1. Resident Educator Program
Hello and welcome to the Ohio Resident Educator Program Orientation.
Resident Educator Program
Orientation
Updated August 2018

2. The one question to never stop asking…
The process of becoming an effective educator never ends. The Ohio Resident Educator Program supports Resident Educators as they practice, refine and gain a deeper understanding of the art and science of teaching. The Ohio Resident Educator Program is a four (4)-year teacher induction program designed to accelerate the development of new teacher effectiveness to increase student learning. The mentoring component of the program is focused on creating collaborative, instructionally focused mentoring partnerships to foster reflective practice and life-long continuous improvement. The question for educators to keep asking is: “How can I be a better educator tomorrow than I am today, and lead others to do the same?”
“How can I be a better educator tomorrow than I am today, and lead others to do the same?” 2

3. Orientation Agenda Ohio’s 4 Tiered Licensure Structure Why Residency?
Ohio Resident Educator Program (REP)
System of Support for the Resident Educator
What will the Principal do to support residency?
What will the Program Coordinator do to support residency?
What will the Mentor do to support residency?
What will the Facilitator do to support RESA candidates during the summative assessment?
Resident Educator License Options
Resources
This orientation provides an overview of what Resident Educators (REs) can expect as they embark on their journey through the four-year Ohio Resident Educator Program. The presentation also discusses the support that will be provided to Resident Educators by the principal, program coordinator and mentor as well as the tools and resources available to ensure a successful “Journey to Excellence.” 3

4. Ohio’s 4-Tiered Licensure Structure
Lead Professional Educator License
(5 year Renewable)
Senior Professional Educator License
(5 year renewable)
Professional Educator License
Resident Educator License/ Alternative Resident Educator License
Ohio has a four-tiered licensure system that licenses new teachers and recognizes accomplished teachers based on their demonstrated performance. The system frames a continuum for professional learning and advancement.
Professional Learning is embedded throughout Ohio’s 4 Tiered Licensure Structure and Residency leads the way.
Resident Educator License: Resident Educators are engaged in Professional Learning throughout the 4 years of their residency in the RE Program and must successfully complete this phase in order to advance to the five year professional educator license.
Professional Educator License: Educators holding this license are a part of the Local Professional Development Committee (LPDC) process. Note: Resident Educators are not required to work through the LPDC. Senior Professional Educator License: Must successfully complete the Master Teacher Portfolio locally along with demonstration of practice at the accomplished/distinguished level before they are eligible to attain the license.
Lead Professional Educator License: Educators must hold the Teacher Leader Endorsement and successful completion of the Master Teacher Portfolio or hold active National Board Certification (NBPTS) to attain this license.
For more information click on the link to the Four-Tiered Teacher Licensure Structure Document in the slide.
Link to 4-Tiered Document 4

5. Teacher Residency
A four-year entry-level program for classroom teachers that shall include:
Mentoring by teachers for the first two years of the program
Counseling as determined necessary by the school district or school to ensure participants receive needed professional development
Teacher Residency
The Ohio Resident Educator Program began in 2011 and is a comprehensive, four-year initiative to assist beginning teachers with mentoring and professional development as they start their education careers. The Ohio Resident Educator Program can be envisioned as a professional pathway to continued professional learning, leading educators to more effective practices and excellence in teaching. The four-year residency program consists of a system of support and mentoring, assessing teacher learning, and exploring leadership within the profession.
ORC indicates that the teacher residency program shall be a four-year, entry-level program for classroom teachers and shall include:
Mentoring by teachers for the first two years of the program
Counseling as determined necessary by the school district or school to ensure participants receive needed professional development
Measures of appropriate progress which includes the performance-based summative assessment (the RESA) in the third year of the program
Measures of appropriate progress which includes the performance-based summative assessment in the third year of the program 5

