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Mentoring Professional Learning Opportunities

ODE's Mentoring Program Beginning Teacher Mentor and Beginning Administrator Mentor Workshops

The Oregon Department of Education has developed the NEW Oregon Mentoring Program Beginning Teacher Mentor and Beginning Administrator Mentor professional learning workshops.  These professional learning workshops are developed from evidence-based instructional mentoring research.  Both the New Beginning Teacher Mentor and New Beginning Administrator Mentor professional learning workshops have accompanying tools, protocols, and resources that will be introduced, practiced and used throughout the workshops and supported through monthly forums.  The professional learning is designed to ensure that mentors are ready to support beginning teachers and beginning administrators to advance their teaching/leading practice and increase student learning and growth.

These workshops are designed for:
  • new mentors 
  • experienced mentors 
  • Professional Learning facilitators (2 Train-the-Trainer facilitators need to attend)

Content:  Participants will receive professional learning that will support the development and refinement of their instructional mentoring skills, abilities and knowledge.  These workshops have been developed with a Train-the-Trainer model in mind. Presenters will have an opportunity to learn facilitation skills.  Two facilitators need to be sent from each district/region that will be participating in the Train-the-Trainer model.   

Here are the links to register for both of these Professional Learning opportunities.  Each participant needs to register separately:

New Beginning Teacher Mentor Workshop in Salem at Willamette ESD - This session has reached capacity.
September 27 -29, 2017 (September 29th is for Professional Learning facilitators only)

New Beginning Administrator Mentor Workshop in Salem at Winema Events Center
October 2 & 3, 2017 (second half of day two will be for Professional Learning facilitators only)

New Beginning Teacher Mentor Workshop in Roseburg at Douglas ESD
October 24 – 26, 2017 (October 26th is for Professional Learning facilitators only)

Workshop Materials

The Oregon Department of Education is currently in the process of developing the Oregon Mentoring Program Beginning Teacher Mentor and Beginning Administrator Mentor professional learning workshops.  These workshops are designed to provide new mentors and experienced mentors with professional learning opportunities that will support the development and refinement of their instructional mentoring skills, abilities and knowledge.  

The Oregon Mentoring Program Beginning Teacher Mentor and Beginning Administrator Mentor professional learning workshops are developed from evidence-based instructional mentoring research.  Expert work groups reviewed mentoring professional learning from several states, non-profits and professional learning organizations to identify commonalities of content between various mentor professional learning opportunities.  The content for these workshops were developed from this research and the expertise of work group members. 

The Oregon Mentoring Program Beginning Teacher Mentor and Beginning Administrator Mentor professional learning workshops have accompanying tools, protocols, and resources that will be introduced, practiced and used throughout the workshops and supported through monthly forums.  The professional learning is designed to ensure that mentors are ready to support beginning teachers and beginning administrators to advance their teaching/leading practice and increase student learning and growth.

For those mentoring for the first time, the work group has developed Kick-Start modules that can be completed individually online or as an In-Person workshop.  The Kick-Start modules are intended to support new beginning teacher mentors and new beginning administrator mentors in getting started successfully prior to the first full, in-person “Oregon Mentor 101” training.  

NTC’s Professional Learning Series (PLS) 

a targeted professional development series designed to advance the skills, abilities, and knowledge of mentors and coaches with limited release time. The series is designed to ensure that experienced teachers, who are recruited to mentor beginning teachers, become effective teachers of teachers. 

The Professional Learning Series (PLS) is grounded in NTC’s Formative Assessment and Support (FAS) system. The PLS and FAS are key components of NTC’s high-impact teacher induction model for programs with partial-release mentors. The PLS provides a sequenced curriculum that develops foundational mentoring knowledge, and skills using a selection of Formative Assessment and Support system tools and protocols. The PLS also builds a community of learners who support each other’s growth as mentors. 

The PLS curriculum and its accompanying FAS tools, protocols, and resources have been specifically designed for mentors and coaches with limited release time who are supporting one to four beginning teachers. The design and delivery of the Professional Learning Series ensures mentors and coaches receive the learning, tools, and protocols needed to advance teaching practice and impact student achievement. Together these two components help induction programs develop highly skilled, limited release mentors and promote cohesive, quality practice throughout the teacher induction program. 

