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Beginning Teacher and Administrator Mentoring

Program

2015-2017 Request for Application

Information, Instructions, Calendar of Events and Scoring

Grant Application Due Date: August 12, 2015

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 Educational Improvement and Innovation

255 Capitol Street NESalem, OR 97310-0203

Oregon Department of Education

This is a legislative-funded program; project timeline, reporting dates, and requirements are contingent upon the Oregon Department of Education receiving funding for 2015-2017 biennium from the Oregon Legislature and are subject to change as state requirements change.

Table of Contents

I. Background and Legislative Intent 3

Vision and Goals 3

II. General Information 4

III. Application Process 10

A. Timeline – Important Dates 10

B. Required Application Sections 11

C. Format and Application Instructions for Submission 12

IV. Application Narrative 13

A: Project Design 13

B: Project Action Plan 17

C. Project Partnerships 19

D. Evaluation of Program Effectiveness 19

E. Application Budget Narrative and Budget Worksheet 19

V. Technical Assistance 20

Appendix A: Oregon Revised Statute (ORS) and Oregon Administrative Rules (OAR) 22

Appendix B: Application Cover 5

Appendix C: Assurance Forms 26

Appendix D: Action Plan 28

Appendix E: Budget Worksheet 29

Appendix F: Scoring Rubric 30

Appendix G: Beginning Teacher Mentor Program Best Practices 51

Oregon Department of Education Page 2

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 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.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 new 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 2008-2015.

VISION AND GOALS

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

Increasing retention of beginning teachers and administrators Improving instructional 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 OEIB 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 populations across the state. The beliefs most pertinent to the work of this grant are highlighted below:


http://www.ode.state.or.us/superintendent/priorities/final-equity-lens-draft-adopted.pdf

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 new 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 21, 2015 and ends on June 30, 2017. The Oregon Department of Education will review progress reports and performance data to determine future and continued program funding from July 1, 2016 through June 30, 2017.

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 budget request is determined by the total number of estimated beginning teacher, beginning principal and beginning administrators for the 2015-2016 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 of 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 school district is eligible to participate in the mentorship program. A school district may enter into a partnership with another school


district, 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 school district to provide direct services to beginning teachers and administrators; and all other grant requirements are met. (OAR 581-018-0142)

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 high quality 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 SB 216 implementing the following new 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.


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

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 October 1, 2015) through June 30, 2017. Grant funds may not be used outside of the award period.

Year One funding is available for the grant period August 21, 2015 through June 30, 2016. 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 administrator allocation. The applicant’s budget request is determined by the total number of estimated beginning teacher, beginning principal and beginning administrators for the 2015-2016 school year.

Continuation Grant Application for Year Two Mentoring Projects must be submitted with the Year End Report by June 15, 2016.

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, subject to prior approval by Office of Learning)

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. The 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 final reports (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 Score of Student Learning and Growth Goals and summative scores for each beginning teacher and beginning principal mentored using grant funds (beginning superintendents don’t have to write SLGGs)

o Retention data as defined by ODE and exit interview results 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 OEIB to collect and report such data to the extent that it is possible.

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

Teacher Induction Pairing Form by September 15, 2015.

Grant Participants are required to submit a Year 1 End report, a Continuation Grant Application and a Year 2 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 using the ODE online Mentor Logs that the required 75-90

hours of contact time was completed for Year One Report - June 15, 2016 and Year Two Final report – June 15, 2017.

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)

Continuation Grant Application – Year Two Revised Action Plan Year Two budget Assurance Forms

G. Scoring and Appeals ProcessA 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 Wednesday, August 12, 2015. 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 Deputy Superintendent of Public Instruction will make the final award decision.


mailto:[email protected]

The Oregon Department of Education will notify both successful and unsuccessful applicants and will provide a summary of comments related to their applications. Applicants will have approximately one week from the date of the notification letter to contest the funding decision through the process identified in the notification. Once appeals have been considered, the award decisions made by the Deputy Superintendent are final.