6. What is Residency? Residency is a time to practice, refine and gain
a deeper understanding of the art and science of teaching under the
guidance of a certified mentor and the support of a professional learning community.
The Ohio Resident Educator Program is a four-year program including mentoring support and the completion of a statewide summative, performance-based assessment and the advancement to the five year professional educator license. The benefit of a four-year program is that it allows mentors and other colleagues to work with REs over time and move deeper into the process of being an effective teacher. As numerous studies have determined that teacher quality is the most important school-based factor affecting student learning, you can expect to see increased student growth as a result of your investment in and support of teachers through the Resident Educator program.
The Ohio Resident Educator Program provides a system of support that addresses challenges of beginning teachers such as:
Understanding district policies and school cultures
Designing and delivering instruction
Differentiating for a variety of learning styles and student needs
Assessing student learning formatively and summatively
Communicating with students, parents and colleagues 6

7. Increase teacher retention Develop effective instructional practices
Why Teacher Residency?
Increase teacher retention
Develop effective instructional practices
Improve student achievement
In the past, beginning teachers often faced the realities of their first classroom on their own and in isolation. Supporting beginning teachers so that they can be effective instructionally and retaining them in the profession are two important goals of the Ohio Resident Educator Program. During the first two years Resident Educators receive instructional mentoring from a state certified mentor. The New Teacher Center in Santa Cruz, California found that the provision of high-quality mentoring focused on instructional practice and equity increases student achievement (2018). Residency provides a system of support that focuses on the knowledge, capabilities, and dispositions that are critical for new teachers to develop in their beginning years of practice.
Ingersoll and Strong (2011) found that induction programs have a consistently positive impact on these three areas: Teacher retention, classroom instructional practice and student achievement. Residency is a time to practice, refine and gain a deeper understanding of the art and science of teaching with the guidance of a certified mentor and the support of a professional learning community. The intention of residency is to provide the structure that maximizes new educators’ learning in the context of classroom experience and integrates educators into the school community. Supporting educators as they enter the profession increases teacher satisfaction and contributes positively to teacher retention.
Ingersoll, R. and M. Strong. “The Impact of Induction and Mentoring Programs for Beginning Teachers: A Critical Review of Research.” University of Pennsylvania, Scholarly Commons, 2011. 7

8. Resident Educator Program Foundation
Ohio Standards for the Teaching Profession
Ohio Continuum of Teacher Development
Ohio Standards for Professional Development
The Ohio Resident Educator Program is built on the foundation of:
The Ohio Standards for the Teaching Profession
The Ohio Continuum of Teacher Development
Ohio Standards for Professional Development

9. Ohio Resident Educator Program
Ohio Resident Educator Program Standards
RE Program Mentor Standards
There are also standards for the Ohio Resident Educator Program. The RE Program Standards guide the work of the local districts and schools in the implementation and evaluation of local programs. The Resident Educator Program Mentor Standards provide principles of professional practice for mentors who support Resident Educators in the Ohio Resident Educator Program.

10. Teaching and Learning Cycle
Ohio Resident Educator Program
Teaching and Learning Cycle
The Teaching and Learning Cycle provides a framework for mentors and Resident Educators as they focus their discussions and conversations on instructional practice. The content of mentoring includes the components of the Teaching and Learning Cycle. Mentors communicate with their Resident Educators about planning, instruction, assessment and revision of their practice. Mentors collect evidence of practice during classroom observations, during collaborative planning, and when analyzing student work with their Resident Educator. Communicating through professional conversations and feedback, mentors support Resident Educators in analyzing and understanding the gathered evidence. It is through this process that Resident Educators come to understand reflective practice and become effective teachers. 10

11. Resident Educator Program Eligibility Requirements
Possess the appropriate Ohio educator license. Individuals holding a Resident Educator or Alternative Resident Educator license participate in the Ohio Resident Educator Program. New Ohio teachers holding a one-year out-of-state educator license in Ohio may also participate. Individuals teaching career-technical courses under an alternative resident educator workforce development license are exempt from participating in the local Resident Educator Program.
Meet the employment requirements for eligibility. To participate, Resident Educators must:
Be employed by an ODE-chartered educational entity, ODE or ODJFS licensed preschool, Ohio correctional facility or a private educational agency located in Ohio;
Teach at least two classes or work at least 25 percent full-time equivalent in their area of licensure or in the area in which they hold a supplemental teaching license during the school year;
Be responsible for planning and delivering standards-based, preK-12 curriculum to students and evaluating their progress during the school year;
Will work during the school year for a minimum of 120 days as defined in Ohio Revised Code , and;
Be assigned an ODE‐certified mentor or facilitator by their employer.
Educators holding the 4 Year Resident Educator License are only eligible to advance to the professional educator license upon successful completion of the Resident Educator Program. The chart on the following slide outlines each program year requirement for educators following a traditional pathway through the four-year residency. 11

