as seminars or workshops. In addition, retention data are collected, exit interviews are conducted, and student achievement data are collected.




Focus groups with mentors, principals, beginning teachers, and beginning administrators are conducted on a regular basis. The mentor project is considered a laboratory for on-going learning about beginning teacher and beginning administrator development, beginning teacher and beginning administrator satisfaction, classroom/leadership practice, and veteran teacher leadership development and learning.

Project Elementsa) Local project goals and Oregon Mentoring Program Best Practices are the basis for

project evaluation.

b) The program regularly collects feedback about project quality and effectiveness from all participants and sponsoring organization(s), using both informal and formal measures.

c) Project leaders analyze and share the data in a systematic way to all stakeholders, and use the data for improving the Mentoring Project. At a minimum, the project leader(s) conduct an annual internal project evaluation.

d) Project sponsor(s) participate in external reviews designed to examine project quality and effectiveness, including project approval and formative review processes established and administered by the state agencies that approve the project.


· Web viewBeginning Teacher and Administrator Mentoring Program . 2017-2019 Request for...

Documents

Transcript of · Web viewBeginning Teacher and Administrator Mentoring Program . 2017-2019 Request for...