OAR 581-018-0133
Mentoring Program Standards

(1)

Districts applying for an Oregon Beginning Teacher and Administrator Mentoring Program Grant shall align mentoring programs with the Mentoring Program Standards.

(2)

Mentoring Program Standards describe the structures and functions, processes, and effective practices necessary for a quality program. Effective mentoring is foundational to a quality program. An essential element of a mentoring program is a professional mentor who understands and utilizes the skills, strategies and tools necessary for the continuous development of teachers and administrators.

(a)

Program: Districts are committed to integrating and sustaining comprehensive mentor programs targeting quality teaching and learning that aligns with other district and state initiatives and goals.

(A)

Program Administration, Collaboration, and Communication: Quality mentor programs provides structures to assure a cohesive system for mentoring that is s supported at all levels. A Quality Mentor Program:
(i)
Has a designated leader with sufficient resources, authority, knowledge and experience to guide program implementation and accountability.
(ii)
Includes system-wide leadership.
(iii)
Involves collaboration and coordination among program leaders and stakeholders to ensure that program goals and practices align with teacher preparation programs, educator professional learning, evaluation systems and other P-20 initiatives.
(iv)
Develops and maintains structures and systems to promote two-way communication and stakeholder involvement.

(B)

Leadership Engagement: Quality mentor programs require involved and informed leaders. Leaders in a Quality Mentor Program:
(i)
Provide resources and conditions required to promote and improve teacher and administrator success.
(ii)
Engage in professional learning in how best to support teachers and administrators.
(iii)
Collaborate and coordinate with other mentor program leaders across the state.

(C)

Program Assessment and Evaluation: Quality mentor programs collect data to evaluate and improve program effectiveness. A Quality Mentor Program:
(i)
Purposefully and systematically collects data, using multiple measures, to demonstrate implementation, impact, and areas for continuous improvement.
(ii)
Continuously and systematically shares evaluation findings with stakeholders1 to inform decision-making and accountability.

(b)

Processes: Mentoring processes are characterized by collaborative cycles of inquiry that provide for standards based feedback loops leading to measurable outcomes and practices for the success of all students.

(A)

Roles and Responsibilities: A quality mentor program carefully selects and assigns participants and clearly defines roles. A Quality Mentor Program:
(i)
Has a formal, rigorous and timely process for recruiting and selecting mentors based on criteria consistent with the roles and responsibilities of mentoring.
(ii)
Defines and communicates mentor roles and responsibilities that are focused on the continuous development of teacher and administrator practice.
(iii)
Utilizes a standards based system of ongoing assessment for mentor growth and accountability.

(B)

Professional Learning: Quality mentor programs expand the knowledge and refine the practice of mentors and mentees through a collaborative process, supported by research. A Quality Mentor Program:
(i)
Establishes learning communities engaged in professional learning, problem-solving, and evidenced based collaborative inquiry for mentors, as well as teacher and administrator mentees.
(ii)
Ensures participants apply new learning to mentoring practice through engaging in goal-setting and reflection, implementing inquiry action plans, and analyzing data.
(iii)
Facilitates professional learning that is guided by research, standards, local priorities and the developmental needs of mentors, as well as teacher and administrator mentees.

(C)

Teacher and Administrator Assessment: Quality mentor programs utilize a data based cycle of inquiry to assess effective instructional and leadership practices. A Quality Mentor Program:
(i)
Includes self-reflection, goal setting, observations, and formative assessments.
(ii)
Is designed to accelerate educator effectiveness to ensure that every student is ready for college, careers and engaged citizenship.
(iii)
Includes multiple sources of evidence to assess teacher and administrator mentees’ strengths and areas for growth and guide professional learning.