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

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 17, 2015 Release of Request for Application (RFA)

July 20, 2015 Mentoring Grant GoToMeeting – Application and Submission Informational webinar from 3:00 PM – 4:00 PM

July 22, 2015 Letter of the Intent to Apply and Reviewer Application Due to the Oregon Department of Education

August 12, 2015

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

August 13 – August 18, 2015 Applications will be reviewed and scored

August 20, 2015 Applicants expected to be notified of award

August 21, 2015 Deadline for appeal submission

September 15, 2015;November 19, 2015; February 18, 2016; May 26, 2016

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


http://www.ode.state.or.us/opportunities/grants/mentoringgrant2015-2017callforreviewers.doc

http://www.ode.state.or.us/opportunities/grants/mentoringgrant2015-2017-noticeofintentapply.docx

http://www.ode.state.or.us/search/page/?id=2218



2015-2016 - YEAR ONE

September 15, 2015 Induction Pairing Form due/Letters of Commitment completed

September 30, 2015 Grantees may draw up to 50% of Year 1 grant funds

December 1, 2015 Grantees may access the remaining grant funds

June 15, 2016Year One End Report and Continuation Grant Application dueComplete with program description, final evaluation and final totals of participants (final pairing form)

June 30, 2016 Last date to submit request for payment for Year 1 activities

2016-2017 - YEAR TWO (pending legislative funding & approval of Continuation Grant Application)

Year 2 - July 8, 2016 Grantees may draw up to 50% of Year 2 grant funds

August 2016; November 2016; February 2017; May 2017

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

Year 2 - Sept. 15, 2016 Induction Pairing Form due/Letters of Commitment completed

Year 2 – Oct. 28, 2016 Grantees may access the remaining Year 2 grant funds

Year 2 – June 15, 2017Year Two Final Report dueComplete with program description, final evaluation and final totals of participants (final pairing form)

June 30, 2017 Grant end date

June 30, 2017Last date to submit request for payment for Year 2 activities

B. Required Application Sections

Submission requirements for the original RFA plus three additional copies should contain the following:

(1) Application Cover Page (Appendix B): Sponsoring local education agencies 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 each 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 20 pages.

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

(4) Budget Worksheet (Appendix E) and Budget Narrative: 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. 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.

(5) Appendix: 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, Times New Roman, 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

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

Name the file in this format: The agency it is being submitted from, underscore, and Beginning Educator Mentoring Program (ex. Willamette ESD_ 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 12, 2015. 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 three (3) copies to the Oregon Department of Education postmarked or delivered by 5:00 PM on August 12, 2015.

Address your application packet to:Oregon Department of Education Office of Learning: Instruction, Standards and Education Equity 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 agency it is being submitted from, underscore, and Beginning Educator Mentoring Program (ex. WilametteESD_ 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 project’s proposed 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.


An electronic version of the Grant Applicationmust be received by

12:00 PM on August 12, 2015.AND

The original plus three hard copies of the application must be received by 5:00pm.

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



In the 2015 Legislative session, additional priorities to be addressed by a school 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

(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.

In addressing the standards, a description of the following items along with any additional information needed to explain the mentoring project must be included in grant application:

plan and process of successful or promising efforts in hiring culturally and linguistically diverse teachers and administrators;

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;

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

the process for mentor selection (a copy of the mentor selection rubric must be included as part of the application) and how mentors will be assigned;

the role of site administrators in supporting the mentor project; communication opportunities between mentors and site administrators (principals,

superintendents, school boards) to ensure understanding of the mentoring program, roles, and responsibilities of both mentors and site administrators;

release time for mentors (program must address how the required 75-90 hours of contact time will be met and recorded in ODE online mentor logs, and must include a plan for at least five classroom or professional setting observations);

formal mentor training and on-going professional development for mentors; beginning teacher/administrator ongoing professional development; and the formative assessment system that will be used to inform the development of

professional goals for both the mentor and the beginning teacher/administrator.

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. Effective mentoring is foundational to a quality program. An essential element of a mentoring program is a professional mentor who understands and utilizes the skills, strategies and tools necessary for the continuous development of teachers and administrators. Applicants may use the full Mentoring Program Standards rubric as a self-appraisal tool to identify the strengths and weaknesses in their current or proposed mentoring project. The highlighted strengths and how they intend to address the gaps can be included within


http://www.ode.state.or.us/opportunities/grants/final-mps-rubric.docx

the application. Applicants may use the grant application scoring guide when responding to the RFP or for clarification of the Oregon Mentoring Program Standards.

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

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

A Quality Mentor Program:1.1 has a designated leader with sufficient resources, authority, knowledge and experience to guide program implementation and accountability.1.2 includes system-wide leadership.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.1.4 develops and maintains structures and systems to promote two-way communication and stakeholder involvement.

2P. Leadership Engagement: Quality mentor programs require involved, informed and culturally responsive leaders.

