Mentoring Program Standards

PURPOSE: This rule clarifies the standards for school districts and charter schools mentoring programs. (1) A successful school district and charter school mentoring program shall include, but may not be limited to, the standards listed below: (A) An introduction to the cultural environment of the community, school district and charter school, school building, and classroom that— 1. Introduces school district and charter school policies, procedures, and mission (educator and student handbooks, Comprehensive School Improvement Plan (CSIP), goals, etc.); 2. Introduces community characteristics/norms/local expectations (community tour, housing, medical facilities, faith community, etc.); 3. Encourages membership and participation in professional organizations at school district and charter school levels and state/national levels; 4. Addresses issues of diversity and equity; 5. Provides a systematic and ongoing process of introduction to data analysis, assessment practice and process, etc. (not a one- (1-) day workshop); 6. Includes school district and charter school initiatives and parental feedback; and 7. Defines professional, educational, and school district and charter school acronyms; (B) A systemic and ongoing program review/evaluation by all stakeholders— 1. Identifies all stakeholders; 2. Identifies mentoring characteristics, outcomes, assessment tools, and timelines; 3. Gathers regular systematic, qualitative and quantitative feedback from mentor, mentee, and administrators to determine if mentoring is working; 4. Is based on a foundation of best practices; 5. Requires independent/anonymous exit interviews of staff (may be connected to beginning educators’ survey at state level) so clear reasons for staff departures can be determined; 6. Is supported by central office and school board—as evidenced by trend data; and 7. Is included in broader Professional Development program evaluation (locally and on Missouri School Improvement Program (MSIP) reviews); (C) An individualized plan for beginning educators that aligns with the school district’s and charter school’s goals and needs that— 1. Is aligned with a school district and charter school evaluation tool that is aligned with the Essential Principles of Effective Evaluation as evidenced by Screen 18a of the Core Data System; 2. Is a systematic and specific two- (2-) year mentoring and professional growth plan that identifies priority indicators for beginning educators; 3. Aligns with a school district and charter school CSIP and certification requirements; 4. Establishes outcomes for new educators; 5. Is an extension or part of a professional development plan that may have begun during student teaching/internship or culminating project in college; 6. Establishes non-evaluative mentor observations that are guided by needs identified by mentor and mentee. Observations should include pre- and post- observation conferences, including reflective questions; 7. Encourages structured experiences and expectations for all new educators (planning time, meeting time, time management, etc.); 8. Establishes opportunities for mentees to observe master educators; and 9. Plans for completion of a required Beginning Teacher Assistance Program (BTA) aligned with the BTA guidelines; (D) Collaborative selection of and support for mentors. 1. Current or retired educators selected to be mentors should— A. Have a minimum of four (4) years of experience; B. Exhibit enthusiasm and commitment to the profession, maintain confidentiality, and be respected by their colleagues; C. Be committed to continuous learning, reflection, and mentoring; D. Hold or have held a same or similar position/job or grade/subject area (in- or out-of-building/school district and charter school); E. Understand broad educational issues as well as specific teaching/education issues; and F. Have a strong understanding of pedagogy and instructional expertise in content area(s); 2. School districts and charter schools shall— A. Create mentor and mentee collaboration time (release time, common planning time, fewer additional assignments); B. Require mentor and mentee pairs to be collaboratively assigned by administrator(s) and local professional development committee member(s) with input from gradelevel or department chair; and C. Support the mentoring process in time/effort by administration and school board; (E) Comprehensive mentor training and support that— 1. Recognizes mentoring is NOT evaluation; confidentiality is required between mentor and mentee (except in situations of child endangerment); 2. Includes cognitive coaching skills along with collaborative training; 3. Includes observation and feedback training/skills; 4. Provides an awareness of phases of first-year educators (stress, depression, etc.); 5. Provides training on mentoring standards, performancebased evaluation requirements, certification requirements, and local expectations; 6. Includes a catalogue of resources available for beginning educators; 7. Recognizes the need for knowledge and strategies on classroom management; 8. Encourages school districts and charter schools to form mentoring consortia (may use existing structures to form consortia (e.g., conference schools)); 9. Focuses on exemplary teaching and assessment practices; 10. Builds working strategies that encourage