Director (Mentor Project Coordinator). 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 described Specific, on-going professional development for the Project Director focused on implementing a mentoring project in addition to attending network meetings is described. Articulated on-going professional development for the Project Director within the state and district along with conferences focused on the design & implementation of a mentoring project is described. Project director has no input in the evaluation of the program mentors. Input from the project director is used in the evaluation of the program mentors. Project director completes the evaluation of the program mentors. Project director completes the evaluation of the program mentors and is responsible for summative evaluation scores. Project director job description not created. Project director job description is clearly defined Project director job description is developed collaboratively with stakeholders and is clearly defined Project director job description is developed collaboratively with stakeholders and includes supervisory skills, program coordination experience, deep understanding of mentoring, teaching and learning and use of data to improve mentoring program
program implementation and accountability. 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. 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 Project leadership adds project director responsibilities to a staff position Project leadership assigns project director Project leadership selects project director on criteria in the job description Project leadership selects project director based on job description and additional criteria
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 systems, culturally responsive teaching practices and other P-20 initiatives. Communication between project director and stakeholders is not used to align programs (e.g. prep, goals and practices, PD for teachers and admin., evaluation systems) Communication between project director and stakeholders is used to inform some programs (e.g. pre-service prep, and practices, PD for teachers and admin., evaluation systems) involved and meet project goals Communication between project director and stakeholders is used to align some programs (e.g. pre-service prep, mentoring project goals and practices, PD for teachers and admin., evaluation systems) involved and meet project goals Communication between project leaders and stakeholders is used to align all programs prep, goals and practices, PD for teachers and admin., evaluation systems) involved and meet project goals Data is not shared between programs Data is shared between some programs (e.g. prep, mentor project and practices, PD for teachers and admin., evaluation systems) Data is shared between some programs (e.g. 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 outcomes are reviewed and revised as necessary Mentor project goals and outcomes are related to teacher development, retention, support and student learning, and are reviewed and revised as necessary Mentor project 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 analyzed by program leaders The mentoring project and stakeholder programs’ 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 communication and stakeholder involvement. 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 implements, and evaluates the program The mentor project director plans, implements, evaluates, and refine the program through data analysis and program evaluation The mentor project has specified leaders who plan, implement, evaluate, communicate and refine the program through data analysis and program evaluation The mentor project has a shared leadership structure, including stakeholders, who plan, implement, evaluate, communicate and refine the program through data analysis and program evaluation The project goals and objectives are not shared with stakeholders The project goals and objectives are shared with stakeholders The process of communicating project goals and objectives with stakeholders is clearly described and includes multiple modes of communication The process of communicating project goals and objectives is developed with stakeholders and is clearly described and includes multiple modes of communication (e.g. face-to-face, websites, and newsletters)
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. 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 by one individual Mentor selection process includes administrators. Mentor selection process includes project leadership, teachers and administrators. Mentor selection process includes project leadership, teachers, administrators, and a variety of stakeholders. 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 during the interview process 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 Mentors and mentees set up a schedule to meet. Mentors meet regularly with mentees. Mentors build a trusting relationship and are attuned to the needs of the mentee. Mentors become a trusted member of the mentees support system and are responsive to the changing of the beginning teacher/administrator.
Process Standards: Standard #5 - Professional Learning: Quality mentor programs expand the knowledge and refine the practice of mentors and mentees through a collaborative, culturally responsive process, supported by research. A Quality Mentor Program Establishing: Applying: Integrating: Systematizing: 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. 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 Mentees participate in ongoing professional learning communities and professional development Mentees participants in ongoing professional learning communities and focused professional development based on their
based on common needs of mentees. based on their assessed needs. assessed needs, 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. Mentors do not reflect on their practice Mentors engage in 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 leaders. 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. Mentors do not develop goals Mentors develop an action plan for meeting goals as part of the goal setting cycle. Mentors develop a professional growth plan for meeting goals as part of the goal setting cycle. Mentors develop professional growth plans that integrate mentor goals with other professional goals. Mentors do not collect data Mentors collect data and evidence of practice. Mentors collect data and evidence of practice to monitor goal progress. Mentors collect data and evidence of practice to monitor goal progress and make adjustments to practice based on results
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 Professional development for mentors and mentees is guided by content area standards. Professional development for mentors and mentees is guided by the Oregon Professional Teaching or Administrator Standards, as well as relevant content area standards. Professional development for mentors and mentees is guided by the Oregon Professional Teaching or Administrator Standards, as well as relevant content area standards and priorities in alignment with the diversity of the students/families in the district/school for mentors and mentees. Professional development for mentors and mentees is guided by the Oregon Professional Teaching or Administrator Standards, as well as relevant content area standards and priorities in alignment with the diversity of the students/families in the district/school. Mentees have some flexibility and choice