Consensograms Take colored dots and place on the Consensogram charts around the room. Place a dot on the map indicating where you are currently from.

Oregon Mentoring Program – Educator Preparation Programs: Higher Education Summit Welcome Introductions Have presenters introduce themselves. Have table groups introduce themselves. Review the Consensograms and Map to know “Who is in the Room” Tanya Frisendahl, Education Specialist, ODE Amber Ryerson, M.Ed., Analyst, CEIER Cheryl Davis, Ph.D., Senior Analyst, CEIER February 21, 2018 9:00-3:00

Introductions: Finish the Sentence At your table: Introduce yourself What district/organization/IHE do you represent? Answer one of the following questions: “I am attending the Summit because…” “The best mentor I ever had was…” We will repeat three times so they get to talk with three different people.

Objectives for Today Develop an understanding of the pre-service to experienced educator continuum of mentoring support offered across Oregon. Identify and develop groups of Institutions of Higher Education (IHE) and Oregon Mentoring Program (OMP) Project Directors/District Representatives to coordinate, communicate and support educators in each region with mentors/mentoring. Explore the OMP and other statewide data on how beginning teachers and administrators feel about how well their IHE prepared them for their first two years of work in education. 10:55-11:00 Review outcomes (5 min)

Collaborative Agreements/Norms Equity of Voice Active Listening Respect for All Perspectives Safety and Confidentiality Respectful Use of Electronics

Agenda Welcome, Introductions, Consensograms (Who Is In The Room?) Objectives and Agenda Overview of the OMP and OMP Impact Data Panel Presentations: OMP Project Directors – Teacher/Administrator Preparation Program Representatives Break Roundtables - Mentors and Mentees Share Their Experiences Lunch Sharing Resources and Data – Voices from the Field Regional Group Meetings Evaluation/Closure Introduce the Parking lot

Plus-Delta-Questions Tool for continuous improvement Honest, constructive feedback during and at end of day Helps facilitators make responsive changes What’s working (Plus) What could/should change (Delta) Questions Post-Its Call attention to this chart on the wall. Invite participants to add post-its during the day, but let them know that they will be asked to put up at least 2 on their way out at end of the day. Also, emphasize that this is our first time hosting a Prep Program Summit, and we truly value their constructive feedback so that we may improve it.

Overview of Oregon Mentoring Program (OMP) and OMP Impact Data

Mentoring Video https://www.youtube.com/watch?v=2_v-Bc2uPrk 10:45-10:55 (10 min) Watch video

Beginning Teacher and Administrator Mentoring Program Goals INCREASE retention of beginning teachers and administrators IMPROVE instructional and leadership practices INCREASE student learning and growth Accelerate leadership

History and Background The Oregon Beginning Teacher and Administrator Mentoring Program was: established by the 2007 Legislature through HB 2574 expanded in the 2013 legislative session, creating the Network for Quality Teaching and Learning and the 2017 legislative session creating the Educator Advancement Council designed to support activities related to an evidence-based mentorship program for beginning teachers and administrators

School Districts Funded: ODE Mentoring Program   2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 Consortia/ School Districts Funded: 11 Consortia / Districts 8 Consortia / Districts 7 Consortia / Districts 6 Consortia / Districts 15 Consortia / Districts 10 Consortia / Districts Districts Served 85 72 16 44 17 62 59 36 50 Beginning Teachers 975 622 425 323 408 983 1,172 1,183 1,127 1,164 Beginning Principals 53 80 28 47 97 45 65 64 60 Beginning Supers 21 2 1 3 Beginning Teacher Mentors 222 108 46 33 286 299 143 145 165 Mentors 22 34 19 18 24 20 30 Beginning Super. 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 2015- 2016 2016-2017 Number of beginning teachers impacted 323 408 983 1,172 1,183 1,127 Number of beginning administrators impacted 80 47 97 65 Number of students impacted by BT* 34,956 36,559 71,096 103,018 123,358 117,885 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 rates cited in survey responses.

Definition of Mentoring 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. 11:07-11:10 (3 min) Have someone put voice to the mentoring definition (ask someone to read it)

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 11:20-11:25 (5 min)

ODE Mentoring Program Funding ODE Mentoring Program Funding 2017-19: $11.5 Million ODE Mentoring Program Funding 2015-17: $10 Million New Kindergarten teachers calculation based on: Districts that voluntarily reported The average of 24 students per class

Mentoring Program Impact The following slides show data from surveys of beginning teachers and beginning administrators that were mentored. They do not represent all of the beginning educators that were mentored. 11:10-11:15 Share all of the impact slides.(5 min)

CEIER: External Evaluators External Evaluation is a requirement of the legislation supporting OMP. All professional learning experiences and components of OMP are evaluated. There are six different survey groups: Beginning Teachers & Beginning Teacher Mentors Beginning Administrators & Beginning Administrator Mentors Site Administrators or Local Education Agency Response rates vary by survey from 80-98% Project Directors meet regularly to share experiences and to recalibrate their procedures.