Leaders in a Quality Mentor Program:2.1 provide resources and conditions required to promote and improve teacher and administrator success.2.2 create a culture of equity that focuses on the outcomes of academic proficiency, civic awareness, workplace literacy, and personal integrity. 2.3 engage in professional learning in how best to support teachers and administrators.2.4 collaborate and coordinate with other mentor program leaders across the state.

3P. Program Assessment and Evaluation: Quality mentor programs collect data to evaluate and improve program effectiveness.

A Quality Mentor Program:3.1 purposefully and systematically collects data, using multiple measures, 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.

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.

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: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.4.2 defines and communicates mentor roles and responsibilities that are focused on the continuous development of teacher and administrator practice.4.3 utilizes a standards based system of ongoing assessment for mentor growth and accountability.

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

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

A Quality Mentor Program: 6.1 includes self-reflection, goal setting, observations, and formative assessments.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.6.3 includes multiple sources of evidence to assess teacher and administrator mentees’ strengths and areas for growth and guide professional learning.

Professional Practice (PP) StandardsDistricts are committed to integrating and sustaining comprehensive mentor 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.

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:7.1 fosters self-reflection among teacher and administrator mentees to accelerate growth based on Oregon professional teaching or administrative standards.7.2 supports knowledge of curriculum standards, grade level and subject standards, culturally responsive practices, pedagogy and performance levels for students.7.3 strengthens the ability of teacher and administrator mentees to analyze data in order to plan and differentiate instruction and programs.7.4 develops teacher and administrator mentees’ knowledge and application of the physical, cognitive, emotional, cultural and social well-being of students.7.5 supports collaborative partnerships among educators, families, and the community.

8. Equity, Cultural Competence and Universal Access: Quality mentor programs foster and develop culturally competent educators.

A Quality Mentor Program:8.1 supports teachers and administrator mentees’ knowledge of the cultural, gender, racial, ethnic, and socioeconomic characteristics of their classrooms, schools and community. 8.2 expands teachers and administrators’ self-awareness of cultural competency and how that impacts their learning, teaching and leadership. 8.3 demonstrates a commitment to equity by developing culturally inclusive practices in teachers and administrators.

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 a goal for plan and process for hiring culturally and linguistically diverse teachers and administrators and a goal for evaluation of the mentor 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 new educators 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. “New educators will review educator standards and select 2 as the focus of their plan.”

“New educators will work with mentors 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 2015-16 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 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:Objective Activities Indicators Person


1.1 Determine the effectiveness of the hiring efforts of culturally and linguistically diverse teachers and administrators through a systemic plan and process.

1.1.a 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.

1.1.b Mentor project

1.1.a.i Percentage of Beginning Educators that are culturally and linguistically diverse desiring to remain in the district.

1.1.b.i Percentage of

June 2016

June 2016


leaders are involved in the evaluation of the effectiveness of the hiring efforts of culturally and linguistically diverse teachers and administrators

all educators that are culturally and linguistically diverse desiring to remain in the district.

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 Percentage of Beginning Educators desiring to remain in district

May 2016

C. Project Partnerships 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.

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 8-9.

E. Application Budget Narrative and Budget Worksheet

Prepare 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 Program. Administrative costs, including indirect costs, are limited to 5% of total budget request. Describe any in-kind contributions to be made by project partners in support of the project during the 2015-2016 SY.

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

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.

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 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.

V. TECHNICAL ASSISTANCE

Contacts

For assistance related to the Oregon Beginning Teacher and Administrator Mentoring Grant, please contact:

Tanya [email protected]

Sheli [email protected]

ODE WebsitePlease visit http://www.ode.state.or.us/search/page/?id=2218 This website has been set up to provide resources and information.

Webinar

Staff from the Oregon Department of Education will provide a GoToMeeting to assist potential applicants in creating a successful proposal. All webinars will begin at 3:00 p.m. and will finish no later than 4:00 p.m. Log on to: https://global.gotomeeting.com/join/135657901 to participate. The GoToMeeting will be recorded and posted on the mentoring grant website linked above.

