Code of Maine Rules › 05 - DEPARTMENT OF EDUCATION › 071 - EDUCATION - GENERAL › Chapter 180 - PERFORMANCE EVALUATION AND PROFESSIONAL GROWTH SYSTEMS › Section 071-180-11 - PEER SUPPORT AND MENTORING

Current through 2024-29, July 17, 2024
The PEPG system must include a peer support and mentoring
				  component with opportunities for all educators to share, learn and continually
				  improve their practice in collaboration with peers as described below. Peer
				  support, mentoring, and coaching shall be formative in nature, for the sole
				  purpose of ongoing professional growth for educators, and be tailored to the
				  needs of educators with less than five years of teaching experience.
1.
For all educators
For teachers and principals not included in Subsections
				  2,
				  3,
				  4 and
				  5 below, the SAU may determine the
				  frequency and intensity of the peer support component, provided that at least
				  one opportunity occurs annually. For teachers included in Subsections
				  2,
				  3,
				  4, or
				  5 below, the peer mentoring or
				  coaching component satisfies the requirements of this subsection. For the
				  purposes of this subsection, peer support includes, but is not limited to,
				  observation of practice, goal setting, conferencing, and review of artifacts
				  and other evidence reflecting an educator's practice.
2.
For teachers new to an SAU
The PEPG system must include a formative peer mentoring or
				  coaching component of at least one year for all teachers new to the SAU
				  regardless of their cumulative years of licensure. The formative mentoring or
				  coaching component must include at least two observations with feedback by a
				  qualified peer mentor, using an SAU-approved protocol that includes, but is not
				  limited to, focused goals for the improvement of practice. The peer mentoring
				  or coaching component must also include other opportunities for the new teacher
				  to receive support and feedback from mentors or coaches on his or her
				  performance to continually improve practice.
3.
For teachers holding a Conditional
				Certificate for a Regular Education Endorsement
The PEPG system must include a formative peer mentoring or
				  coaching component of at least one year for a teacher holding conditional
				  certificate for a regular education endorsement who has been employed by the
				  SAU for more than one year. The formative mentoring or coaching component must
				  include at least two observations with feedback by a qualified peer mentor,
				  using an SAU-approved protocol that includes, but is not limited to, focused
				  goals for the improvement of practice. The peer mentoring or coaching component
				  must also include other opportunities for the conditionally certified teacher
				  defined in this subsection to receive support and feedback from mentors or
				  coaches on his or her performance to continually improve practice.
4.
For teachers in year two
				or three of a Conditional Certificate for a Special Education Endorsement on
				the effective date of this Rule
The PEPG system must include a formative peer mentoring or
				  coaching component of at least one year for a teacher holding conditional
				  certificate for a special education endorsement who has been employed by the
				  SAU for more than one year. The formative mentoring or coaching component must
				  include at least two observations with feedback by a qualified peer mentor,
				  using an SAU-approved protocol that includes, but is not limited to, focused
				  goals for the improvement of practice. The peer mentoring or coaching component
				  must also include other opportunities for the conditionally certified teacher
				  defined in this subsection to receive support and feedback from mentors or
				  coaches on his or her performance to continually improve practice.
5.
For teachers in the first
				year of a Conditional Certificate for a Special Education Endorsement on the
				effective date of this Rule and, subsequently, all conditionally certified
				special education teachers
The SAU must ensure that a conditionally certified special
				  education teacher successfully completes an alternative certification and
				  mentoring program designated by the Department specifically for conditionally
				  certified special education teachers. For a newly hired teacher, for the
				  purposes of this Rule, participation in an alternative certification and
				  mentoring program supersedes and satisfies the requirements of Subsection
				  2.
6.
Qualifications
				of Peer Mentors or Coaches
A. For the
				purposes of Subsection 3, a peer mentor or coach shall be a professionally
				certified teacher. If the peer mentor or coach participates in the SAU's PEPG
				system and has received a summative performance rating, his or her current
				rating must reflect performance that is at least effective. For the purposes of
				Subsections
				1,
				2, and
				3 of this Rule, the SAU may specify
				additional qualifications that will be required of peer mentors and coaches,
				based on the needs of its educators, such as years of experience, training,
				membership in professional learning communities, and credentials.
B. For the purposes of Subsection
				4, the qualifications of the mentor or
				coach shall be determined by the Department and communicated to the
				field.