The Oregon Trail Regional Educator Network is home to a mentoring program that exists to serve both educators and administrators in their daily roles, in hopes of retaining educators across the region.
Depending on the level of need in the schools, the mentorship program is adjusted so that everyone gets what they need. There are two mentor and mentee tracks that are available, both operating a bit differently from one another.
Beth Naughton works with New Teachers while Dave Williams and Ronda Smith focus on their work with administrators. The team members sat down with me to discuss the creation of the program, its success stories, lessons learned, and all the ways in which a mentor/mentee relationship can exist within education.
The big idea behind the Mentorship Program is person-to-person connection and support leading to the retention of staff. The Oregon Trail REN hopes to offer staff and administrators a “catchall” support system, someone educators can go to to discuss the day’s events and receive guidance over how to address them. By offering mentees a designated support person outside of the school environment to help problem-solve and reflect, the OTREN is fulfilling its mission.
Graduate Programs For Educators suggests that the additional opportunity to connect, and build a sense of belonging within educators really can impact and support the retention of teachers. It can help cultivate a culture of collaboration in the school, increase mentee peace of mind, reduce feelings of isolation for the mentee, and support their professional growth.
“One of our benefits is that we are trained at the regional level,” Williams adds. What this means is that the organization has the network and ability necessary to pair participants with others who may have similar backgrounds, work with similar populations, or who address similar student and staff needs.
Another benefit is the “Choose Your Own Adventure” way of thinking that is brought to this work. In other words, our team can help personalize the experience that would work best for each district. McKennon McDonald, REN Coordinator notes that while there is flexibility in the programs, due to funding, there may be certain requirements asked of mentors and mentees.
“Of course, we may have certain requirements just because of the way our programs are funded. Although we do serve a number of people within specific grants, we still support and work with people who are outside of those parameters. For example, some grants specify serving first and second-year teachers, however we would still find a way to provide that support to teachers outside of that.”
One of those funding sources is the Oregon State Senate Bill 283 (2023). SB 283 allocated $8 million for one-time, non-competitive grants to mentorship programs in Oregon during the 2024-2025 school year. The purpose is to provide eligible beginning teachers and administrators with a formally assigned mentor who will support their professional development, improving the likelihood of their retention.
Participants range from brand-new educators to mid-career professionals, and the scope of support offered is just as broad. Mentors assist with tasks such as reviewing Building Improvement Plans, navigating the fast-paced demands of education, and providing an outside source of encouragement and guidance.
Williams shared about a Superintendent/Principal that is being mentored by a peer on the Oregon Coast who has a similar background. They chat over the phone, and it works very well for them. The mentor is a ‘lifeline’ for the mentee.
However, mentors are also benefiting from this exchange. They are able to see how their mentee’s school operates, develop leadership skills, and learn how to be a better mentor. It is not always easy to connect with someone, or to build a relationship. Mentor Trainings help develop skills in building relationships, which can lead to increased comfort and trust in the mentor/mentee relationship.
Through this program, OTREN offers educators a fresh and collaborative way to experience education, reinforcing both individual growth and the collective strength of the educational community.
The OTREN High Quality Mentoring Team is made up of 17 participating districts. There are 74 Teacher Mentees in total, with 43 of them having an Emergency or Restricted Teaching License.
On the administration side, there are two mentees following the Superintendent-Principal track, and eight following the Principal track alone. Currently, there are 52 Teacher Mentors and four Administrative Mentors who serve within the OTREN Mentorship program.