July 20, 2015 – 3:00-4:00 - Request for Application Webinar – Application and Submission Informationhttps://global.gotomeeting.com/join/135657901You can also dial in using your phone. United States (Toll-free): 1 877 309 2070United States : +1 (312) 757-3119Access Code: 135-657-901


https://global.gotomeeting.com/join/135657901

https://global.gotomeeting.com/join/135657901

http://www.ode.state.or.us/search/page/?id=2218



BEGINNING TEACHER AND ADMINISTRATOR MENTORING GRANT LISTSERV

If you would like to be placed on the listserv to receive updates and information related to the Beginning Teacher and Administrator Mentoring Grant, please send an email to [email protected].

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.ode.state.or.us/opportunities/grants/mentoringgrant2015-2017-noticeofintentapply.docx


Appendix AOregon Beginning Teacher and Administrator Mentoring Grant

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

LEGISLATIVE INFORMATIONORS 329.788 – 329.820

SECTION 3: ORS 329.795 states that:The State Board of Education shall establish a beginning teacher and administrator mentorship program to provide eligible beginning teachers and administrators in this state with a continued and sustained mentorship program from a formally assigned mentor. Any district is eligible to participate in the mentorship program. A school district may enter into a partnership with another school district, an institution of higher education, an education service district or another organization to operate a joint mentorship program.

ORS 329.810 Training for mentors and beginning teachers and administrators states that:(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 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]

Senate Bill 228

SECTION 1: Senate Bill 228 states that:The Department of Education shall distribute grants-in-aid to qualifying school districts to offset the costs of beginning teacher and administrator mentorship programs. A qualifying district shall receive annually an amount that is aligned with evidence-based best practices. If the funds are insufficient for all eligible proposals, the Department of Education shall award grants on a competitive basis, taking into consideration geographic and demographic diversity.

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


http://www.leg.state.or.us/bills_laws/

http://www.leg.state.or.us/ors/329.html

http://www.leg.state.or.us/ors/329.html

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 definitions of beginning teacher and beginning administrator.

581-018-0130Definitions The following definitions apply to Oregon Administrative Rules 581-020-0060 through

581-020-0090 unless the context requires otherwise: (1) "Administrator's Present Position" means being assigned in the role as a principal or

a superintendent. (2) "Beginning Administrator" means a principal or superintendent who: (a) Possesses an 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. (3) "Beginning Teacher" means a teacher who: (a) Possesses a teaching 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 teacher in any public, private,

or state-operated school.(4) "Classroom Teachers" means all teachers who provide direct instruction to students. (5) "District" means a school district, an education service district, a state-operated

school, or any legally constituted combination of such districts. (6) "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. (7) "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.

(8) "Teacher" means a licensed employee of a common or union high school district, an employee of an education service district or a state-operated school who has direct responsibility for instruction, coordination of educational programs or supervision of


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

teachers and who is compensated for services from public funds. "Teacher" does not include a school nurse as defined in ORS 342.455 or a person whose duties require an administrative certificate.

(9) “Mentoring” means a professional relationship between an educator and a skilled mentor. In a confidential and trusting partnership, the mentor supports the educator to transform practice through a process of reflection and inquiry. The goals of this collaborative and continuous work are: to accelerate instructional practice, ensure equitable learning for all students, retain effective educators, and empower educational leaders.

(10) “Culturally or Linguistically Diverse” means characteristics of a person, including:(a) Origins in any of the black racial groups of Africa but is not Hispanic;(b) Hispanic in culture or origin, regardless of race;(c) Origins in any of the original peoples of the Far East, Southeast Asia, the Indian

subcontinent or the Pacific Islands;(d) Origins in any of the original peoples of North American, including American Indians

or Alaskan Natives; or (e) A first language that in not English.Stat. Auth.: ORS 326.051 & 329.795 Stats. Implemented: ORS 329.790 - 329.820 Hist.: EB 18-1988, f. & cert. ef. 3-16-88; EB 9-1990, f. & cert. ef. 1-30-90; ODE 2-2008, f. & cert. ef. 1-25-08; Renumbered from 581-020-0065 by ODE 43-2014, f. & cert. ef. 12-4-14; Renumbered from 581-020-0065 by ODE 1-2015, f. & cert. ef. 1-26-15

The following OAR outlines the selection and duties of mentors.

581-018-0139

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


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 (School 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 Mentor ProgramSchool Year 2015-2016

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 and have a non-provisional 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 15, 2015, November 12, 2015, February 18, 2016, and May 26, 2016.

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 evaluation and continuous improvement processes with the Oregon Department of Education, Office of Learning: Instruction, Standards and Education Equity. 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 Learning must approve any modifications to the application in writing.