(c)

Professional Practice:

(A)

Instructional and Leadership Practices: Quality mentor programs accelerate the professional practice of beginning educators to positively impact student achievement. A Quality Mentor Program:
(i)
Fosters self-reflection among teacher and administrator mentees to accelerate growth based on Oregon professional teaching or administrative standards.
(ii)
Supports knowledge of curriculum standards, grade level and subject standards, pedagogy and performance levels for students.
(iii)
Strengthens the ability of teacher and administrator mentees to analyze data in order to plan and differentiate instruction and programs.
(iv)
Develops teacher and administrator mentees’ knowledge and application of the physical, cognitive, emotional and social well-being of students.
(v)
Supports collaborative partnerships among educators, families, and the community.

(B)

Equity, Cultural Competence and Universal Access: Quality mentor programs foster and develop culturally competent educators. A Quality Mentor Program:
(i)
Supports teachers and administrator mentees’ knowledge of the cultural, gender, racial, ethnic, and socioeconomic characteristics of their classrooms, schools and community.
(ii)
Expands teachers and administrators’ self-awareness of cultural competency and how that impacts their learning, teaching and leadership.
(iii)
Demonstrates a commitment to equity by developing culturally inclusive practices in teachers and administrators.

Source: Rule 581-018-0133 — Mentoring Program Standards, https://secure.­sos.­state.­or.­us/oard/view.­action?ruleNumber=581-018-0133.