12. Annual Program Requirements
Resident Educators work collaboratively with their Mentor to complete the Resident Educator Program requirements using self-assessment and goal setting, demonstrate use of authentic teacher work such as lesson planning, data analysis and successfully complete the Resident Educator Summative Assessment (RESA) to advance to Professional Licensure.
Resident educators meet annual requirements, collaboratively with their Mentor, through discussions and feedback about:
Self-assessment
Goal-setting
Instructional planning using authentic teacher work such as lesson plans and assessments
Observations for learning
Analysis of student learning using student work and assessments

13. Ohio Resident Educator Program
Instructional Mentoring
Teaching and Learning Cycle
Focused Mentoring
Communication, Collaboration, Professional Growth
Mentoring
Year 1
Formative & Summative Assessment
Year 2
Mentoring is a key component of the Ohio Resident Educator Program. Mentors provide beginning teachers with practical information, guide teachers as they develop instructional skills, and offer formative feedback and opportunities for reflection. Significant research on mentoring suggests that most effective mentoring models are designed to support greater frequency and length of contact between the mentor and the mentee (Ingersoll and Strong, 2011). *
In the first two years of residency, Resident Educators build a foundation for teaching and learning; they receive differentiated mentor support as they “practice their practice.” Mentors provide ongoing instructional support through differentiated mentoring models that allow new teachers to grow and practice the profession of teaching during their initial years of residency. Ohio’s Mentor Standards define the expectations for those serving as mentors in Ohio.
*Ingersoll, R. and M. Strong. “The Impact of Induction and Mentoring Programs for Beginning Teachers: A Critical Review of Research.” University of Pennsylvania, Scholarly Commons, 2011. 13

14. Instructional Mentoring
Mentors play a key role in supporting beginning teachers as they actively analyze and reflect about instructional decisions.
During Year 1 and Year 2 of the Resident Educator Program, educators are assigned a state-certified mentor to support them as they implement the Ohio Standards for the Teaching Profession and apply the teaching and learning cycle to their instructional practices.
The development of Resident Educator’s instructional effectiveness is accelerated during the two years of instructional mentoring. Instructional mentoring is designed to support Resident Educators as they actively analyze and reflect about instructional decisions. Mentoring creates and maintains collaborative, respectful, instructionally focused mentoring partnerships to foster beginning teacher ownership of continuous improvement and reflection. Mentoring builds beginning teacher capacity to advance equitable learning by providing rigorous, standards-aligned instruction that meets the needs of each student.

15. Instructional Mentoring
These formative mentoring years are a time to practice through reflection and analysis of authentic teacher work (e.g., planning lessons, analyzing data and monitoring student progress).
Through collaborative conversations, observation and feedback, mentors support resident educators’ professional growth and help them meet their annual goals.
Instructional mentoring is the system of support, guidance and instruction mentors provide to Resident Educators to assist them in becoming effective teachers. Instructional mentoring focuses on the reflective nature of teaching, the implementation of evidence-based instruction, and the use of data for lesson planning. Instructional mentoring nurtures the critical and reflective thinking of Resident Educators to deepen their understanding of the teaching and learning processes.

16. Focused Mentoring
Focused mentoring is a component of the formative mentoring years. While mentoring overall addresses the instructional support resident educators need as they begin their professional teaching careers, focused mentoring is specific and targeted to address teacher competencies Ohio once measured in the Resident Educator Summative Assessment (RESA) in the years preceding
Through focused mentoring, teachers demonstrate their competency in the targeted skill areas at the local instead of the state level.  

