Early Career Teacher Development (BEST)

Early Career Teacher Development (BEST)2018-08-02T10:13:29+00:00

Providing support and encouragement for first and second–year teachers.

About

Beginning Educator Support Team (BEST)

The purpose of the Beginning Educator Support Team program is to provide support and encouragement for first and second-year teachers in order to strengthen their instructional skills and retain competent teachers in the profession.

New teachers are matched with a trained mentor who visits and supports them in the classroom. Release time is provided for mentees and mentors.

Professional development is focused on knowledge and skills for effective teaching and communicating learning. Mentors have opportunities to participate in OSPI mentor training and regional mentor roundtables. Clock hours are offered for all time spent in professional development.

BEST

The ESD 112 BEST program provides:

  • Resources, coaching, and professional learning opportunities to enhance comprehensive learning systems that foster equitable systems for all learners
  • Support, encouragement, and mentoring for first and second-year teachers in order to strengthen their instructional skills and retain competent teachers in the profession
  • Release time for mentees and mentors to observe each other
  • Teacher stipends for first-years, second-years, and mentors of first-year teachers to support time for learning conversations outside the typical contract day

How it Works

How BEST Works

First-Year Teachers

First-year teachers from participating consortium districts are to complete the Letter of Agreement and compensation packet to be eligible for a stipend. Additional information about requirements to receive the stipend will be sent to participating Year 1 teachers. Please contact Malena Goerl with questions regarding compensation paperwork.

Second-Year Teachers and Mentors

Second-year teachers and mentors should contact Malena Goerl for compensation paperwork specific to your district’s program.

Professional Learning

  • Available for all participants
  • Focuses on knowledge and skills for effective equitable teaching practices
  • No cost
  • Clock hours offered
View Course Offerings

PD Support

BEST Professional Development Support

This year, the BEST grant provides opportunities for mentors and mentees to meet together in Professional Growth Planning (PGP) sessions and self-evaluate the mentee’s strengths and areas of focus, learn about the Professional Certification Standards and New Teacher Evaluation Criteria, plan professional development opportunities, and network with others around problems of practice.

As part of the mentees’ professional learning, the grant expects mentees to complete a professional growth plan. Mentees are welcome to use templates their district provides or use one provided by BEST and complete the plan on their own or with support from their mentor. The PGPs do not need to be submitted to BEST, but mentees will be expected to complete a reflection on their PGPs at the end of the program before receiving their stipend.

Current PD Offerings

Please be aware that classes need a minimum of 8 participants to run. Low registration numbers could lead to the class being cancelled.

View BEST Teacher Induction PD Offerings

Mentors

BEST Mentors

New mentors are required to attend Mentor Academy 101: Instructional Mentoring Tools and Skills for Teacher and Student Growth

  • Required for new mentors
  • Develop skills to serve in mentoring and coaching roles
Register

Returning mentors are required to attend Mentor Academy 201: Taking it Further Mentoring for Growth and Equity

  • Required annually for previously trained mentors
  • Refine mentoring skills, building capacity to engage in conversations around equity, and deepening awareness of equitable classroom practices
Register

Mentor Roundtables

Research on professional development indicates that in order to be effective, it must be ongoing. Mentor roundtables provide a regularly scheduled opportunity for mentors to meet with colleagues to share ideas and challenges, practice skill, and to address role-alike issues and concerns.

ESD 112 roundtables will be facilitated by Brian Hanson.

Battle Ground roundtables will be facilitated by Jen Havig.

Mentors will be compensated $70 per roundtable attended for a maximum of three roundtables. Mentors are expected to attend at least three roundtables hosted on different weeks.

Time and Locations:
  • Dates and times TBA
  • Tuesday sessions are at ESD 112, 2500 NE 65th Avenue, Vancouver, WA 98661
  • Thursday sessions will be at the Battle Ground District Office, CASEE Building A, 11104 NE 149th Street, Brush Prairie, WA 98606
  • Registration NOT required!

Clock hours available (must attend a minimum of two roundtables to be eligible)

Mentor Resources

Mentor logs for 2018-2019 will be available soon!

Resources

BEST Resources

Professional Certification Links

For more information about professional certification and the ProTeach Portfolio go to:

OSPI Resources for Beginning Teachers and Mentors

FAQ

FAQ about the BEST Program

BEST includes first-year and second-year teachers as defined below. The grant’s purpose is to provide support and encouragement for early career educators in order to strengthen their instructional skills and retain competent teachers in the profession. Fifty percent of teachers leave the profession after seven years, most citing lack of support as a primary reason.

