"Role of the University"


(posted March, 2004)

Original MLRN Mmmber request from Arizona:

1) Does any state have a statewide mentoring model? How was it developed and implemented? What is the evaluation process, etc. Are there templates and forms which may be adapted for other states?

2) I have used the Mentoring to Improve Schools (1999) product. Is there a new version? Is there a product which showcases small and rural districts?

MLRN Responses:


Check California and Connecticut for state-wide
programs that have been in existence the longest.
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - -
click on Ohio Guidelines for Quality Entry Year Programs (PDF)
http://www.ode.state.oh.us/Teaching-Profession/Teacher/Professional_Development/


About a year and a half ago, North Dakota created a model, presuming
that "model" means the same thing to us all. See http://ndma.vcsu.edu/
Look under Mission and then under Objectives.


We at Missouri State Teachers Association in concert with the Missouri
Department of Elementary and Secondary Education developed Missouri's
Mentoring Framework. This booklet has been widely used by schools in
Missouri since 1998. It has been updated as needed. This Framework is to
provide guidelines for implementing the mentoring section of the Missouri
School Improvement Program requirements. Each section has criteria to
consider and the following categories: Meets Standard, Above Standard and
Exemplary. At this time it is available on hard copy. Later it will be
available on our website.


California has implemented the Beginning Teacher Support and Assessment
Program (BTSA) to provide formative assessment and individualized suport
based on assessment information for beginning teachers. BTSA is
co-administered by the California Dept. of Education (CDE) and the
Calif. Commission on Teacher Credentialing (CCTC).

This program uses The Calif. Formative Assessment and Support System
for Teachers (CFASST), training experienced teachers in the relevance
and methods for working with beginning teachers in a way that fully
integrates support and formative assessment of teaching practice. These
support providers assist beginning teachers in collecting and
interpreting evidence of teaching performance, in reflecting on their
teaching, and in identifying meaningful professional development
activities that are targeted to their individual needs.
Kathy apRoberts
BTSA Support Provider


Louisiana does not have a mentoring model, but they have an induction
model. It can be accessed at
www.doe.state.1a.us/DOE/OQE/certification/LaFirst_rl.pdf
The states of California (BTSA), Connecticut (BEST), and South Carolina
(ADEPT) also have induction models.

WestEd.org has published Britton, E., Paine, L., Raizen,
<http://www.wested.org/cs/wew/view/rs_auth/10> S., Pimm, D.. (2003)
Comprehensive Teacher Induction: Systems for Early Career Learning.
Dordrecht, Netherlands and San Francisco: Kluwer Academic Publishers and
WestEd. which describes the induction (not mentoring) models of five
foreign counties. I have a summary of this book.


In CT our mentor program is tied to the BEST program (Beginning Educator
Support Training). Information can be accessed by the website at
www.state.ct.us/sde/ and clicking on BEST. There are on-line sessions for
beginning teachers as well as a "mentor corner". The mentor program
involves state-wide formal training of mentors at levels K-12. Mentors are
required for Year 1 teachers in the state, and recommended for Year 2
teachers as they fulfill portfolio requirements. Hope this is helpful.

I am certain that the State of Maryland has a model.
I am certain that there are forms and templates.
I am certain, too, that no one wants to "reinvent the wheel" that rolls
mentoring wagon.
I am most certain, though, that we have entered a twilight zone where
mentoring is regarded as a commodity to be charted and speculated over for
bureaucratic ends and by using technological means.
However, I still believe that mentoring begins with highly original thinking
about data-driven, context-specific induction needs and practice of an ethic
of caring for fellow teachers entering the profession at a time when no one
has time to do anything but save themselves.


http://www.nysut.org/research/bulletins/031121teachermentor.html
This is a link to the section on the New York State United Teachers website
which discusses the New York State Education Department's mentoring
regulations.

The project, called Strong Standards, Strong Accountability, Strong Support
(SSSASS) is intended to provide meaningful professional development for new
teachers during their induction years, and tools and resources for both new
and experienced teachers to use as they work together in mentoring-learning
relationships and for administrators responsible for implementing induction
programs.

Project partners:
Michigan Department of Education, Michigan State University, University of
Michigan, Wayne State University, Michigan Education Association, Michigan
Federation of Teachers and School Related Personnel, Michigan Elementary
and Middle School Principals Association, Michigan Association of Secondary
School Principals. Funding is provided by the Michigan State Board of
Education to Michigan State University for this multi-faceted project to
develop training, tools and resources to support new teacher induction and
mentoring across the state of Michigan.

Sponsored by:
SSSASS - Strong Standards, Strong Accountability and Strong Support:
A Michigan Teacher Induction and
Professional Development Initiative

The goal of the SSSASS project is to develop high quality mentoring and
induction resources and tools that support the development of highly
qualified teacher leaders in Michigan who can have a significant impact on
student achievement.

The tools and resources will help educators learn about conditions and
practices that support new teacher learning through induction.
Induction, as a distinct phase of new teacher learning and development, is
the centerpiece of the work.
The supports designed through the project will be based on principles for
developing highly qualified teachers.

Project Timeline Year One
(November 2003-November 30, 2004)

Development of tools and resources, including field reviews and forums with
the Project Advisory Board.

Year Two/Year Three
(December 2004-December 2006)

Dissemination of tools and resources, including
training of mentor trainers, institutes for principals,
novices and mentors, and technical assistance
to use on-line resources

The SSSASS Components:
Induction Resources: Focused on school-level activities, these resources
for principals, mentors and novices will address induction needs and
induction possibilities.
Mentoring Tools: Focused on classroom-based activities, these resources
will include tools for looking at classroom practice and mentoring.
Instructional Modules: Focused on professional development in the
following target areas:

1. Developing home, school and community partnerships
2. Developing curriculum
3. Differentiating instruction through technology
4. Building student comprehension
5. Promoting student achievement in culturally and linguistically diverse
classrooms
6. Classroom assessment
7. Implementing cognitive strategies across subject areas
8. Inclusive instruction
9. Instruction of English language learners