581‑018‑0005
Definitions 581‑018‑0010
Equity Lens 581‑018‑0020
Timelines and Performance Measures 581‑018‑0100
Definitions: School District Collaboration Grant 581‑018‑0105
Eligibility: School District Collaboration Grant 581‑018‑0110
Criteria: School District Collaboration Grant 581‑018‑0115
Design Grant Funding: School District Collaboration Grant 581‑018‑0120
Implementation Grant Funding: School District Collaboration Grant 581‑018‑0125
Reporting 581‑018‑0130
Definitions: Beginning Teacher and Administrator Mentorship Program 581‑018‑0133
Mentoring Program Standards 581‑018‑0136
Pertaining to Beginning Teacher and Administrator Mentorship Program 581‑018‑0139
The Selection, Nature and Extent of Duties of Mentor Teachers 581‑018‑0142
Eligibility: Beginning Teacher and Administrator Mentorship Program 581‑018‑0145
Grant Application: Beginning Teacher and Administrator Mentorship Program 581‑018‑0148
Funding: Beginning Teacher and Administrator Mentorship Program 581‑018‑0151
Violation and Penalty: Beginning Teacher and Administrator Mentorship Program 581‑018‑0200
Definitions: Dual-Language/Two-Way Bilingual Grant 581‑018‑0205
Establishment: Dual-Language/Two-Way Bilingual Grant 581‑018‑0210
Eligibility: Dual-Language/Two-Way Bilingual Grant 581‑018‑0215
Criteria: Dual-Language/Two-Way Bilingual Grant 581‑018‑0220
Funding: Dual-Language/Two-Way Bilingual Grant 581‑018‑0225
Reporting: Dual-Language/Two-Way Bilingual Grant 581‑018‑0250
Definitions: Closing the Achievement Gap for African American Students Grant 581‑018‑0255
Establishment: Closing the Achievement Gap for African American Students Grant 581‑018‑0260
Eligibility: Closing the Achievement Gap for African American Students Grant 581‑018‑0265
Criteria 581‑018‑0270
Funding: Closing the Achievement Gap for African American Students Grant 581‑018‑0275
Reporting: Closing the Achievement Gap for African American Students Grant 581‑018‑0300
Definitions: Educator Effectiveness and CCSS Implementation Grant 581‑018‑0305
Establishment: Educator Effectiveness and CCSS Implementation Grant 581‑018‑0310
Eligibility: Educator Effectiveness and CCSS Implementation Grant 581‑018‑0315
Criteria: Educator Effectiveness and CCSS Implementation Grant 581‑018‑0320
Grant Funding: Educator Effectiveness and CCSS Implementation Grant 581‑018‑0325
Reporting 581‑018‑0327
Definitions: Small/Rural Grant 581‑018‑0330
Purpose and Eligibility: Small/Rural Grant 581‑018‑0333
Funding: Small/Rural Grant 581‑018‑0336
Reporting 581‑018‑0381
Definitions: Oregon Minority Educator Retention Grant 581‑018‑0386
Establishment 581‑018‑0391
Eligibility: Oregon Minority Educator Retention Grant 581‑018‑0394
Criteria: Oregon Minority Educator Retention Grant 581‑018‑0396
Funding: Oregon Minority Educator Retention Grant 581‑018‑0398
Reporting: Oregon Minority Educator Retention Grant 581‑018‑0401
Definitions: Oregon Minority Educator Pipeline Models Grant 581‑018‑0406
Establishment: Oregon Minority Educator Pipeline Models Grant 581‑018‑0411
Eligibility: Oregon Minority Educator Pipeline Models Grant 581‑018‑0416
Criteria: Oregon Minority Educator Pipeline Models Grant 581‑018‑0421
Funding: Oregon Minority Educator Pipeline Models Grant 581‑018‑0425
Reporting: Oregon Minority Educator Pipeline Models Grant 581‑018‑0431
Definitions: Proficiency-Based Teaching and Learning Grant 581‑018‑0434
Establishment: Proficiency-Based Teaching and Learning Grant 581‑018‑0437
Eligibility: Proficiency-Based Teaching and Learning Grants 581‑018‑0440
Implementation of Grant Funding: Proficiency-Based Teaching and Learning Grants 581‑018‑0443
Timelines and Performance Measures: Proficiency-Based Teaching and Learning Grants 581‑018‑0500
Definitions: Culturally Responsive Pedagogy and Practices Grant 581‑018‑0503
Establishment: Culturally Responsive Pedagogy and Practices Grant 581‑018‑0506
Eligibility: Culturally Responsive Pedagogy and Practices Grant 581‑018‑0509
Criteria 581‑018‑0512
Funding: Culturally Responsive Pedagogy and Practices Grant 581‑018‑0515
Reporting: Culturally Responsive Pedagogy and Practices Grant 581‑018‑0520
Definitions: American Indian/Alaskan Native Culturally Relevant Teaching, Learning, and Pedagogy Grant Program 581‑018‑0523
Establishment: American Indian/Alaskan Native Culturally Relevant Teaching, Learning, and Pedagogy Grant Program 581‑018‑0526
Eligibility: American Indian/Alaskan Native Culturally Relevant Teaching, Learning, and Pedagogy Grant Program 581‑018‑0529
Criteria 581‑018‑0532
Funding: American Indian/Alaskan Native Culturally Relevant Teaching, Learning, and Pedagogy Grant Program 581‑018‑0535
Reporting: American Indian/Alaskan Native Culturally Relevant Teaching, Learning, and Pedagogy Grant Program 581‑018‑0540
Definitions: English Language Proficiency Standards Professional Learning Grant 581‑018‑0543
Establishment: English Language Proficiency Standards Professional Learning Grant 581‑018‑0546
Purpose of Grant: English Language Proficiency Standards Professional Learning Grant 581‑018‑0549
Eligibility: English Language Proficiency Standards Professional Learning Grant 581‑018‑0552
Grant Uses and Requirements: English Language Proficiency Standards Professional Learning Grant 581‑018‑0553
Funding: English Language Proficiency Standards Professional Learning Grant 581‑018‑0556
Reporting: English Language Proficiency Standards Professional Learning Grant 581‑018‑0575
Definitions 581‑018‑0578
Establishment: Early Learning Professional Development Grant Program 581‑018‑0581
Eligibility: Early Learning Professional Development Grant Program 581‑018‑0584
Criteria: Early Learning Professional Development Grant Program 581‑018‑0587
Funding: Early Learning Professional Development Grant Program 581‑018‑0590
Reporting
Last Updated

Jun. 8, 2021

Rule 581-018-0133’s source at or​.us