17. Focused Mentoring Focused mentoring is delivered in two parts.
Focused Mentoring I targets professional growth, collaboration and communication during year 1.
Focused Mentoring II targets use of student formative and summative assessment in year 2.
Local districts and schools will determine the activities, materials and requirements of the focused mentoring based on the needs of the resident educators.
The goal is to provide a level of focused mentoring that supports growth in the practice of targeted areas.
Resources for both the mentor and Resident Educator are available on the Ohio Resident Educator Program webpages ( using the keywords, “Focused Mentoring.” Focused Mentoring Modules/Courses may be accessed through the Ohio Department of Education’s LMS (access via your SAFE account) beginning in the fall of 2018.

18. Ohio Resident Educator Program
Resident Educator Summative Assessment (RESA)
Performance
Year 3
Activities determined by local Resident Educator Programs
Optional participation in the Learn to Lead module on the Department’s Learning Management System (LMS)
Year 4
In performance year 3, Resident Educators are required to submit the Resident Educator Summative Assessment (RESA).
During the fourth year of the Resident Educator Program REs participate in activities determined by their local Resident Educator Program policies and procedures. Learn to Lead is an option districts may choose. This course engages Resident Educators in exploring and thinking about leadership through readings, presentations, video clips and interactive activities.
Note: Local policies and procedures may permit a year 2 Resident Educator to participate in RESA upon consultation with their local Program Coordinator and mentor. Those who do take the RESA in year 2 are also required to participate in mentoring. 18

19. RE Typical Progression through Residency
Resident Educator Program Year
Program Requirements
RESA Eligibility
Eligible to Advance to professional license at the end of program year?
Year 1
Participate in local teacher residency supported by state- certified instructional mentor No
Year 2
Participate in local teacher residency supported by state-certified instructional mentor
No/Yes*
Year 3
Complete the RESA supported by a facilitator
Yes, required
Year 4
If the RE has not successfully completed the RESA, the RE will complete the RESA supported by a facilitator
Yes, required if needed
Yes, if successfully passed RESA
Year 5
(RE would need to request license extension)
Educators holding the 4 Year Resident Educator License are eligible to advance to the professional educator license upon successful completion of the Resident Educator Program. This chart outlines each program year requirement for educators following a traditional pathway through the four-year residency. Beginning in Resident Educators may choose to take the RESA in year 2.
* Discuss this option with local Program Coordinator 19

20. Credit for Teaching Experience
Prior Teaching Experience Prior teaching experience is considered as teaching experience that occurred prior to beginning Year 1 of the Resident Educator Program.
Other Teaching Experience
Some teachers may have teaching experience that occurs outside of the REP during the life of their active RE license.
Teachers who are eligible to participate in the Resident Educator Program and who meet one or more of the criteria below may be granted credit by their employer for one or two years of prior teaching experience toward completion of the Resident Educator Program. 
Out-of-state licensed teachers;
Ohio teachers who met eligibility criteria (assignment and license type) for the former Entry Year (EY), Transition (TREP) or current Resident Educator Programs but who did not complete the program, regardless of the reason; and/or
Ohio teachers who taught under
​An alternative educator license
An Ohio one-year-out-of-state educator license
A supplemental teaching license, or
A two-year provisional license.
Teachers who come to Ohio with three or more years of teaching experience out of state should work with the Office of Educator Licensure to determine if they are eligible to apply for the five-year professional educator license.
Resident Educators granted credit for prior teaching experience may substitute the credit for the last one or two years of the program. 20

21. RE with Credit Progression through Residency
Resident Educator Program Year
Program Requirements
RESA Eligibility
Eligible to Advance to professional license at the end of program year?
Year 1 with 1 year of credit
Participate in local teacher residency supported by certified instructional mentor No
Year 1 with 2 years of credit
Year 2 with 1 year of credit
Participate in local teacher residency supported by certified instructional mentor; or take RESA supported by a facilitator
Yes, district decision
Year 2 with 2 years of credit
Yes, if successfully passed RESA
Year 3 with 1 or 2 years of credit
If the RE has not successfully completed the RESA, the RE will complete the RESA supported by a facilitator
Yes, required if not taken or passed in prior year
All Resident Educators begin in Year 1 of the Ohio Resident Educator Program and they may not skip program years. Resident Educators who have teaching experience outside of the Ohio Resident Educator Program may be eligible for up to 2 years of credit for teaching experience beginning in 2010/ Resident Educators with one or two years of credit are eligible to begin the summative assessment in Year 2 of the program.  Program coordinators are able to enter credit for Resident Educators directly in the CORE registration system.
Resident Educators who begin Year 1 of the RE Program, may be granted teaching credit for one or two years (e.g., the RE moved out of state to teach and then returned to Ohio, would be in Year 2 of the program upon their return).
Once credit for prior teaching experience has been verified and granted to a teacher toward completion of the Resident Educator Program, the chart should be used to determine the program requirements. 21