The following districts are part of the ESD 112 BEST Consortium:

  • Battle Ground
  • Castle Rock
  • ESD 112 ESA Specialized Student Services
  • Hockinson
  • Kalama
  • Kelso
  • La Center
  • Longview
  • Mill A
  • Mt. Pleasant
  • Naselle-Grays
  • Ridgefield
  • Skamania
  • Stevenson-Carson
  • Wahkiakum
  • Washougal
  • White Salmon
  • Woodland
  • Washington State School for the Blind

All first and second-year teachers in these districts are eligible to participate.

If a non-consortium district would like to participate, they should contact the ESD 112 Instructional Services Department. There is a for-fee option available.

New teachers can participate in a series of professional development events. Professional development opportunities will include training on instructional frameworks, classroom management, engagement strategies, assessment, and the Common Core State Standards. There will be a combination of online and face-to-face learning opportunities. Clock hours will be offered and courses will be fee-based.

Mentors are required to participate in an OSPI Mentor Academy 101 or Mentor Academy 201 (tune-up for returning mentors). Mentors are also required to attend regional mentor roundtables and are paid to attend three roundtables at curriculum rate for a total of 6 hours. There will be a combination of online and face-to-face learning opportunities. Clock hours will be offered and courses beyond mentor roundtables will be fee-based.

First-year teacher: a new teacher with 179 days or fewer in a continuous, certificated teaching assignment in public or private schools anywhere in the United States. Teachers who have more than 179 days of substitute teaching experience are eligible for funding as a first-year teacher provided that this experience did not include a single, continuous assignment as a certificated teacher for more than 179 days.

Second-year teacher: an individual with 180 days to 359 days of experience in a continuous, certificated teaching assignment in public or private schools anywhere in the United States.

Full-release mentor: experienced teachers who are released from teaching responsibilities to allow dedicated time for mentoring. This may include instructional coaches if their position allows them to prioritize work with new teachers and mentoring is considered part of their assignment. Maximum ratio for full-release mentor with no other responsibilities is 20 new teachers per one mentor. Full-release mentors should observe each new teacher at least 8 times per year.

Conditionally licensed teacher: a new teacher holding a conditional teaching certificate with 179 days or fewer in a continuous, certificated teaching assignment in public or private schools anywhere in the United States. Teachers who have more than 179 days of substitute teaching experience are eligible for funding as a first-year teacher provided that this experience did not include a single, continuous assignment as a certificated teacher for more than 179 days.

Yes, a part-time teacher may participate fully as a first-year or second-year teacher.

First-year teachers receive support from the ESD or their district to participate in PD opportunities funded by the grant and will have access to courses for a reduced fee. Year 1 teachers will receive a $400 stipend for participation in the grant.

Second-year teachers receive support from the ESD or their district to participate in PD opportunities funded by the grant and will have access to courses for a reduced fee. Year 2 teacher will receive a $200 stipend.

Mentors receive pay for mentor time through district allocations and will be paid by their district or ESD 112. Participating districts will plan for mentoring time and coordinate with ESD 112 to plan for compensation to mentors. If mentors are paid directly by ESD 112, they will receive a $600 stipend for mentoring a single Y1 mentee or $400/mentee if mentoring multiple Y1 mentees. Mentors will be paid by ESD 112 or the district at curriculum rate of $35 for up to 6 hours to attend mentor roundtables.

Some teachers are paid directly through ESD 112, based on agreements with each participating district. Some districts pay their participants directly and use this compensation structure as a guide. If you are part of a district that pays their participants directly, please contact your HR department with compensation questions.

First-year mentees must sign an assurance that they met with their mentor at least 1-2 hours per week and attended a professional growth planning session with their mentor either in a district session or as organized by regional support. If substitutes can be secured, mentees should be observed by their mentor 3 times during the year. First-year mentees must submit their professional growth goal plan, end-of-year reflection, and complete two online surveys during the school year.

Second-year mentees must submit an end-of-year reflection on professional growth and complete two online surveys during the school year.

New mentors are required to attend Mentor Academy 101.
Find registration and offerings +

Returning mentors are required to attend Mentor Academy 201.
Find registration and offerings +

Mentors must attend a minimum of three mentor roundtables. Compensation will be provided at a curriculum rate for up to 6 hours from ESD 112.

Mike Esping

Director of Educator Effectiveness and Early Career Development

Contact

Phone: 360-952-3412

Email: mike.esping@esd112.org

Malena Goerl

Secretary II

Contact

Phone: 360-952-3409

Email: malena.goerl@esd112.org

Questions?

Each district has identified a key contact for the BEST grant. They are responsible for getting information out to building principals.

District key contacts:

Key grant contacts at the ESD:

Upcoming Classes & Events

View Catalog

Contact BEST

Mike Esping

Director of Educator Effectiveness and Early Career Development

Contact

Phone: 360-952-3412

Email: mike.esping@esd112.org

Malena Goerl

Secretary II

Contact

Phone: 360-952-3409

Email: malena.goerl@esd112.org

Upcoming Meetings

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