PURPOSE: This rule clarifies the standards for school districts and charter schools mentoring programs.

1. (1) A successful school district and charter school mentoring program shall include, but may not be limited to, the standards listed below:

   1. (A) An introduction to the cultural environment of the community, school district and charter school, school building, and classroom that—

      1. 1. Introduces school district and charter school policies,

procedures, and mission (educator and student handbooks, Comprehensive School Improvement Plan (CSIP), goals, etc.);

1. 2. Introduces community characteristics/norms/local

expectations (community tour, housing, medical facilities, faith community, etc.);

1. 3. Encourages membership and participation in

professional organizations at school district and charter school levels and state/national levels;

1. 4. Addresses issues of diversity and equity;
2. 5. Provides a systematic and ongoing process of

introduction to data analysis, assessment practice and process, etc. (not a one- (1-) day workshop);

1. 6. Includes school district and charter school initiatives

and parental feedback; and

1. 7. Defines professional, educational, and school district

and charter school acronyms;

1. (B) A systemic and ongoing program review/evaluation by all stakeholders—

   1. 1. Identifies all stakeholders;
   2. 2. Identifies mentoring characteristics, outcomes,

assessment tools, and timelines;

1. 3. Gathers regular systematic, qualitative and quantitative

feedback from mentor, mentee, and administrators to determine if mentoring is working;

1. 4. Is based on a foundation of best practices;
2. 5. Requires independent/anonymous exit interviews of

staff (may be connected to beginning educators’ survey at state level) so clear reasons for staff departures can be determined;

1. 6. Is supported by central office and school board—as

evidenced by trend data; and

1. 7. Is included in broader Professional Development program

evaluation (locally and on Missouri School Improvement Program (MSIP) reviews);

1. (C) An individualized plan for beginning educators that aligns with the school district’s and charter school’s goals and needs that—

   1. 1. Is aligned with a school district and charter school

evaluation tool that is aligned with the Essential Principles of Effective Evaluation as evidenced by Screen 18a of the Core Data System;

1. 2. Is a systematic and specific two- (2-) year mentoring and

professional growth plan that identifies priority indicators for beginning educators;

1. 3. Aligns with a school district and charter school CSIP and

certification requirements; AND SECONDARY EDUCATION

1. 4. Establishes outcomes for new educators;
2. 5. Is an extension or part of a professional development

plan that may have begun during student teaching/internship or culminating project in college;

1. 6. Establishes non-evaluative mentor observations that

are guided by needs identified by mentor and mentee. Observations should include preand postobservation conferences, including reflective questions;

1. 7. Encourages structured experiences and expectations

for all new educators (planning time, meeting time, time management, etc.);

1. 8. Establishes opportunities for mentees to observe master

educators; and

1. 9. Plans for completion of a required Beginning Teacher

Assistance Program (BTA) aligned with the BTA guidelines;

1. (D) Collaborative selection of and support for mentors.

   1. 1. Current or retired educators selected to be mentors

should—

1. A. Have a minimum of four (4) years of experience;
2. B. Exhibit enthusiasm and commitment to the profession,

maintain confidentiality, and be respected by their colleagues;

1. C. Be committed to continuous learning, reflection, and

mentoring;

1. D. Hold or have held a same or similar position/job or

grade/subject area (inor out-of-building/school district and charter school);

1. E. Understand broad educational issues as well as

specific teaching/education issues; and

1. F. Have a strong understanding of pedagogy and

instructional expertise in content area(s);

1. 2. School districts and charter schools shall—

   1. A. Create mentor and mentee collaboration time (release

time, common planning time, fewer additional assignments);

1. B. Require mentor and mentee pairs to be collaboratively

assigned by administrator(s) and local professional development committee member(s) with input from gradelevel or department chair; and

1. C. Support the mentoring process in time/effort by

administration and school board;

1. (E) Comprehensive mentor training and support that—

   1. 1. Recognizes mentoring is NOT evaluation; confidentiality

is required between mentor and mentee (except in situations of child endangerment);

1. 2. Includes cognitive coaching skills along with

collaborative training;

1. 3. Includes observation and feedback training/skills;
2. 4. Provides an awareness of phases of first-year educators

(stress, depression, etc.);

1. 5. Provides training on mentoring standards, performance-

based evaluation requirements, certification requirements, and local expectations;

1. 6. Includes a catalogue of resources available for beginning

educators;

1. 7. Recognizes the need for knowledge and strategies on

classroom management;

1. 8. Encourages school districts and charter schools to form

mentoring consortia (may use existing structures to form consortia (e.g., conference schools));

1. 9. Focuses on exemplary teaching and assessment

practices;

1. 10. Builds working strategies that encourage problem

solving and independent thinking;

1. 11. Provides understanding of student assessments and

how educators can utilize them to guide instruction;

