Oregon Mentoring Program Tanya Frisendahl, Education Specialist, ODE Oregon RTI Spring Conference April 2015 Welcome Introductions

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

Outcomes for Today Create a common understanding of the history and background of the Oregon Mentoring Program Articulate the impact mentoring has on improving educator practices for beginning teachers and administrators Identify the characteristics of a high quality, evidence based Mentoring Program

ODE Mentoring Program Goals INCREASE student learning and growth IMPROVE instructional practices RETAIN teachers and administrators IMPROVE leadership performance

History and Background The Beginning Teacher and Administrator Mentorship Program was: established by the 2007 Legislature through HB 2574 expanded in the 2013 legislative session with HB 3233, the Network for Quality Teaching and Learning designed to support activities related to an evidence-based mentorship program for beginning teachers and administrators

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

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. 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…)

Mentoring Definition Partner Share Make eye contact with someone at another table Discuss definition with them What resonates with you? How does mentoring connect with the work you do? Describe any personal experiences you have had with mentoring (e.g. have you ever had a mentor, have you been someone’s mentor…)

2014-15 ODE Mentoring Program 15 Total Projects / 59 school districts 9 Projects serve both Beginning Teachers and Beginning Administrators 6 Projects only serve Beginning Teachers Single school district projects and consortium of school districts

Mentoring Program Impact The following slides show data from surveys of beginning teachers that were mentored. They do not represent all of the beginning teachers that were mentored.

Has your mentor impacted student performance in your classroom 649 – Yes 88 - No

Has your mentor contributed to specific student learning & growth 479 – Yes 258 - No

Success as a beginning teacher attributed to the mentor program (5 years) 2008-09 – 79% of beginning teachers attributed their success as a beginning teacher to their mentor and the mentor program. (A great deal, quite a bit, some) 2009-10 - 85% of beginning teachers attributed their success as a beginning teacher to their mentor and the mentor program. (A great deal, quite a bit, some) 2011-12 - 92% of beginning teachers attributed their success as a beginning teacher to their mentor and the mentor program. (A great deal, quite a bit, some) 2012-13 - 90% of beginning teachers attributed their success as a beginning teacher to their mentor and the mentor program. (A great deal, quite a bit, some) 2013-14 - 85% of beginning teachers attributed their success as a beginning teacher to their mentor and the mentor program. (A great deal, quite a bit, some)

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

Mentoring Program Impact These numbers are based on survey response rates. There was a nearly 50% increase in the number of students, teachers, and administrators impacted due to an increase in funding in 2013. Should be 30 minutes into the 60 minute session at this point. During the past three years beginning teachers were asked in the survey “how many students did you teach in the current school year? The following table shows the impact of the Mentoring Program over the past three years when beginning teachers were asked that question. As this table shows, during the ‘13-14 year there was a nearly 50% increase in the number of students, teachers, and administrators impacted; however, it is important to note that there was also an increase in funding for mentoring during the 2013 legislative biennium.

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

Mentoring Program Standards Activity Individually think about: “What are the most important components of a highly effective, evidence based mentoring program?” Discuss in your table groups 2 min. - Brainstorm Individually 3 min. – Discuss at Table

Mentoring Program Standards Activity Read through the Mentoring Program Standards – Do you see the things you listed and discussed? 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 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 Should be about 10 min. left in 60 min session.

Questions

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