NTC Workshop Flyers

Professional Learning for New Mentors/Instructional Coaches
Instructional Mentoring (PLS1)
Introduces mentoring language, skills, and a key tool and process for collaboratively assessing and supporting teaching practice.
Outcomes: Employ the roles, language, and stances of effective instructional mentoring; Build collaborative, trusting relationships with and among beginning teachers; Use the Collaborative Assessment Log to assess and advance teaching practice; Use standards and criteria to anchor assessments about teaching and learning

Observing and Conferencing (PLS2)
Teaches mentors and coaches how to collect and collaboratively analyze observation data that is aligned with professional teaching standards. 
Outcomes: Reflect upon and analyze mentoring experiences since Instructional Mentoring; Extend and expand upon the use of instructional mentoring language; Use protocols and tools that support an effective classroom observation cycle; Communicate, collaborate, and coordinate with a site administrator for beginning teacher assessment and support

Using Data to Inform Instruction (PLS3)
Leads mentors and coaches through the process of analyzing student work in order to differentiate instruction and reach all learners. 
Outcomes: Reflect upon and analyze mentoring experiences since Observing and Conferencing; Use protocols for analyzing student work; Incorporate relevant aspects of brain research to inform and transform instructional mentoring and teaching practice; Extend and expand upon the use of instructional mentoring language

Designing Effective Instruction (PLS4)
Advances mentoring skills necessary to guide beginning teachers in planning standards-based, differentiated instruction that engages students and advances learning. 
Outcomes: Reflect upon and analyze mentoring experiences since Using Data to Inform Instruction; Support teachers to plan differentiated instruction that is based on students’ assessed needs and is aligned to content standards; Apply strategies for providing meaningful feedback; Reflect upon professional growth and set next steps 

Professional Learning for Experienced Mentors/Instructional Coaches
Creating Conditions for Equitable Instruction (PLS5)
Teaches mentors how to advance mentoring, teaching and learning practices that support equity and develop social and emotional learning (SEL) competencies. 
Outcomes: Select and use appropriate strategies, tools and/or processes to respond; to beginning teachers’ needs; Articulate the role of equity in effective instruction and student learning; Support teachers to examine the influence of race, language, and culture on learning and to apply elements of culturally responsive teaching; Use a social-emotional learning framework to support teachers in creating an equitable environment of safety, respect, and rapport

Advancing Instruction to Support Language Development (PLS6)
Is designed to deepen and extend mentoring practice that improve teachers' abilities to meet their students' language and literacy needs. 
Outcomes: Support teachers to identify and addresss students' literacy and language needs; Articulate best practices for instructional support in alignment with the Common Core State Standards (CCSS); Facilitate and advance teachers' ability to engage in a focused inquiry (analyze/reflect; plan/prepare; teach/assess) designed to improve teaching practice and student learning

Differentiating Instruction to Support Diverse Learners (PLS7)
Focuses on using tools and strategies that improve teaching and learning for students with learning differences. 
Outcomes: Use FAS tools and processes to support teachers in meeting needs of diverse learners, particularly students with learning differences; Use Response to Intervention and Differentiated Instruction as a framework for responsive and equitable instruction; Advance mentoring skills in relation to using entry points, planning differentiated instruction, assessing teaching practice, providing feedback, and navigating complex conversations; Use the 3 Cs (Coordination, Communication, Collaboration) to support a teacher’s engagement with resource personnel and co-teachers

Mentoring as Leadership (PLS8)
Supports and challenges mentors to consider their roles as leaders and change agents in education. Mentors assess their own development and the growth of their teachers in order to inform next steps. 
Outcomes: Explore building collective efficacy through professional inquiry, language, and collaborative culture; Develop knowledge and skills that support mentor leadership and organizational literacy to advocate for equitable teaching and learning conditions; Assess mentoring practice and examine its impact on teaching and learning in order to set professional next steps 

Administrator Mentor Professional Learning Opportunities
CLASS Network Meetings (4 per year)
Four additional one-day CLASS Network Meetings will be held throughout the year for anyone who has completed the initial 2 day workshop. It is highly recommended that individuals who are selected as mentors in the Oregon Mentoring Grant attend these meetings. New Teacher Center (NTC) Certified coaches or funded mentoring projects using the NTC mentor training as their professional development are required to attend three of the four CLASS Network meetings. Dates, times, and registration information for CLASS Network Meetings will be posted next Fall.

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