Oregon Administrative Rules
Chapter 581 - OREGON DEPARTMENT OF EDUCATION
Division 18 - NETWORK OF QUALITY TEACHING AND LEARNING
Section 581-018-0133 - Mentoring Program Standards
Universal Citation: OR Admin Rules 581-018-0133
Current through Register Vol. 63, No. 9, September 1, 2024
(1) Districts or educator networks applying for an Oregon Beginning Teacher and Administrator Mentoring Program Grant shall align mentoring programs with the Mentoring Program Standards.
(2) 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.
(a) Program: Districts and
educator networks are committed to integrating and sustaining comprehensive
mentor programs targeting quality teaching and learning that aligns with other
district and state initiatives and goals.
(A)
Program Administration, Collaboration, and Communication: Quality mentor
programs provides structures to assure a cohesive system for mentoring that is
s supported at all levels. A Quality Mentor Program:
(i) Has a designated leader with sufficient
resources, authority, knowledge and experience to guide program implementation
and accountability.
(ii) Includes
system-wide leadership.
(iii)
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 and other P-20
initiatives.
(iv) Develops and
maintains structures and systems to promote two-way communication and
stakeholder involvement.
(B) Leadership Engagement: Quality mentor
programs require involved and informed leaders. Leaders in a Quality Mentor
Program:
(i) Provide resources and conditions
required to promote and improve teacher and administrator success.
(ii) Engage in professional learning in how
best to support teachers and administrators.
(iii) Collaborate and coordinate with other
mentor program leaders across the state.
(C) Program Assessment and Evaluation:
Quality mentor programs collect data to evaluate and improve program
effectiveness. A Quality Mentor Program:
(i)
Purposefully and systematically collects data, using multiple measures, to
demonstrate implementation, impact, and areas for continuous
improvement.
(ii) Continuously and
systematically shares evaluation findings with stakeholders to inform
decision-making and accountability.
(b) Processes: 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.
(A) Roles and
Responsibilities: A quality mentor program carefully selects and assigns
participants and clearly defines roles. A Quality Mentor Program:
(i) Has a formal, rigorous and timely process
for recruiting and selecting mentors based on criteria consistent with the
roles and responsibilities of mentoring.
(ii) Defines and communicates mentor roles
and responsibilities that are focused on the continuous development of teacher
and administrator practice.
(iii)
Utilizes a standards based system of ongoing assessment for mentor growth and
accountability.
(B)
Professional Learning: Quality mentor programs expand the knowledge and refine
the practice of mentors and mentees through a collaborative process, supported
by research. A Quality Mentor Program:
(i)
Establishes learning communities engaged in professional learning,
problem-solving, and evidenced based collaborative inquiry for mentors, as well
as teacher and administrator mentees.
(ii) Ensures participants apply new learning
to mentoring practice through engaging in goal-setting and reflection,
implementing inquiry action plans, and analyzing data.
(iii) Facilitates professional learning that
is guided by research, standards, local priorities and the developmental needs
of mentors, as well as teacher and administrator mentees.
(C) Teacher and Administrator Assessment:
Quality mentor programs utilize a data based cycle of inquiry to assess
effective instructional and leadership practices. A Quality Mentor Program:
(i) Includes self-reflection, goal setting,
observations, and formative assessments.
(ii) Is designed to accelerate educator
effectiveness to ensure that every student is ready for college, careers and
engaged citizenship.
(iii) Includes
multiple sources of evidence to assess teacher and administrator mentees'
strengths and areas for growth and guide professional learning.
(c) Professional
Practice:
(A) Instructional and Leadership
Practices: Quality mentor programs accelerate the professional practice of
beginning educators to positively impact student achievement. A Quality Mentor
Program:
(i) Fosters self-reflection among
teacher and administrator mentees to accelerate growth based on Oregon
professional teaching or administrative standards.
(ii) Supports knowledge of curriculum
standards, grade level and subject standards, pedagogy and performance levels
for students.
(iii) Strengthens the
ability of teacher and administrator mentees to analyze data in order to plan
and differentiate instruction and programs.
(iv) Develops teacher and administrator
mentees' knowledge and application of the physical, cognitive, emotional and
social well-being of students.
(v)
Supports collaborative partnerships among educators, families, and the
community.
(B) Equity,
Cultural Competence and Universal Access: Quality mentor programs foster and
develop culturally competent educators. A Quality Mentor Program:
(i) Supports teachers and administrator
mentees' knowledge of the cultural, gender, racial, ethnic, and socioeconomic
characteristics of their classrooms, schools and community.
(ii) Expands teachers and administrators'
self-awareness of cultural competency and how that impacts their learning,
teaching and leadership.
(iii)
Demonstrates a commitment to equity by developing culturally inclusive
practices in teachers and administrators.
Statutory/Other Authority: ORS 326.051 & ORS 329.795
Statutes/Other Implemented: ORS 329.790 - 329.820
Disclaimer: These regulations may not be the most recent version. Oregon may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
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