New Teacher Mentoring

Problem of Practice

Across Multnomah and Clackamas counties, mentoring programs support new educators in varied ways, but there is no shared regional standard for what effective, equity-centered mentoring looks like in practice. This inconsistency makes it difficult to calibrate mentor practice, build accountability, and measure impact.

Oregon’s new teacher attrition rate averages 16.7%, with national data showing up to 50% leave within five years, especially teachers of color and those in high-needs schools. In contrast, mid-career educators, who often serve as mentors, and report that mentoring (as entry to teacher leadership) helps them stay engaged.

Without common tools and shared language grounded in research and equity, both new and experienced educators risk becoming disconnected. Developing shared standards of effective mentoring practice is within our sphere of influence and will improve retention, strengthen induction, and advancing equity across the region.

Overview

This project is designed to strengthen mentorship for new educators by engaging mentors in a structured professional learning series while also ensuring consistent, meaningful contact with mentees. The initiative prioritizes professional growth, accountability and recognition for mentors while offering valuable support to mentees.