“I was hired on the first day of school for my first year teaching, and I know that without the support from my mentor, I would have been less comfortable seeking support from other teachers in my building. It also helped my transition from my Master's program, where I had a supervisory teacher, to working without that direct support. The mentors are a little like a helmet and knee pads - You are still doing the roller skating yourself, but they are there to protect and help in case of a fall, and make you more comfortable taking positive risks in your teaching instead of playing it totally safe.” - Beginning Teacher, 2015 Data collected from the Beginning Teacher Survey, 2015 WESD’s Center for Education Innovation, Evaluation & Research

Beginning Teachers: Success Teachers Attributed to Mentoring Center for Education Innovation, Evaluation & Research Data collected from the Beginning Teacher Survey WESD’s Center for Education Innovation, Evaluation & Research

Beginning Teachers: Mentor Impact on Student Performance Data collected from the Beginning Teacher Survey WESD’s Center for Education Innovation, Evaluation & Research

How effective was the time spent with your mentor enhancing your skills in collection and analysis of student data?   Data collected from the Beginning Teacher Survey WESD’s Center for Education Innovation, Evaluation & Research

While working with your mentor, how effective were the following in your professional growth as a teacher: Planning for differentiated instruction. Data collected from the Beginning Teacher Survey WESD’s Center for Education Innovation, Evaluation & Research

“The mentoring program helps set new teachers up for success by helping with their instruction and confidence, both of which directly impact student success, growth and achievement.” Site Administrator 2016 Data collected from the Site Administrator Survey WESD’s Center for Education Innovation, Evaluation & Research

Site Administrator: I believe that working with a mentor has had a positive impact on my beginning teacher(s). Data collected from the Site Administrator Survey WESD’s Center for Education Innovation, Evaluation & Research

“Having a mentor helped me initially get my school year off to a great start. From reviewing my communication with families to looking over my In-Service plans when I first worked with the staff, I had his support and insight. This positive start was important for laying a solid foundation for my work with staff, students, and families throughout the year.” Beginning Administrator 2017 Data collected from the Beginning Administrator Survey WESD’s Center for Education Innovation, Evaluation & Research

While working with your mentor/coach to what degree of support did you receive as an administrator: Dealing with challenges. Data collected from the Beginning Administrator Survey WESD’s Center for Education Innovation, Evaluation & Research

Panel Presentations: OMP Project Directors – Teacher/Administrator Preparation Program Representatives

Collaboration Between OMP Projects and IHE – Panel Presentations Mid-Willamette Valley Consortium Mentor Project – Corban University and WOU (Teacher Mentoring) North Coast Mentoring Consortium – George Fox University and Pacific University (Teacher Mentoring) Southern Oregon Mentor Consortium – Heidi Olivadoti (Administrator Mentoring)

Break Please enjoy a break. Thank you for returning on time.

Roundtables – Mentors and Mentees Share Their Experiences

Roundtable Rotation Process Participants will select a table to begin conversations with mentors and mentees from OMP Projects. Table Introductions and discussions. Chime will sound when it is time to rotate. Participants will rotate to the next table. Repeat process.

Lunch Enjoy your lunch!

Sharing Resources and Data – Voices from the Field

Additional Data Sources 2018 Oregon TELL Survey OACTE Employer Satisfaction Survey and Alumni Survey EPP Data Sharing Agreement

As a beginning teacher how important did you find the following sources of support? Setting goals Observation and data collection of BT lessons Student data analysis Modeled lesson Co-teaching Lesson/Unit Planning Resources Observations of Master/Veteran teachers Planning for differentiated instruction Working through challenging situations Aligning lessons with the common core standards Data collected from the Beginning Teacher Survey WESD’s Center for Education Innovation, Evaluation & Research

Sample Beginning Teacher Questions Has your mentor impacted your performance in the classroom? To what extent has your relationship with your mentor helped you feel more successful? Is there any final feedback you would like to provide to help us improve the mentor program and the services provided to beginning teachers? Data collected from the Beginning Teacher Survey WESD’s Center for Education Innovation, Evaluation & Research

Top Five Rated Areas of Support Identified by Beginning Teachers Working through challenging situations Resources provided by mentor Establishing professional teaching goals with my mentor Observation and data collection by mentor of my lessons Planning for differentiated instruction Data collected from the Beginning Teacher Survey WESD’s Center for Education Innovation, Evaluation & Research

Sample Beginning Administrator Questions How effective was the time spent with your mentor enhancing your skills in the following areas: Using and analyzing data Developing/working on school/district plan Setting goals Conducting observations and providing effective feedback to staff Evaluating instructional programs Working on the budget Management of time and prioritizing tasks Locating resources and materials Working with the district/office school board Working through challenging situations Data collected from the Beginning Administrator Survey WESD’s Center for Education Innovation, Evaluation & Research

Beginning Administrator Survey Question Examples To what extent has your relationship with your mentor helped you feel more successful as an administrator? How much of your success as a beginning administrator would you attribute to your mentor/coach? Describe the most significant administrative skill you have learned through your mentoring program? Describe the biggest challenges that you faced as a beginning administrator in the current year? Data collected from the Beginning Administrator Survey WESD’s Center for Education Innovation, Evaluation & Research

Top Five Rated Areas of Support Identified by Beginning Administrators Dealing with challenges Processing next steps Working with parents/community Development/work with leadership team Understanding school/district culture Data collected from the Beginning Administrator Survey WESD’s Center for Education Innovation, Evaluation & Research

OMP Data Used in the Field Lewis and Clark – Janet Bixby Jacqueline Roebuck Sakho Mollie Galloway Western Oregon University – Katrina Hovey

Regional Group Meetings

Regional Planning In regional table groups: Discuss and synthesize learnings from the day. Create a regional action plan with next steps. Have participants get into table groups based on the region they came from. Table groups need to discuss key learnings, take aways and ahas that they learned/highlighted from throughout the day. Develop an action plan based on the things identified by the group that they would like to take back and implement in their area.

Feedback Please place 1-2 sticky notes on the Plus-Delta-Questions chart on your way out. Thank you for your time. See you next year!

Summit Evaluation Thank you for your time and attention today! Your honest, constructive feedback will assist us is developing a relevant Higher Education Summit next year with topics important to you. Link to Summit Evaluation: http://bit.ly/2EnS4pr Best wishes on your mentoring or coaching journey!