A Quality Mentor Establishing Applying Integrating Systematizing Program 6.1 includes The project requires The project requires The project requires The project requires goal setting, mentors and mentees to mentors and mentees to mentors and mentees to mentors and mentees to observations, and engage in self-reflection engage in self-reflection engage in self-reflection engage in self-reflection, formative assessments. and goal setting. and goal setting and and goal setting and goal setting and progress provides the tools to be provides the tools, monitoring and provides utilized. processes, and timeline to the tools, processes, and be consistently utilized. timeline to be consistently utilized. 6.2 is designed to The project utilizes the The project has developed The project has developed The project has developed accelerate educator Oregon Teacher and criteria that describe levels criteria for levels of criteria for levels of effectiveness to ensure Administrator Professional of beginning teacher and beginning teacher and beginning teacher and that every student Standards to assess administrator development administrator development administrator development regardless of cultural, mentee effectiveness. to assess mentee to assess mentee to assess mentee gender, racial, ethnic, effectiveness. effectiveness, and mentors effectiveness, and and socioeconomic understand these levels. mentors, mentees and site characteristics is ready administrators understand for college, careers and these levels. engaged citizenship. Mentors and mentees use Mentors and mentees use Mentors and mentees use Mentors and mentees use data to set clear objectives data to set clear objectives data gathered by mentors data gathered from internal for helping mentees for helping mentees to set clear objectives for and external sources to set progress. progress and increasing helping mentees progress clear objectives for helping student learning and and increasing student mentees progress and growth. learning and growth for all increasing student learning students, regardless of and growth for all students, cultural, gender, racial, regardless of cultural, ethnic, and socioeconomic gender, racial, ethnic, and characteristics. socioeconomic characteristics. 6.3 includes multiple Project uses multiple Project uses multiple Project uses multiple Project uses multiple sources of evidence to sources of data to assess sources of data to assess sources of data to assess sources of data to assess assess teacher and growth and growth and growth and growth and mentees’ mentees’ mentees’ mentees’ administrator practice practice and provides practice and provides mentees’
A Quality Mentor Program Establishing Applying Integrating Systematizing 6.1 includes goal setting, observations, and formative assessments. The project requires mentors and mentees to engage in self-reflection and goal setting. The project requires mentors and mentees to engage in self-reflection and goal setting and provides the tools to be utilized. The project requires mentors and mentees to engage in self-reflection and goal setting and provides the tools, processes, and timeline to be consistently utilized. The project requires mentors and mentees to engage in self-reflection, goal setting and progress monitoring and provides the tools, processes, and timeline to be consistently utilized. 6.2 is designed to accelerate educator effectiveness to ensure that every student regardless of cultural, gender, racial, ethnic, and socioeconomic characteristics is ready for college, careers and engaged citizenship. The project utilizes the Oregon Teacher and Administrator Professional Standards to assess mentee effectiveness. The project has developed criteria that describe levels of beginning teacher and administrator development to assess mentee effectiveness. The project has developed criteria for levels of beginning teacher and administrator development to assess mentee effectiveness, and mentors understand these levels. The project has developed criteria for levels of beginning teacher and administrator development to assess mentee effectiveness, and mentors, mentees and site administrators understand these levels. Mentors and mentees use data to set clear objectives for helping mentees progress. Mentors and mentees use data to set clear objectives for helping mentees progress and increasing student learning and growth. Mentors and mentees use data gathered by mentors to set clear objectives for helping mentees progress and increasing student learning and growth for all students, regardless of cultural, gender, racial, ethnic, and socioeconomic characteristics. Mentors and mentees use data gathered from internal and external sources to set clear objectives for helping mentees progress and increasing student learning and growth for all students, regardless of cultural, gender, racial, ethnic, and socioeconomic characteristics. 6.3 includes multiple sources of evidence to assess teacher and administrator mentees’ Project uses multiple sources of data to assess mentees’ growth and practice Project uses multiple sources of data to assess mentees’ growth and Project uses multiple sources of data to assess mentees’ growth and practice and provides Project uses multiple sources of data to assess mentees’ growth and practice and provides