Pending Regulation

Title 5 - DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION

Division 80 - Teacher Quality and Urban Education

Chapter 850 - Professional Development

PROPOSED RULE

Comments about this proposed rule must be submitted by April 2, 2008, to the
Assistant Commissioner of Teacher Quality and Urban Education, PO Box 480, Jefferson City, MO 65102-0480;
or by e-mail to this address: webreplyqual@dese.mo.gov .

5 CSR 80-850.045 Mentoring Program Standards

PURPOSE:  This rule establishes standards for successful mentoring programs.

(1)  A successful mentoring program will include, but may not be limited to the standards listed below:

(A) An introduction to the cultural environment of the community, school district, school building and classroom that:

1.  Provides awareness of school and district policies, procedures, and mission (teacher and student handbooks, Comprehensive School Improvement Plan (CSIP), goals, etc.);

2.  Expresses community norms/local expectations (community tour, housing, medical facilities, faith community, etc.);

3.  Complements professional organizations at district and state/national levels;

4.  Discusses classroom equality gender/race/abilities;

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

6.  Includes district initiatives and parental concerns; and

7.  Defines professional and district acronyms (Adequate Yearly Progress (AYP), Missouri School Improvement Program (MSIP), Individuals with Disabilities Education Act (IDEA), Parent Teacher Organization (PTO), etc.).

(B)  A systemic and ongoing program review/evaluation by all stakeholders:

1.  Identifies all stakeholders;

2.  Identifies mentoring outcomes, how they will be measured, and timelines;

3.  Gathers regular and systematic feedback from mentor, protégé and administrators to determine if mentoring is working (might include pre- and post-surveys for mentors and protégés and may include information on retention rates/numbers, levels of job satisfaction, student achievement, or cost of turnover);

4.  Is based on a foundation of best practices;

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;

6.  Is supported by central office and school board—trend data; and

7.  Is included in broader Professional Development (PD) program evaluation (locally and on Missouri School Improvement Program reviews).

 (C)  An individualized plan for beginning educators that aligns with the district’s goals and needs that:

1.  Is aligned with the department’s Performance Based Teacher/Educator Evaluation (PBTE) standards;

2.  Is a systematic and concise mentoring and professional development plan that prioritizes the immediate and future needs of the new educator;

3.  Aligns with district’s CSIP and certification requirements;

4   Establishes outcomes for new educator;

5.  Is an extension or part of a professional development plan that may have begun during student teaching/internship or culminating project in college;

6.  Establishes classroom or on-the-job observations that are guided by and contain a checklist of best practices observed by the mentor (positive feedback); and

7.  Encourages structured experiences and expectations for all new educators.

(D)  Appropriate criteria for selecting mentors that:

1.  Have a minimum of three (3) years of experience;

2.  Have traits such as enthusiasm and job commitment;

3.  Are committed to self-growth as well as mentoring;

4.  Hold a same or similar position/job of grade/subject area (in- or out-of-building/district);

5.  May use a mechanism to end pairing if either mentor or protégé is not satisfied;

6.  Understand broad educational issues as well as specific teaching/education issues;

7.  Have a strong understanding of pedagogy, instructional expertise and relevant administrative issues;

8.  Are available to mentor (release time, fewer additional assignments);

9.  Are assigned by building principals and/or local professional development committee with input from grade-level or department chair; and

10. Are supported in time/effort by administration and school board.

(E)  Comprehensive mentor training that:

1.  Recognizes mentoring is NOT evaluation; confidentiality is required between mentor and protégé (except in situations of child endangerment);

2.  Includes cognitive coaching skills along with collaborative training;

3.  Includes observation and feedback training/skills;

4.  Provides an awareness of phases of first-year educators (stress, depression, etc.);

5.  Provides training on mentoring standards, performance-based evaluation requirements, certification requirements, and local expectations;

6.  Includes a catalogue of resources available for beginning educators;

7.  Recognizes the need for knowledge and strategies on classroom management;

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

9.  Focuses on exemplary teaching and assessment practices;

10. Builds working strategies that encourage problem solving and independent thinking;

11. Provides understanding of student assessments and how educators can utilize them to guide instruction; and

12. Includes self-assessment that identifies whether mentoring is meeting both the mentor’s and protégé’s expectations.

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

(G)  Sufficient time for mentors to observe beginning educators and for the beginning educators to observe master educators are structured to provide multiple opportunities over time to minimize the need to require substitute teachers to facilitate observations by:

1.  Aligning class schedules and planning periods to complement mentoring duties;

2.  Utilizing state and local professional development funds, Career Ladder or stipends to support mentors’ additional duties;

3.  Providing release time for observation and meeting (minimum of three (3) each year); and

4.  Encouraging college support of resources, on-line classes, personal visits and/or beginning educators’ assistance programs.

APPENDIX A

AUTHORITY:  sections 160.720, 161.092 and 161.375, RSMo Supp. 2007.  Original rule filed Oct. 29, 2002, effective June 30, 2003.  Rescinded and readopted:  Filed Jan. 18, 2008.

PUBLIC COST:  The proposed rule will cost local school districts a maximum of $2.1 million per year over the life of the rule, assuming mentoring is provided through an outside vendor.  The cost of implementation could be substantially reduced for districts reallocating the resources of existing mentoring programs.

PRIVATE COST:  This proposed rule will not cost private entities more than five hundred dollars ($500) in the aggregate.

NOTICE TO SUBMIT COMMENTS:  Anyone may file a statement in support of or in opposition to this proposed rule with the Department of Elementary and Secondary Education, Attention:  Dr. Charles Brown, Assistant Commissioner, Division of Teacher Quality and Urban Education, PO Box 480, Jefferson City, MO 65102-0480 or email to Tammy.Allee@dese.mo.gov.  To be considered, comments must be received within thirty (30) days after publication of this notice in the Missouri Register.  No public hearing is scheduled.

PUBLIC COST

FISCAL NOTE

I.  RULE NUMBER

Title 5 – Department of Elementary and Secondary Education

Division 80 – Teacher Quality and Urban Education

Chapter 850 – Professional Development

II.  SUMMARY OF FISCAL IMPACT

III.  WORKSHEET

IV.  ASSUMPTIONS

The public cost of this rule is based on the assumption that the school district uses an outside vendor for implementation of the mentoring program.  Currently, mentoring programs provided by an outside vendor cost $350 per participant.  Assuming 6,000 new teacher entering Missouri school district each year, the total cost for mentoring programs would be $2.1 million per year over the life of the rule.  The cost of implementation could be substantially reduced or eliminated for districts reallocating the resources of existing mentoring programs.  In addition, mentoring training could be included as a part of the district’s program of professional development or career ladder programs.

For more information regarding this rule, please contact
Professional Development Section at (573) 751-3963.