Oregon Mentoring Program Tanya Frisendahl, Education Specialist, ODE Oregon RTI Spring Conference April 2016 Welcome Introductions

Mentoring Video https://www.youtube.com/watch?v=2_v- Bc2uPrk 2:45-2:55

Outcomes for Today Articulate the impact instructional mentoring has on beginning teachers and administrators Identify the characteristics of a highly effective, evidence-based Mentoring Program

Oregon Mentoring Program Goals INCREASE student learning and growth INCREASE retention of beginning teachers and administrators IMPROVE instructional and leadership practices

Oregon’s Historical Background The Oregon Beginning Educator Mentorship Program was: Established in 2007 with House Bill (HB) 2574 Expanded in 2013 & 2015 with HB 3233 - The Network for Quality Teaching and Learning Designed to support evidence-based mentorship programs for beginning educators

Oregon’s Mentoring Program 2008 2009 2010 2011 2012 2013 2014 2015 2016 Projects 11 8 7 6 15 Districts Served 85 72 16 44 17 62 59 38 Beg. Teachers (BT) 975 622 425 323 408 983 1172 1183 BT Mentors 222 108 46 33 80 286 299 144 Beg. Adm. (BA) 53 28 47 97 66 BA Mentors 22 34 19 35 24 50 31 These numbers are based on the pairing forms and funded BT/BA numbers submitted by projects.

ODE Mentoring Program Impact 2011- 2012 2012- 2013 2013- 2014 2014- 2015 Number of beginning teachers impacted 323 408 983 1,172 Number of beginning administrators impacted 80 47 97 Number of students impacted 34,956 36,559 71,096 103,018 2:55-3:00 There was a nearly 50% increase in 2013-14 in the number of students, teachers, and administrators impacted due to an increase in funding in 2013. * These numbers are based on survey response rates.

Definition of Mentoring Instructional 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. 3:00-3:03 Have someone put voice to the mentoring definition (ask someone to read it) Make eye contact with someone at another table and get up and discuss this definition with them. What resonates with them How it connects with the work they do Any personal experiences with mentoring (Have you had a mentor, have you been someone’s mentor…)

Connector Activity: High Quality Mentoring & Induction Practices Sorting Activity At your tables, Read through the slips Put them into two categories: Moving Away From Moving Toward Each Moving Toward has a corresponding Moving Away From Share out any discussion points 3:03-3:20 – Sort slips 3:20-3:30 – Share out

Support in Instructional Strategies: BT and BTM Beginning teachers are asked about the support they receive and beginning teacher mentors are asked about the support they provide focused on improving student learning. The figure shows the percentage that responded quite a bit or a great deal to the area of support. Beginning Teachers – 1172 Beginning Teacher Mentors - 299

Mentoring Program Impact “I believe that I am a good teacher, and I can grow to be a great one. I had considered quitting after year one, but the support and encouragement I received from the mentor program is what kept me here.” Beginning Teacher 2011 “Because the beginning teachers received such excellent support, the students in his classroom have had excellent achievement rates as measured by OAKS, formative data, parent and student reports, colleague comments and my observations.” Site Administrator 2013 3:30-3:33

Mentoring Program Standards 2014 Stakeholder Workgroup developed and proposed Mentoring Program Standards SBE adopted in August 2014 Purpose is to provide a set of program standards that: ensure consistency across the state and guide the design and implementation of highly effective, evidence-based beginning teacher and administrator mentoring programs across the state 3:33-3:35

Mentoring Program Standards Activity Read through the Mentoring Program Standards 1, 4, &5 Record questions/wonderings and activities that you are currently doing in your district/school that aligns or supports these standards Discuss at your table questions and activities that you are currently doing in your school/district that aligns or supports these standards Whole group share out 3:35-3:50 5 min. – Read through Mentoring Standards and capture notes 5 min. – Discuss at tables 5 min. – Share out whole group

Mentoring Informational Flyers and Grant Information Informational Briefs Fast Facts http://teachingresearchinstitute.org/pages/s how/ode-mentoring-program Grant Information: http://www.ode.state.or.us/search/page/?id =2218

Questions 3:50-4:00 10 minutes

for your active participation and cooperation Thank you for your active participation and cooperation 