1. 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.

2. 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

3. 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.

4. 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)

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

6. 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

7. 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.

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

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

10. 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

11. 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

12. School Districts Funded:
ODE Mentoring Program
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.

13. ODE Mentoring Program Impact
2011-
2012
2012-
2013
2013-
2014
2014-
2015
2015-
2016
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 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.

14. 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)

15. 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)

16. ODE Mentoring Program Funding ODE Mentoring Program Funding : $11.5 Million ODE Mentoring Program Funding : $10 Million
New Kindergarten teachers calculation based on:
Districts that voluntarily reported
The average of 24 students per class

17. 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)

19. 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.

20. “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

21. 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

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

23. 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

24. 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

25. “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

26. 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

27. “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

28. 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

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

30. 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)

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

32. Roundtables – Mentors and Mentees Share Their Experiences

33. 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.

34. Lunch
Enjoy your lunch!

35. Sharing Resources and Data – Voices from the Field

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

37. 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

38. 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

39. 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

40. 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

41. 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

42. 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

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

44. Regional Group Meetings

45. 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.

46. 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!

47. 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: Best wishes on your mentoring or coaching journey!