22. Ohio Administrative Code (OAC)
Teachers in Ohio holding a resident educator or alternative resident educator license must successfully complete a four-year teacher residency program and successfully complete the performance-based assessment known as the Resident Educator Summative Assessment (RESA) to be eligible to advance to a five-year professional license.
It’s important to note, under this rule:
• The resident educator is permitted no more than three total attempts to successfully complete the performance-based assessment.
• The resident educator who fails to successfully complete the performance-based assessment after three total attempts will be permanently ineligible* to advance to a professional license in the respective area(s), or any renewal or extension of the resident educator license(s) or alternative resident educator license(s), subject to the exception outlined in the next paragraph.
• A transition period is provided that affords those resident educators with three or more unsuccessful attempts prior to July 1, 2018, one final attempt to successfully complete the performance-based assessment.
You may review the current Ohio Administrative Code at:
A document outlining the updated OAC, Guidelines on Expiring Teacher Licenses Based on Unsuccessful RESA Attempts, is available at:

23. Resident Educator License Options
Advance to five year professional educator license
Extend for one year
Renew for four more years
The initial life of a Resident Educator or Alternative Resident Educator license is four years. Upon the expiration of the four-year license, the educator may either apply to advance to the five-year professional educator license, extend the RE license for one year, or renew the license for four more years. 23

24. Resident Educator License: Advance
Upon successful completion of four years in the RE Program and the RESA, Resident Educators may apply to advance to the 5-year professional license.
To advance a resident educator license to a five-year professional educator license, resident educators must have successfully completed the following:
Four years of the Resident Educator Program; and
Resident Educator Summative Assessment (RESA).
To advance an alternative resident educator license to a five-year professional educator license, Resident Educators must have successfully completed the following:
Four years of the Resident Educator Program;
Resident Educator Summative Assessment (RESA); and
Required additional testing and professional educator coursework for professional licensure.
Once the educator has advanced to the five-year professional educator license, then the licensure renewal process takes place through Local Professional Development Committees (LPDC). Educators must obtain LPDC approval of the Individual Professional Development Plan (IPDP) before engaging in professional development for licensure renewal. 24

25. Resident Educator License: Extend
The sole purpose of a license extension is to allow additional time to complete the Resident Educator Program.
Coursework is not required for the extension.
A Resident Educator or Alternative License cannot be extended until the year of expiration. Holders of these licenses may be eligible for a one-year license extension, when:  
The license holder has not yet completed all four years of the Resident Educator program OR has not received passing scores on all tasks of the RESA. 
Alternative resident educator license holders have successfully completed the Ohio Assessments for Educators (OAE) Assessment of Professional Knowledge licensure exam and the required additional professional education coursework outlined for their license.
Alternative resident educator license holders may not use extensions to provide additional time for meeting coursework and testing requirements for professional licensure. They must complete these requirements during the license’s initial four-year duration. 25

26. Resident Educator License: Renewal
The Resident Educator license is renewable for REs who do not have access to an RE Program
Course requirements for this license renewal include three semester hours of coursework related to classroom teaching and/or the area of licensure.
Applicants do not need to seek pre-approval of coursework from the Ohio Department of Education.
The Resident Educator License may be renewed during the year of expiration when:
The license holder has completed less than two years of the Ohio Resident Educator Program; or
The license holder has completed more than two years of the teacher residency program, but the license holder does not anticipate being able to complete the remainder of the Resident Educator Program within an amount of time that could be accommodated by a one-year extension. 26