13. The following fiscal and program reports will be submitted to ODE, Office of Learning 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 administrators, and participating teachers. (View letters of commitment at: http://www.ode.state.or.us/search/page/?=3540 )

Superintendent’s Signature Date

Project Director’s Signature Date


http://www.ode.state.or.us/search/page/?=3540

Project Partner Assurances FormBeginning Teacher/Administrator Mentor Program

School Year 2015-2016(This form is for those supporting the application that are not participating districts.)

Partner 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 site/consortium will participate fully in all agreed program evaluation and continuous improvement processes with the Oregon Department of Education, Office of Learning.

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

4. Sites 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 Mentor ProgramSchool Year 2015-2016

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 Mentor Program

SY 2015-2016 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

Requested Funding Amount

Total by Object

Anticipated Matching Funds for2015-2016

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

Adapted from the work of CA Beginning Teacher Support and Assessment


Appendix F

Beginning Teacher/Administrator Mentor Program Grant Scoring Rubric

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

Program (P) Standards _________________________________________________________________________________________________1P. Program Administration, Collaboration, and Communication: Quality mentor programs provide structures to assure a cohesive, culturally competent system for mentoring that is supported at all levels.

A Quality Mentor 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.

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 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 high-quality mentoring project is described.

Project director has limited opportunity for communication with

Project director communicates with district leadership and is

Project director communicates directly with district leadership

Project director has decision making authority over program.


Possible Evidence: Budget proposal Project Director Job

description Organizational chart Professional learning

plan for project director

A Quality Mentor Program: Establishing: 1 pt. Applying: 2 pts. Integrating: 3 pts. Systematizing: 4 pts.district leadership and is not involved in decision making.

informed on the decisions made

and is involved in all decisions related to the project.

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

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.

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 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 Project leadership does Project leadership Project leadership Project leadership


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

pertaining to mentoring

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

A Quality Mentor Program: Establishing: 1 pt. Applying: 2 pts. Integrating: 3 pts. Systematizing: 4 pts.maintains structures and systems to promote two-way communication and stakeholder involvement.

not communicate with district/site administrators.

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

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.

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 evaluates the program

The mentor project director plans, implements, evaluates, and refines 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


Possible Evidence:Budget proposalList of Mentor Project

Leadership Team MembersAgendas, minutes, action plans

from Leadership Team meetings

Project goals & objectivesCommunication plan for mentor

project

2P. Leadership Engagement: Quality mentor programs require involved, informed and culturally responsive leaders.

Leaders in a Quality Mentor 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.

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 mentor every beginning teacher/administrator

Project director assigns a trained instructional mentor every beginning teacher/administrator

Project director assigns a trained instructional mentor to every beginning teacher/ administrator

Project director assigns a trained instructional 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.

Project director assigns caseloads for full-release mentor using a research-based ratio and non-released mentors (i.e.

Project director assigns caseloads for full-release mentor using a research-based ratio and non-released mentors (i.e.


Possible Evidence:Budget proposalEvidence 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


classroom teacher) are assigned no more than one beginning educator

classroom teacher) are assigned no more than one beginning educator

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.

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.

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 Allocates resources to Prioritizes resource Prioritizes resource


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

Possible Evidence: Budget proposal Description of mentor

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

Professional learning plan for mentors


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

promote effective professional learning that supports mentors, teachers, and administrators

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

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.

Project directors participate in all ODE Mentor Network meetings.



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


Possible Evidence:Budget proposalProject Director job descriptionProfessional learning plan for

project director

3P. Program Assessment and Evaluation: Quality mentor 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.

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.

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.


Possible Evidence:Description of evaluation

measures mentoring project will use

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

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

Processes (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: 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 & rubricMentor job descriptionDescription of mentor

application & selection processDescription 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.

Possible Evidence:Mentor job descriptionMentor application & rubricMentor letter of commitment Communication plan for mentor

roles & responsibilitiesDescription of mentor

professional learning

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.

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

Stakeholders collaborate in refining and contextualizing mentor roles and responsibilities and develop



within the school community.

protocols for communicating them.

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

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.


Possible Evidence:Mentor standards/rubric for

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

Mentor evaluation timelineExamples of mentor formative &

summative assessments

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.


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 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

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

Mentors follow and complete an annual goal setting and reflection cycle with an emphasis on cultural responsiveness aligned with mentor


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)


inquiry action plans, and analyzing data.

standards reviewed by project leader.

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 is not used to determine content of professional development.

