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 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 based 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 Communication between project director and stakeholders is not used to align programs (e.g. Communication between project director and stakeholders is used to inform some programs (e.g. Communication between project director and stakeholders is used to align some programs (e.g. Communication between project leaders and stakeholders is used to align all programs
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. prep, goals and practices, PD for teachers and admin., evaluation systems) pre-service prep, goals and practices, PD for teachers and admin., evaluation systems) involved and meet project goals pre-service prep, mentoring project goals and practices, PD for teachers and admin., evaluation systems) involved and meet project goals 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 goals 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’ 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 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
3.2 continuously and systematically shares evaluation findings with stakeholders to inform decision-making and accountability. 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. Process (PR) Standards _________________________________________________________________________________________________ 4. Roles and Responsibilities: A quality mentor program carefully selects and assigns mentor/mentee partners reflective of diverse cultural characteristics and clearly defines roles. A Quality Mentor Program Establishing Applying Integrating Systematizing 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 of teacher and administrator practice. 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 needs of the beginning teacher/administrator. 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 learning. Mentors initiate conversations with mentees in setting goals. Mentors support mentees in the goal setting process and guide reflection of their practice Mentors support mentees in setting goals, developing a professional growth plan and reflecting on their practice Mentors support mentees in setting goals, developing a professional growth plan and reflecting on their growth using data 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 No standards for mentor growth and accountability are identified. Standards for mentor growth and accountability are identified. Standards for mentor growth and accountability are adopted by the district. Adopted standards for mentor growth and accountability are aligned
part of the goal setting cycle. for meeting goals as part of the goal setting cycle. 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. Formative assessment data is not used to determine content of professional development. Formative assessment data collected as part of the mentor project (e.g. observations of Formative assessment data collected as part of the mentor project (e.g. observations of District (e.g. SLGGs, DIBELS, Title IIA surveys, etc.) and project (e.g. observations of
strengths and areas for growth and guide professional learning. practice and provides feedback mentees. feedback to guide mentees’ reflection. feedback to guide mentees’ reflection and determine areas for growth. Formative assessment and the accompanying documentation and observation data guides mentoring and professional development only, not for formal evaluation or employment decisions. Formative assessment and the accompanying documentation and observation data guides mentoring and professional development only, not for formal evaluation or employment decisions. Formative assessment and the accompanying documentation and observation data guides mentoring and professional development only, not for formal evaluation or employment decisions. Formative assessment and the accompanying documentation and observation data guides mentoring and professional development only, not used for formal evaluation or employment decisions. Professional Practice (PP) Standards _________________________________________________________________________________________________ 7. Instructional and Leadership Practices: Quality mentor 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 Mentor Program Establishing Applying Integrating Systematizing 7.1 fosters self-reflection among teacher and administrator mentees to accelerate growth based on Oregon professional teaching or Mentees reflect on practice. Mentees reflect on practice and work with mentor to identify their instructional/ leadership strengths and challenges. Mentees reflect on practice and self-identify their instructional/ leadership strengths and challenges. Mentees reflect on practice and self-identify their instructional/ leadership strengths and challenges to determine targeted areas of support.
administrative standards. Mentors reflect, but not on a consistent basis, on their use of mentoring tools and protocols Mentors reflect at least monthly on their use of mentoring tools and protocols Mentors reflect at least weekly on their use of mentoring tools and protocols Mentors reflect at least weekly on their use of mentoring tools and protocols and seek out support from peers to improve practice. 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 standards, culturally responsive practices, pedagogy and performance levels for students. Mentors rarely attend professional learning opportunities with mentees. Mentors attend some professional learning opportunities with mentees to support clarification and implementation of information Mentors attend the majority of professional learning opportunities with mentees to support clarification and implementation of information Mentors attend all professional learning opportunities with mentees to support clarification and implementation of information Mentors are assigned without consideration of content or curriculum knowledge Mentors support mentees to know the curriculum for which they are responsible Mentors support mentees to know the content and curriculum for which they are responsible Mentors support mentees to deepen their understanding of the content and curriculum for which they are responsible Mentors provide support focused on management and delivery of instruction Mentors provide support focused on management and delivery of instruction Mentors provide support focused on management, delivery of standards-based instruction, authentic assessments and culturally inclusive practices Mentors utilize a variety of strategies (e.g. modeling, learning lab, etc.) to provide job-embedded support focused on management, delivery of standards-based
social well-being of students. based on the needs in their classroom/school Conversations between mentor and mentee are related to physical, cognitive, emotional of students and the application to mentee classrooms/schools Conversations between mentor and mentee are related to physical, cognitive, emotional, cultural and social of students and the application to mentee classrooms/ schools Differentiated conversations between mentor and mentee are related to physical, cognitive, emotional, cultural and social of students and the application to mentee classrooms/ schools Regular and on-going differentiated conversations between mentor and mentee are related to physical, cognitive, emotional, cultural and social of students and the application to mentee classrooms/ schools 7.5 supports collaborative partnerships among educators, families, and the community. 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 formal and informal settings. Mentors identify ways mentee’s can share with families about student growth Mentors facilitate mentee’s sharing with families about student growth Mentors facilitate the mentee’s collaboration with families in supporting student growth Mentors facilitate the mentee’s collaboration with families in identifying and supporting student growth Mentors support mentees in meeting with school colleagues and partners in the community. Mentors support mentees in meeting and engaging with school colleagues and partners in the community. Mentors support mentees to develop and implement activities that foster positive collaboration between school and community. Mentors collaborate with mentees to develop, implement and monitor impact of activities that foster positive collaboration between school and community. 8. Equity, Cultural Competence and Universal Access: Quality mentor programs foster and develop culturally competent educators.