27. Resident Educator Support System
Key to the success of a Resident Educator is a System of Support consisting of the principal, program coordinator and the mentor.
The illustration above provides a visual Communication and Collaboration representation of the complex relationships and interactions between mentors, REs and principals.
1. Communication between REs and mentors (2-way arrow) must remain confidential in order for the necessary risk-taking and growth to occur.
2. Resident Educators and principals (2-way arrow) must also work collaboratively to ensure that district and building goals and priorities are being met and that REs are meeting expectations in terms of employment and placement.
3. Principals must work with mentors (two, one-way arrows) to support this relationship yet mentors must not breach the confidential relationship they have with REs. The common goal of these relationships is increased student learning and achievement. 27

28. What will the PRINCIPAL do to support residency?
System of Support
What will the PRINCIPAL do to support residency?
The principal’s role in the Resident Educator Program cannot be underestimated, as Principals establish a positive culture of support and coordinate the conditions necessary to ensure success for the Resident Educator.
Consult the Resident Educator Program Standards for more information on how principals support Resident Educators. 28

29. Principal Support
To provide support for the RE program, the Principal will:
Know the roles of program participants who are in the program
Understand the philosophy and the formative and summative assessment requirements of the Resident Educator Program
Continue to create a learning environment in which Resident Educators can thrive
Provide time for mentor-Resident Educator collaboration
Provide opportunities for observations, including reciprocal observations and observations of exemplary teachers
The principal has a number of responsibilities to support program implementation as outlined below:
Provide time for mentor-Resident Educator collaboration. Time and format will vary depending on Resident Educator status and need
Support and find ways to allocate time for a variety of observations throughout the school year
Collaborate with mentor/Resident Educator to align the Resident Educator’s goals if goal setting is required as part of the teacher evaluation system and/or negotiated agreement; so that the Resident Educator has only one set of goals, agreed upon for both residency and evaluation 29

30. Principal Support
To provide support for the RE program, the Principal will:
Work with program coordinators to plan the program and select and assign mentors
Ensure mentors attend state required training
Work with program coordinators to select and assign facilitators for RESA candidates
Ensure facilitators complete online Facilitation Training
The principal has a number of responsibilities to support program implementation as outlined below:
Work with district program coordinators to select and assign mentors and facilitators
Ensure mentors attend state training and facilitators complete the online Facilitation Training 30

31. What will the Program Coordinator do to support residency?
System of Support
What will the Program Coordinator do to support residency?
Program Coordinators provide program facilitation and fidelity by planning, implementing, and reporting on the Resident Educator program. 31

32. Program Coordinator- Plan
To provide support for the RE program planning, the program coordinator will:
Communicate Resident Educator Program information to any teacher(s) in their district/school who may be eligible to participate
Work with principals to select and assign mentors
Ensure mentors attend state training for mentor certification
Work with principals to select and assign facilitators
Ensure facilitators complete online Facilitation Training
Self-assess the Resident Educator Program using the Program Standards Planning Tool
Plan structured activities for mentors and Resident Educators to network, meet, and support each other to address problems of practice
Program coordinators have an understanding of the big picture of the Resident Educator Program in order to plan, implement, and report on the program. 32

33. Program Coordinator- Implement
To provide support for the RE program implementation, the program coordinator will:
Provide orientation to Resident Educators, mentors and building leaders about program and district requirements
Maintain communication between resident educators, mentors, and principals
Work with principals and mentors to plan opportunities for structured RE/Mentor time to collaborate
Provide opportunities for mentors and resident educators to observe, collect data, and monitor progress
Provide ongoing training and support to mentors
Provide support for the collaborative and confidential relationship between mentors and Resident Educators
The program coordinator understands the Resident Educator Program curriculum that is embodied in the Teaching and Learning Cycle and the Mentor Tool Kit and works to ensure that Resident Educators receive quality mentoring and that mentors are continually involved in new learning. 33

34. Program Coordinator-Report
To provide support for the RE program reporting, the program coordinator will:
Use the Connected Ohio Records for Educators (CORE) system to plan, implement, and report on the Resident Educator Program each school year
Register Resident Educators in CORE
Provide confirmation in CORE in the spring that all program requirements have or have not been completed by the end of each school year
Resident educators should receive an once the program coordinator registers the RE in the CORE system; REs should verify this information is correct using the My RE Summary in CORE
The program coordinator is the school or district liaison to the Ohio Department of Education. Important information, program updates and deadlines are sent directly to the program coordinator. 34