Formative assessment data 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.

Formative assessment data 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.

District (e.g. SLGGs, DIBELS, 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.

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


Possible Evidence:Mentor evaluation timelineExamples of templates & tools for

mentor goal setting & data collection

Examples of mentor professional growth plans

Description of the annual goal setting cycle

Possible Evidence: 5.3Project professional learning plan for mentors & mentees, including culturally responsive practices professional learning

Mentor & mentee learning needs assessment


6.1 Includes self-reflection, goal setting, observations, and formative assessments.

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.

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.

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

Formative assessment and the accompanying documentation and observation data guides mentoring and professional development only not for





Possible Evidence: Mentor & mentee evaluation

timelineExamples of templates & tools for

evaluation processDescription of the mentor &

mentee goal setting cycle

Possible Evidence: BT/BA learning progressionsDescription of mentor

professional learnings on BT/BA learning progressions

Examples of mentor tools used to accelerate BT/BA practice

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

substitute release time)Examples of mentor tools used to

gather data on BT/BA practiceDescription of how BT/BA

formative assessment data is used

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

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: 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.

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 mentees.

Mentors attend some professional learning opportunities with mentees

Mentors attend the majority of professional learning opportunities with mentees

Mentors attend all professional learning opportunities with mentees


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)

A Quality Mentor Program Establishing: 1 pt. Applying: 2 pts. Integrating: 3 pts. Systematizing: 4 pts.standards, culturally responsive practices, pedagogy and performance levels for students.

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 students.


Possible Evidence: 7.2Mentor & mentee professional

learning plansDescription 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)

Possible Evidence: 7.3Examples of template & tools for

differentiation & analyzing student data

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

A Quality Mentor Program Establishing: 1 pt. Applying: 2 pts. Integrating: 3 pts. Systematizing: 4 pts.7.4 develops teacher and administrator mentees’ knowledge and application of the physical, cognitive, emotional, cultural and social well-being of students.

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: 7.5Mentor tools & templates used to

support mentee interaction with parents & community

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

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.


Possible Evidence: 7.4Description of ongoing mentee

professional learningMentor professional learning

agendasMentee professional learning

needs assessmentProject mentee professional

learning plan

8. Equity, Cultural Competence and Universal Access: Quality mentor 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.

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.

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

Mentor project leaders are not involved in the development of the district’s plan to ensure hiring culturally and

Mentor project leaders are consulted in the development of the district’s plan to ensure hiring culturally and

Mentor project leaders are involved in the development of the district’s systemic plan and process to ensure hiring

Mentor project leaders are integral in the development of district’s systemic plan and process to ensure hiring culturally and


Possible Evidence: 8.1Description of ongoing mentee

professional learning including culturally responsive practices

Project mentee professional learning plan

Mentee professional learning agendas

Possible Evidence: 8.2Mentor tools and templates

focused on differentiation & diversity

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


administrators. linguistically diverse teachers and administrators.

linguistically diverse teachers and administrators through a system that is culturally responsive.

culturally and linguistically diverse teachers and administrators through a system that is culturally responsive.

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


Possible Evidence: 8.3District 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)

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 2015-2016 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 2015-2016 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


Resource Links

Promising Strategies for Improving Mentor Program Outcomeshttp://www.newteachercenter.org/sites/default/files/ntc/main/resources/FINAL_BRF-SIMP-US-1201-EN_prf2.pdf

High Quality Mentoring & Induction Practiceshttp://www.newteachercenter.org/sites/default/files/ntc/main/resources/BRF_HighQualitymentoring%26InductionPractices.pdf

Supervision to Build Mentor Expertisehttp://www.newteachercenter.org/sites/default/files/ntc/main/pdfs/BRF-SupervisionBuildMentorExpertise.pdf

Reflections Winter 2010: Defining, Measuring, and Articulating the Impact of Effective Teacher Inductionhttp://www.newteachercenter.org/sites/default/files/ntc/main/resources/ReflectionsW10.pdf

