Washington State Standards for Mentoring
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For more information about the BEST Program:

 marcy.yoshida@k12.wa.us,
 tessa.oconnor@k12.wa.us or
 cheyenne.braaten@k12.wa.us
 360-725-6430

 

Beginning Educator Support Team

Washington State Standards for Mentoring

This document, The Washington State Standards for Mentoring, is a tool to guide mentors in self-assessment and reflection. These standards are designed to help both new and veteran mentors in various job settings to assess their current level of understanding and abilities, and to create actionable steps to improve. Ongoing reflection and practice will deepen and refine mentoring skills, leading to gains in mentees' skill and their students' learning.

Thumbnail of Washington State Standards for Mentoring

Download: Washington State Standards for Mentoring (PDF)

  • Standard 1: Learning-Focused Relationships
  • Standard 2: Reflective Practices
  • Standard 3: Adult Learning
  • Standard 4: Equitable Practices
  • Standard 5: Curriculum
  • Standard 6: Connection to Systems and Learning Communities

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Clock Hours

Thirty clock hours are available for mentoring. After completing the clock hour form, have it signed by someone who can verify your mentoring work. Keep the form for your own records. You do not send it to OSPI and no money is submitted.

Please contact Cheyenne Braaten to receive clock hours for trainings.


Mentor FAQs

Instructional mentoring is a professional relationship established between novice teachers and experienced teachers focused on strengthening the new teacher's impact on student learning. A strong relationship with a highly-qualified mentor promotes maximum growth in new teachers.


+ What's the difference between mentoring and induction?

Induction is the complete package of activities and supports that bring novice teachers into their districts. Induction focuses on key areas including hiring, orientation, mentoring, professional learning, and formative assessment for teacher growth. Mentoring is one piece of the entire package of induction. Relying solely on mentoring for induction deprives teachers of important support and learning opportunities. For more, see Standards for Beginning Teacher Induction.

 

+ How do I become a mentor for a teacher or colleague?

Mentors are identified, selected, and hired by school districts. Educators interested in becoming mentors may attend the OSPI Mentor Academy. Professional qualities, characteristics, and skills for potential mentors are described in our Standards for Beginning Teacher Induction.

 

+ What do mentors for novice educators do?

Mentors have three primary roles as they support new educators' growth: Providing support, creating challenge, and facilitating professional vision. Skillful mentors do this while coaching, collaborating, and calibrating. (Lipton and Wellman)

In addition, effective mentors observe instruction, gather data, provide feedback and, above all else, provide frequent and confidential opportunities for reflection.

 

+ How do I get clock hours for mentoring?

After completing the clock hour form, have it signed by someone who can verify your mentoring work. Keep the form for your own records. You do not send it to OSPI and no money is submitted.

 

For more, see the Mentoring section of the Standards for Beginning Teacher Induction.

Mentor Resources

These tools and templates, provided at OSPI Mentor Academies, support teacher growth through mentoring work.

Tracking Mentoring Work

Principles of Practice Feedback

Script of Teacher Management Moves

Mentor-mentee Conference Tool

   Updated 11/15/2017

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