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Home » Policy & Funding » Grants & Grant Management » Beginning Educator Support Team Grants

Beginning Educator Support Team Grants

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Improving Induction

  1. Create an induction team. Who are the people you want to be part of the conversation and planning? Who are the stakeholders that can help coordinate support and remove barriers? Consider representatives from Human Resources, Teaching and Learning departments, a principal, a mentor, and the teachers' association.
  2. Begin to articulate the need. Pay particular attention to areas of high need - either high-need students who are frequently served by novice teachers or areas that are difficult to staff. What data show the district's need for changes in induction practices? Where are the student learning gaps and how do those compare with where new teachers are often placed?
    1. Examine impact of novice teacher placement by using the New Teacher Placement-Equity for Students worksheet.
    2. Review your district's equity data gathered and reported recently as part of the Washington State's Equitable Access Plan. Links at the bottom of that page lead to district data highlighting high numbers of inexperienced teachers and possible gaps in access for various student populations.
  3. Become familiar with OSPI's Standards for Beginning Teacher Induction. What's already in place? What gaps are you seeing? What might your next steps be?
  4. Begin to think about placement of novice teachers. How are novice teachers placed and what kinds of increased support do they receive when they are assigned to high-need students and high-need schools?

Continuing BEST Grantee Requirements

Continuing BEST Grant Recipients

Required program components to be implemented by grant recipients for 201819 included:

Well-trained, carefully selected mentors to enhance the instructional effectiveness of first-year educators. Mentors of first-year educators will provide an average of 1–2 hours per week for planning and reflection conferences, observations, and providing feedback for each mentee. The caseload for released mentors supporting first-year teachers should not exceed 1:20 for a full-time mentor. Colleague mentors (full-time classroom teachers who also mentor) should not mentor more than two first-year teachers. (See pg. 2 of this grant for more detailed definitions of these roles.) Districts that use classroom teachers as mentors commit to building a cadre of trained mentors who develop expertise over time, rather than using a one-year “buddy system." Mentors should be assigned at or shortly after hiring and prior to new educators beginning their assignments.

An instructional orientation and/or individualized assistance prior to the start of school (Aug. 2018) or the start of the new educator's assignment to acquaint them with district and school expectations and culture; orient them to preferred instructional practices and curriculum; and help them plan for their first day, weeks, and month with students. First-year educators must be compensated for their time.

A classroom set-up visit prior to the start of school (Aug. 2018) or the start of the new educator's assignment in which a mentor meets with the new educator to review classrooms set-up and plans for the first days with students.

On-going professional learning for beginning educators designed to meet their unique needs throughout the first year. Professional learning is aligned to the Washington State 8 Teacher Evaluation Criteria (or other professional standards when relevant) and the district's adopted instructional framework. Special attention should be given to Criteria 1, 2, 5, and 6.

Formative observations with written feedback for mentees provided at least monthly by released mentors and a minimum of quarterly by colleague mentors.

Release time for observations for mentees to observe accomplished teaching while accompanied by their mentor or other instructional leader. Additionally, time may be given for mentees to observe their mentors.

Ongoing professional learning for mentors to build capacity in components of the OSPI Standards for Mentoring. Mentors should participate in and be compensated for attending roundtables which may be hosted by OSPI, regional ESDs, regional consortia, and/or school districts. OSPI will provide Mentor Roundtable facilitator training and will coordinate a statewide communications network to support the work of roundtables and their membership.

Job description and compensation for mentors of early career educators for required activities that fall outside the mentor's regular job responsibilities such as attending mentor roundtables, after-school meetings, and summer trainings.

Special attention to the needs of early-career educators in challenging schools and/or working with students facing the most challenges.

Stakeholders' Team to meet at least 3 times per year in order to examine the current state of comprehensive new educator induction, gather and review data, problem-solve, and set goals. In order to build a sense of collective responsibility, members should represent multiple groups across the district (e.g., district administration, building administration, classroom teacher, mentor, recently new teacher, professional learning, special education department, teachers' association).

BEST Grantee Convening attendance by up to five members of the "Stakeholders' Team" that extends beyond a team of mentors.