35. do to support residency?
System of Support
What will the MENTOR
do to support residency?
Certified Instructional Mentors play a critical role in the success of Resident Educators in the first two years of residency. 35

36. Mentor Training Ohio Resident Educator Program Mentor certification
Mentor Academy Day 1
Mentor Academy Day 2
Experienced mentors
Online Mentor Refresh module
Mentor Video Series & Mentor Courses
Mentor Tool Kit
Ohio’s Resident Educators are supported by certified mentors who have completed both face-to-face trainings. Mentors in the Ohio Resident Educator Program become credentialed by engaging in initial training and ongoing professional development that is comprehensive, job-embedded and reflective. New mentors complete Mentor Academy Day 1 and Day 2. Experienced mentors continue their learning through the online Mentor Refresh module, and the Mentor PPT. 36

37. Mentor
To provide instructional support for the RE program, the mentor will:
Attend all required training to obtain certification
Communicate with the Resident Educator, program coordinator, and principal
Respect the confidential relationship with the Resident Educator and principal
Support the Resident Educator through the use of formative assessment processes, protocols and tools
Ohio’s Mentor Standards for the Ohio Resident Educator Program help define the role of mentors and the expectations that accompany this role. Mentors provide support while they serve as instructional mentors who lead Resident Educators into deeper understanding and implementation of the Standards for the Teaching Profession. It is important that mentors are committed to providing the support needed to help all teachers in Ohio become effective practitioners.
Note: A principal cannot serve as a mentor. 37

38. Mentor
To provide instructional support for the RE program, the mentor will:
Get to know Resident Educators through informal conversations
Provide in-depth instructional mentoring through differentiated mentoring supports using one-to-one mentoring, co-teaching and/or cohort collaboration as needed
Tailor support to Resident Educators to lead to deeper understanding of teaching and learning
Use the Mentor Tool Kit to determine the best mentor moves for Resident Educators
Since the Resident Educator’s first years of teaching are critical, mentoring is provided in the first two years of residency. Based on the professional development needs of the RE, differentiated types of support may be provided. It is important for mentors to communicate regularly with Resident Educators and their principal, while respecting the confidential relationship with the REs. 38

39. What will the FACILITATOR do to support residency?
System of Support
What will the FACILITATOR
do to support residency?
Facilitators are assigned to Resident Educators during the year(s) that the RE takes the Resident Educator Summative Assessment (RESA). 39

40. Facilitator
To provide support to Resident Educators during the performance-based assessment, the RESA Facilitator will provide:
Technical support
Logistical support
Resident Educators who take RESA are not required to have a state-trained mentor assigned to them. However, they will be supported by RESA facilitators whose role will be to help REs prepare for and take the RESA by guiding REs in the following ways:
assisting REs in making instructional choices for the evidence documents REs submit;
providing technological and logistical support during the videotaping process and uploading of their documents; and
offering feedback to guide REs’ thinking and problem solving before Resident Educators prepare and submit RESA materials
NOTE: Resident Educators are the sole authors of their work. Please see the acceptable/unacceptable chart of support at this link for further guidance:
For example, reviewing, revising and editing an RE’s work before they submit it is NOT acceptable and could be referred to the Ohio Office of Professional Conduct. 40

41. Resources District/School Program Coordinator
REP Website:
Program Questions:
RESA Questions:
RESA Website:
Licensure Questions:
As you move through each year of residency, you may find you have questions. Program coordinators are provided the most up-to-date information from ODE. In addition, ODE’s Resident Educator webpage is updated frequently. 41

42. The Challenge for Resident Educators
“Beginning teachers are asked to demonstrate skills (innovative practices) they do not yet have and can only attain through beginning to do what they do not yet understand…Teach, practice, and receive consistent, deliberate, and specific feedback from exemplary teachers/mentors, in a collaborative inquiry environment of discovery and wonder.”
Sharon Feiman-Nemser 2012 42

43. education.ohio.gov 43