Oregon Mentoring Program

Letter of Commitment:

BEGINNING ADMINISTRATORMENTORS

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 administrator, teachers, and their students achieving to their highest potential.

My responsibilities as a Beginning AdministratorMentor:

  1. Contributing to Mentor and Participating Beginning Administrator Professional Development
  • Participate in the mentor orientation, attend mentor professional development (CLASS trainings), and attend all on-going mentor professional development (forums/CLASS Nets), including those trainings dedicated to enhancing mentor skills and knowledge.
  • Plan, participate in and facilitate support and professional development activities for Participating Beginning Administrators as determined by your part-time agreement. This may include some of the following: Beginning Administrator Orientation, workshops/seminars and collaborative learning events (may be held into early evening hours), and professional settingobservations.
  • 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 BeginningAdministrators.
  1. Working with Participating Beginning Administrators
  • Be willing to spend 1.5 – 3 hours with each Participating Beginning Administrator before school starts to assist with building set up and planning, if possible.
  • Develop a trusting, confidential and reflective professional partnership with the Participating Beginning Administrators on my caseload.
  • Provide weekly support totally at least 75-90 hours during the 2016-17 school year to each Participating Beginning Administrator using a variety of support and assessment strategies focused on Participating Beginning Administrators’ needs.
  1. Develop an Individual Learning Plan Based on Oregon Administrative Standards
  • Assist Participating Beginning Administrators in developing an Individual Learning Plan based on OregonAdministrative Standards and their district’s goal setting processes. Support the administrators in making periodic adjustments based on feedback from formative assessments and similar sources.
  • Assist each administrator in developing and completing a professional development plan, based on the Individual Learning Plan (ILP).
  • Assist each administrator 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 administrator’s professional growth activities.
  1. Facilitating Communication and Program Support
  • Maintain certain records on Participating Beginning Administrators’ Formative Assessment System processes.
  • Turn in all the documentation for the ILP, Mid-Year Review, and Professional Growth Reflections for each Participating Beginning Administrator.
  • Communicate regularly (at least 1x every 4 – 6 weeks) with Site and District Administrators regarding program information, the Formative Assessment System, and participating beginning administrator working conditions.
  • Coordinate with other administrator training/professional development programs and initiatives in the Participating Beginning Administrators’ district as appropriate.
  • Participate in the program evaluation process and comply with district and project reporting procedures.
  • 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 at .

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/CLASS Nets) and completion of paperwork required by the program to document the growth and participation of Participating Beginning Administrators.

Mentor’s Signature ______Date ______

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