Reflections Summer 2012: Teacher Induction Program Success and Sustainabilityhttp://www.newteachercenter.org/sites/default/files/ntc/main/resources/ReflectionsS12_0.pdf


http://www.newteachercenter.org/sites/default/files/ntc/main/resources/ReflectionsS12_0.pdf

http://www.newteachercenter.org/sites/default/files/ntc/main/resources/ReflectionsS12_0.pdf

http://www.newteachercenter.org/sites/default/files/ntc/main/resources/ReflectionsW10.pdf

http://www.newteachercenter.org/sites/default/files/ntc/main/resources/ReflectionsW10.pdf

http://www.newteachercenter.org/sites/default/files/ntc/main/pdfs/BRF-SupervisionBuildMentorExpertise.pdf

http://www.newteachercenter.org/sites/default/files/ntc/main/pdfs/BRF-SupervisionBuildMentorExpertise.pdf

http://www.newteachercenter.org/sites/default/files/ntc/main/resources/BRF_HighQualitymentoring%26InductionPractices.pdf

http://www.newteachercenter.org/sites/default/files/ntc/main/resources/BRF_HighQualitymentoring%26InductionPractices.pdf

http://www.newteachercenter.org/sites/default/files/ntc/main/resources/FINAL_BRF-SIMP-US-1201-EN_prf2.pdf

http://www.newteachercenter.org/sites/default/files/ntc/main/resources/FINAL_BRF-SIMP-US-1201-EN_prf2.pdf

Table of Contents

Overview of the Beginning Teacher Mentor Program Best Practices

Domain I: Program Design, Sponsorship, and Leadership

School and Community Context

Program Rationale, Goals, Design, and Participation

Sponsorship and Administration of Program

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

Domain II: Developing Teacher Excellence

Focus on Equity, English Language Learners, and Special Populations

Mentor Selection, Assignment, and Roles

Mentor Professional Development

Role of Formative Assessment in Teacher Development

Beginning Teacher Professional Development

Classroom Instruction and Content Focused Mentoring

Domain III: Resources and On-Going Program Improvement

Resources to Support Teacher Success

Program Evaluation


Domain I: Program Design, Sponsorship, and Leadership

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

within which your Mentor 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 is an important consideration in facilitating their entry into the profession. Beginning teachers 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 are placed in more challenging settings, additional time and resources should be provided to foster their success.

Program Elementsa) Demographics, circumstances, and factors to be considered before

designing your program: What are the demographics of your schools? How many schools

are in your district? 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? What are important school and/or district initiatives that need to be

considered? What are retention rates in your district?

c) Working conditions for beginning teachers contribute to their success: Describe the context for new teachers in terms of: resources, support,

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

How are new teacher assignments made in your district? What considerations are made for novice teachers?

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

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

Program Rationale, Goals, Design, and Participation


A mentoring program should be built on a vision of beginning teacher growth and development that is supported by research and practice. This vision includes the mentor teacher’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. The developmental needs of beginning teachers are clearly understood by program designers and managers.

Program Elementsa) The Mentor Program has clearly articulated goals and outcomes.

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

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

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

How will your program equip novices to effectively teach 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 program is structured to maximize beginning teacher success within the context of a professional learning community. What is the overall design of your program? What are the structures for mentors and beginning teachers to work

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

implementation plan? Describe different ways mentors use release time within the program.

What are the program’s expectations for meeting during school hours for coaching and observation?

What criteria will your program use for selecting beginning teachers to be served? Criteria to consider could include, but not be limited to: teaching assignment, number of preparations, previous preparation, or diversity of student population.


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

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

consistent with the holistic, developmental view of teaching articulated in Professional Teaching Standards?

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

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

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

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

and sustainability of the Mentor Program. 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 program have strong leadership and an organizational structure that manages and delivers services to meet the diverse needs of beginning teachers in the local context. A broad network of institutional and leadership support will ensure the program’s success.

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

Program Elementsa) Sponsoring organizations demonstrate institutional commitment to the

Mentor Program.

b) Program 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) Program leaders acquire depth of knowledge and understanding necessary to develop and implement a high quality Mentor Program.


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

The knowledge, attitudes and actions of K-12 school organizations are critical in setting the stage for beginning teacher success. Site administrators are instrumental in providing the leadership to create conditions for beginning teacher success that take the novice’s status into consideration. School site administrators provide the structure and create a positive school climate for the program’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 Mentor Program. Preparation of the K-12 organizations to assume their responsibilities for supporting the Mentor Program is important. Preparation includes knowledge about beginning teacher needs, teacher development, formative assessment, and research as related to mentoring.

Program Elementsa) The program leader(s) communicate clearly the Mentor Program’s

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

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

c) The program works with site administrators to establish a culture of support within their school for mentors and beginning teachers 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 Teacher 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 development activities. Mentors help new teachers pay particular attention to special population students and English learners. Teachers 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 create a positive, inclusive climate for individualized, specialized instruction and assessment of students with special needs and/or abilities.