1. 12. Includes self-assessment and reflection that identifies SERVICES

whether mentoring is meeting both the mentor’s and mentee’s expectations; and

1. 13. Describes and provides a template for the mentor’s log

– a written record of observations/meetings that includes dates and times signed by both the mentor and mentee;

1. (F) A complete list of responsibilities for the mentor, beginning educator, and administrator(s) is addressed in Appendix A;

2. (G) Sufficient time for mentors to observe beginning educators, and for the beginning educators to observe master educators by—

   1. 1. Aligning class schedules and planning periods to

complement mentoring duties;

1. 2. Utilizing state and local professional development funds

or stipends to support mentors’ additional duties;

1. 3. Providing a minimum of four (4) class periods each year

for mentor release time to coach, observe, and meet;

1. 4. Providing a minimum of four (4) opportunities for

mentees to observe master educators each year; and

1. 5. Providing release time to attend professional conferences,

trainings, and meetings. SERVICES

TOPIC

MENTOR SELECTION

MENTOR TRAINING

INITIAL CONTACT

COMMUNICATION

CONFIDENTIALITY Maintains

DOCUMENTATION OF PROFESSIONAL DEVELOPMENT

PROFESSIONAL GROWTH PLAN (Tied to Model Teacher/Leader Standards)

MENTOR PROGRAM SUPPORT

EVALUATION OF MENTORING PROGRAM Beginning Educator

Seeks contact prior to beginning of school year

Seeks support and assistance with mentor and colleagues

confidentiality at all times and appreciates assistance Maintains log/list of inservice, professional workshops, reading, collaborative development projects, and organizational activities Maintains and regularly evaluates personal growth plan; shares with mentor

Network in and outside school district and charter school

Participate in formal evaluation of mentoring program APPENDIX A

Mentor or Professional Development Committee (PDC) PDC collaboratively assists in selection and pairing Mentor attends training; PDC responsible for arranging ongoing mentoring training Contacts mentee and welcomes him/her to community. Confirms first meeting (date/time) Follows through on contacts and individualizes topics for mentee

Maintains confidentiality at all times and reinforces trust Reviews documentation

Assists in development of the professional growth plan and encourages growth and career advancement Network in and outside school district and charter school

Participate in formal evaluation of mentoring program Administrator

Administrator collaboratively assists in selection and pairing Attends mentor training and supports mentor and mentee

Contacts mentee and welcomes him/her to community. Arranges first meeting Assures mentor and mentee communicate regularly

Appreciates mentor/mentee confidentiality and does not undermine effort Reviews formal professional growth plan

Supports new educators’ professional growth plans

Supports time for observation, collaboration, and compensation (Observation outside of school district and charter school may be needed) Participate in formal evaluation of mentoring program School District, Charter School, PDC, and School Board PDC collaboratively assists in selection and pairing Provides policy and support for ongoing mentor training program

Provides curriculum guides, handbooks, and pertinent grade/subject level information May provide school district wide and charter schoolwide opportunities for mentors and mentees Remains neutral party

Keeps required documentation for beginning educators and mentors for verification purposes

Mentee and support team complete end-ofyear school district and charter school checklist or assessment Formalizes written guidelines, mentor time, and resources

Develops mentoring assessment/ evaluation tool that aligns with standards and assesses formal evaluation of mentoring and makes revisions AND SECONDARY EDUCATION

College or University

Provides awareness or expectation for graduates and may provide training for mentors Instructs student teachers on expectation of mentoring program

May provide minimum annual contact for 1st & 2nd year educators

May collect data on strength or weakness of firstyear educators

May provide on-going or advanced coursework/ growth opportunities

Offer support to graduates from any Missouri college

May utilize information to improve preparation programs DESE, Regional Service Centers, Associations, and Others Source of content specific mentors

Provides ongoing regional training for mentors with cognitive coaching support

Supports communication between colleges and new educators

May assist in data collection and review

Provides models and workshop opportunities

Develops rules and standards. Develop ongoing mentor training/support and networking opportunities

Provides models; evaluates for MSIP purposes

John R. Ashcroft AND SECONDARY EDUCATION

AUTHORITY: sections 160.720, 161.092, and 161.375, RSMo 2016.* This rule previously filed as 5 CSR 80-850.045. Original rule filed Oct. 29, 2002, effective June 30, 2003. Rescinded and readopted: Filed Jan. 18, 2008, effective Sept. 30, 2008. Moved to 5 CSR 20- 400.380, effective Aug. 16, 2011. Amended: Filed Oct. 28, 2016, effective June 30, 2017. *Original authority: 160.720, RSMo 2002, amended 2004; 161.092, RSMo 1963 amended 1973, 2002, 2003, 2013, 2014; and 161.375, RSMo 2007.