Oregon Mentoring Program

Letter of Commitment:

BEGINNING TEACHER MENTORS

A core value of the Oregon Mentoring Program is a commitment to high quality professional development for every mentor in the project. A major objective is to support and advise the leadership skills and coaching skills of all mentors.

As with any partnership, each member contributes to the effectiveness of the results of a shared endeavor and, as such, you play a key role in the development of a successful partnership on behalf of participating beginning teachers and their students achieving to their highest potential.

My responsibilities as a Beginning Teacher Mentor:

  1. Contributing to Mentor and Participating Beginning Teacher Professional Development
  • Participate in the mentor orientation, attend mentor professional development (NTC academies), and attend all on-going mentor professional development (forums), including those trainings dedicated to enhancing mentor skills and knowledge.
  • Plan, participate in and facilitate support and professional development activities for Participating Beginning Teachers as determined by your contractual agreement. This may include some of the following: Beginning Educator Orientation, workshops/seminars and collaborative learning events (may be held into early evening hours), and teacher observations.
  • Actively contribute to the success of overall program goals by building personal leadership capacity and assuming leadership responsibilities.
  • Participate in and complete the mentor formative assessment process; collaborate with a coaching partner; and consider developing a case study portfolio of work from one designated Participating Beginning Teacher.
  1. Working with Participating Beginning Teachers
  • Be willing to spend 1.5 – 3 hours with each Participating Beginning Teacher before school starts to assist with classroom set up and planning, if possible.
  • Develop a trusting, confidential and reflective professional partnership with the Participating Beginning Teachers on my caseload.
  • Provide weekly, on-site support to each Participating Beginning Teacher using a variety of support and assessment strategies focused on Participating Beginning Teachers’ needs.
  1. Develop and Individual Learning Plan Based on Oregon Model Core Teaching Standards (InTASC)
  • Assist Participating Beginning Teachers in developing an Individual Learning Plan based on the Oregon Model Core Teaching Standards (InTASC) and their district’s goalsetting processes. Support the teachers in making periodic adjustments based on feedback from formative assessments and similar sources.
  • Assist each teacher in developing and completing a professional development plan, based on the Individual Learning Plan (ILP).
  • Assist each teacher in developing and maintaining documentation of NTC Formative Assessment System processes to meet Oregon Mentoring Program requirements and to be used as evidence of the teacher’s professional growth activities.
  1. Facilitating Communication and Program Support
  • Maintain certain records on Participating Beginning Teachers’ Formative Assessment System processes.
  • Turn in all the documentation for the ILP, Mid-Year Review, and Professional Growth Reflections for each Participating Beginning Teacher.
  • Communicate regularly (at least 1x every 4 – 6 weeks) with Site and District Administrators regarding program information, the Formative Assessment System, and participating beginning teacher working conditions.
  • Coordinate with other teacher training/professional development programs and initiatives in the Participating Beginning Teachers’ district as appropriate.
  • Grant permission to the Oregon Mentoring Program (ODE and Evaluation Team) to collect relevant information about my involvement in the district’s mentoring practices including specific project information (i.e. mentoring strategies, teacher and student data, etc.). I understand that the information obtained during the course of this study will be kept confidential unless I consent to its release.
  • I understand that a risk of participating in evaluation is that I may feel uncomfortable suggesting negative aspects of the program that may be contrary to expected outcomes. Questions, please contact Tanya Frisendahl, .
  • Communicate concerns regarding program effectiveness of the mentoring program to project directors as necessary.

I ______, agree to participate in the Oregon MentoringProgram as a mentor.

(First Name)(Last Name)

I have read the mentor responsibilities described above and agree to follow them to the best of my ability. I understand that I am responsible for fulfilling all mentor requirements, including attendance at on-going mentor professional development (forums) and completion of paperwork required by the program to document the growth and participation of Participating Beginning Teachers.

Mentor’s Signature ______Date ______

After signing this Letter of Commitment, please return to your local project director.