Beginning teachers 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 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.

Teachers 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 Mentor Program helps make the complexities of these issues concrete while building the teachers’ skills to address a wide range of student needs.

Program Elementsa) Beginning teachers provide equitable access to the core curriculum.

b) Teachers identify and address learning needs of English learners.

c) Teachers provide appropriate learning opportunities for students with learning disabilities and for students who are gifted and talented.

d) Beginning teachers examine their practice 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 receive high quality support and assessment in the context of the classroom. 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 in a timely manner, taking content, grade level, pedagogical needs and local context into account. Mentors need release time to work with new teachers during and after school hours.

Program Elements Roles and responsibilities of mentors are clearly defined and communicated to

all program 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 is dissatisfied with the pairing.

Mentor Professional DevelopmentExemplary teachers are not necessarily prepared to support others

professionally. Awareness of the diversity of beginning teacher 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 needs, and the development of a collegial community that engages program participants and develops their leadership.

Program Elementsa) Mentors are prepared to work with beginning teachers and 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.

Role of Formative Assessment in Teacher DevelopmentNo measure of teacher performance fully captures the complexity of teaching.

Assessments of each individual teacher’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 teacher in establishing and pursuing professional development goals during and following the induction period. New teachers may move forward in their professional practice in a variety of ways, developing at different rates in different areas of teaching. Engaging in formative assessment supports habits of self-reflection and career-long professional growth in the beginning teacher.

The formative assessment system is based on professional teaching standards and a continuum of teacher development and the collection of a variety of authentic evidence of teacher practice, including student work. A set of formative assessment tools and protocols assist the beginning teacher 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 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 next steps.

Program Elementsa) The formative assessment system is based on professional teaching

standards, a continuum of teacher 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 practice, designed to measure one or more elements of professional teaching standards;

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

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

(iv) A reflective process based on professional teaching 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 Mentor Program evaluates the effectiveness of the formative assessment system to make improvements to the system and accompanying training.

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

expectations, such as professional teaching standards, yet are responsive to the individual teacher, 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 practices, and a professional learning community is established among beginning teachers in the Mentor Program.

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

Follow-up activities emphasize application of learning, including 1:1 coaching in the beginning teacher’s classroom by a trained mentor so that teachers 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.

Program Elementsa) Professional teaching standards or other expectations such as state and

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

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


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

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

Classroom Instruction and Content Focused MentoringMentors are regularly present in the new teachers’ classrooms to observe

instruction and student learning, to collect observation and student performance data, and to assist in the planning and delivery of instruction. Professional teaching standards define pedagogical practices and state adopted student content standards describe content and performance expectations. Teachers 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.

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 classroom 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 developmental needs and instructional context. Beginning teachers demonstrate understanding of at least one core academic content area of focus and its application to teaching and student learning within the context of the teaching assignment.

Program Elementsa) Beginning teachers investigate, learn, and apply state adopted student

content standards and performance levels for students in at least one content area.

b) Teachers demonstrate the ability to assess students using multiple measures and identify individual learning needs.

c) Teachers plan and deliver standards-based instruction that is differentiated to meet the assessed learning needs of students.

d) Teachers create a positive and respectful climate for student learning.


Domain III: Resources and On-Going Program Improvement

Resources to Support Teacher SuccessResources to support beginning teacher success are critical to improving

retention, student achievement, and teacher quality. The Mentor Program must take into account the unique developmental phase defined by induction. The quality and effectiveness of the program 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 Mentor Program to deliver planned services that maximize beginning teacher success.

Program Elementsa) Resources are allocated among sponsoring organizations to ensure

appropriate delivery of essential program components, as defined and described in the program design.

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

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

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

Program EvaluationThe Mentoring Program is responsible for developing and conducting a

comprehensive, on-going system of program evaluation that is both formative and summative in nature. The program evaluation system includes program 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 program.

Beginning teachers, mentors, and site administrators are surveyed to capture information about program design, implementation and impact on beginning teacher practice. 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, and beginning teachers are conducted on a regular basis. The mentor program is considered a laboratory for on-going learning

about teacher development, beginning teacher satisfaction, classroom practice, and veteran teacher leadership development and learning.

Program Elementsa) Local program goals and Mentor Program Best Practices are the basis for

program evaluation.

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

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

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

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