About the Mentoring Program

The Mentoring Program is a partnership approach to improving instruction so all students can achieve at high levels.  

• The heart of mentoring is the relationship teachers and mentors develop.  

• The focus of that relationship is supporting our first and second-year teachers in becoming the teacher they aspire to be.  

• The goal of the mentoring program is to develop effective and successful teachers who choose to stay in the teaching profession.

• The reason for mentoring is that research states teacher effectiveness improves dramatically for teachers in the first couple of years teaching.

Mentor Teachers

Who is eligible to be a mentor? Teachers with five or more years of teaching experience and would like to support new teachers.

How does a teacher become a mentor? Teachers who are interested are encouraged to contact Mauree Donahue Revier.

• Mentors must attend eight (8) days of training provided by the Oregon Department of Education using the curriculum from New Teacher Center.

• The training consists of 4 sessions, each lasting two days.  The location of the training changes each year. 

• The topics of the training are:

  • Instructional Mentoring

  • Observing and Conferencing

  • Using Data to Inform Instruction

  • Designing Effective Instruction

What are the expectations? Mentors are expected to meet with their beginning teacher weekly.  During these weekly conversations, Mentors support beginning teachers on topics selected by the beginning teacher

• Establishing a classroom culture for learning

• Observing and providing feedback

• Looking at student work

• Lesson planning for differentiation

• Sharing resources

• Providing emotional support.

• To keep notes on their meetings with their beginning teachers and log in the hours they meet

Districts & Principals

What is the role of the district leadership and principal in supporting the mentor and beginning teacher?  The distric leadership and principal provide support for a successful partnership on behalf of the mentor, and beginning teacher and their students.

• Assign new teachers within the area of their pre-service preparation

• Set side time for the mentor and beginning teacher to meet, conduct observations, and attend professional development

• Review the class list  to ensure classes that are balanced with regard to students with special needs, English language learners, and student performance levels

• Provide time and resources for mentors to attend training

• Compensate the mentor 

Districts compensate Mentors, and provide substitutes for Mentors to attend trainings and observe teachers. Mentors are supported in their work by the Columbia Gorge ESD Mentor Program Coordinator.