problem solving and independent thinking; 11. Provides understanding of student assessments and how educators can utilize them to guide instruction; 12. Includes self-assessment and reflection that identifies whether mentoring is meeting both the mentor’s and mentee’s expectations; and 13. Describes and provides a template for the mentor’s log – a written record of observations/meetings that includes dates and times signed by both the mentor and mentee; (F) A complete list of responsibilities for the mentor, beginning educator, and administrator(s) is addressed in Appendix A; (G) Sufficient time for mentors to observe beginning educators, and for the beginning educators to observe master educators by— 1. Aligning class schedules and planning periods to complement mentoring duties; 2. Utilizing state and local professional development funds or stipends to support mentors’ additional duties; 3. Providing a minimum of four (4) class periods each year for mentor release time to coach, observe, and meet; 4. Providing a minimum of four (4) opportunities for mentees to observe master educators each year; and 5. Providing release time to attend professional conferences, trainings, and meetings. Beginning Educator Mentor or Professional Development Committee (PDC) Administrator School District, Charter School, PDC, and School Board College or University DESE, Regional Service Centers, Associations, and Others MENTOR SELECTION PDC collaboratively assists in selection and pairing Administrator collaboratively assists in selection and pairing PDC collaboratively assists in selection and pairing Source of content specific mentors MENTOR TRAINING Mentor attends training; PDC responsible for arranging on going mentoring training Attends mentor training and supports mentor and mentee Provides policy and support for ongoing mentor training program Provides awareness or expectation for graduates and may provide training for mentors Provides on going regional training for mentors with cognitive coaching support INITIAL CONTACT Seeks contact prior to beginning of school year Contacts mentee and welcomes him/her to community. Confirms first meeting (date/time) Contacts mentee and welcomes him/her to community. Arranges first meeting Provides curriculum guides, handbooks, and pertinent grade/subject level information Instructs student teachers on expectation of mentoring program COMMUNICATION Seeks support and assistance with mentor and colleagues Follows through on contacts and individualizes topics for mentee Assures mentor and mentee communicate regularly May provide school district wide and charter schoolwide opportunities for mentors and mentees May provide minimum annual contact for 1st & 2nd year educators Supports communication between colleges and new educators CONFIDENTIALITY Maintains confidentiality at all times and appreciates assistance Maintains confidentiality at all times and reinforces trust Appreciates mentor/mentee confidentiality and does not undermine effort Remains neutral party DOCUMENTATION OF PROFESSIONAL DEVELOPMENT Maintains log/list of inservice, professional workshops, reading, collaborative development projects, and organizational activities Reviews documentation Reviews formal professional growth plan Keeps required documentation for beginning educators and mentors for verification purposes May collect data on strength or weakness of firstyear educators May assist in data collection and review PROFESSIONAL GROWTH PLAN (Tied to Model Teacher/Leader Standards) Maintains and regularly evaluates personal growth plan; shares with mentor Assists in development of the professional growth plan and encourages growth and career advancement Supports new educators’ professional growth plans Mentee and support team complete end-ofyear school district and charter school checklist or assessment May provide on-going or advanced coursework/ growth opportunities Provides models and workshop opportunities MENTOR PROGRAM SUPPORT Network in and outside school district and charter school Network in and outside school district and charter school Supports time for observation, collaboration, and compensation (Observation outside of school district and charter school may be needed) Formalizes written guidelines, mentor time, and resources Offer support to graduates from any Missouri college Develops rules and standards. Develop on going mentor training/support and networking opportunities EVALUATION OF MENTORING PROGRAM Participate in formal evaluation of mentoring program Participate in formal evaluation of mentoring program Participate in formal evaluation of mentoring program Develops mentoring assessment/ evaluation tool that aligns with standards and assesses formal evaluation of mentoring and makes revisions May utilize information to improve preparation programs Provides models; evaluates for MSIP purposes AUTHORITY: sections 160.720, 161.092, and 161.375, RSMo 2016.* This rule previously filed as 5 CSR 80-850.045. Original rule filed Oct. 29, 2002, effective June 30, 2003. Rescinded and readopted: Filed Jan. 18, 2008, effective Sept. 30, 2008. Moved to 5 CSR 20400.380, effective Aug. 16, 2011. Amended: Filed Oct. 28, 2016, effective June 30, 2017. *Original authority: 160.720, RSMo 2002, amended 2004; 161.092, RSMo 1963 amended 1973, 2002, 2003, 2013, 2014; and 161.375, RSMo 2007.