Christina Reagle, Ed.D. Mary Ellen Dello Stritto, Ph.D.

 Provide overview of ODE Mentoring Program  Provide background of beginning teachers in ODE Mentoring, specific to teachers of color Discussion: Addressing the changing demographics in Oregon’s schools and the accompanying educational inequities

Beginning Teacher and Administrator Mentorship Program:  Established by 2007 HB 2574  Expanded in the 2013 HB 3233, the Network for Quality Teaching and Learning  Designed to support an evidence-based mentorship program

 INCREASE student learning and growth  IMPROVE instructional practices  RETAIN teachers and administrators  IMPROVE leadership performance

Projects Districts Served Beg. Teachers (BT) BT Mentors Beg. Adm. (BA) BA Mentors

 15 Total Projects / 59 school districts  9 Projects serve both Beginning Teachers and Beginning Administrators  6 Projects only serve Beginning Teachers

Over the 7 years  41% of the districts served are rural. (70% of all Oregon school districts are rural)  132 of 197 Oregon school districts have had a mentoring program.

Current Year  75 of the 169 Priority, Focus and Title I Schools in Oregon have had a mentoring program. (see Fast Facts, February 2015)

 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 during the noted years.

: (N=323); : (N=347); : (N=737)

 “The most beneficial has been ensuring that my instruction is differentiated, equitable, and culturally relevant.” - Beginning Teacher 2014  “My mentor and I were able to come up with good modifications to lesson plans and able to think about all student abilities while planning and teaching”. - Beginning Teacher 2012

*Beginning teachers responded to all five questions, thus the % will not add to 100.

: (N=323); : (N=347); : (N=737 )

 Survey data suggests that when a beginning teacher is mentored during the first two years of teaching s/he can be as good as a veteran teacher of five years or more.  This will have a positive impact on students.

Supporting the Vision of Educational Equity and Excellence

Students of Color in Oregon are 1/3 of student population Teachers of Color in Oregon are 8.3% of teacher workforce (OEIB Equity Lens, 2013)

ODE Mentoring Data ( ) Beginning Teachers (BT)* being Mentored (410) All Beginning Teachers (BT)* (2500) 78% White (320) 90% White (2251) 17% Teachers of Color (71) Ethnicity data not available for 19 mentored teachers (5%) 10% Teachers of Color (249) * BTs defined as first and second year teachers Detailed Ethnicity Table

“An analysis of the National Center for Education Statistics (2012) data showed that students of color made up more than 45% of the PK–12 population, whereas teachers of color made up only 17.5% of the educator workforce.” (American Association of Colleges for Teacher Education, 2013)

 Teachers with least experience often in classrooms with greatest need  Students of color have least opportunities (special programs, scholarships, etc.)  Achievement gap differs depending on your zip code

 What kind of demographic changes are you seeing in your schools?  How are these changes effecting your classrooms, teachers, students, etc.?

 Demographic data suggests that more teachers of color are entering the educator workforce in Oregon.  Challenges include: Will they stay? What support do they need? What support can be provided?

“Achievement gaps do not exist because students of color and low-income students are uniformly low-achieving, and white and higher income students are uniformly high- achieving. The data show that each racial and socioeconomic group demonstrates a range of achievement.” (Education Trust, 2013) “Gap-closing” must focus on all gaps at all levels

Dr. Christina Reagle Dr. Mary Ellen Dello Stritto Western Oregon University