The state should require effective induction for all new teachers, with special emphasis on teachers in high-needs schools.
Oregon provides, but does not require, mentoring for new teachers. Mentors must posses a teaching license, have at least five years of experience and participate in training programs. Mentorship programs include "direct observation and consultation, assistance in instructional planning and preparation, support in implementation and delivery of classroom instruction, development of school leadership skills, and other assistance intended to assist the beginning teacher." Mentors are provided with compensation.
Ensure that a high-quality mentoring experience is available to all new teachers, especially those in low-performing schools.
Although Oregon does provide mentoring to some of its new teachers, the state should ensure that all new teachers —especially any teacher in a low-performing school—receive mentoring support, especially in the first critical weeks of school. Oregon should consider expanding its program throughout the state.
Set more specific parameters.
To ensure that all teachers receive high-quality mentoring, the state should set a timeline in which mentors are assigned to all new teachers throughout the state, soon after the commencing of teaching, to offer support during those first critical weeks of school. Mentors should be required to be trained in a content area or grade level similar to that of the new teacher, and the state should mandate a method for performance evaluation.
Require induction strategies that can be successfully implemented, even in poorly managed schools.
To ensure that the experience is meaningful, Oregon should guarantee that induction includes strategies such as intensive mentoring, seminars appropriate to grade level or subject area and a reduced teaching load and/or frequent release time to observe other teachers.
Oregon pointed out that HB 5020 from the 2011 legislative session continues funding for the state's mentoring program and is an indication of policymakers' long-term commitment to provide support for new teachers.