INDUCTION MENTORING

1
INDUCTIONMENTORING

• State of Illinois
• Requirements
• Prepared by Maria Owens, DuPage Regional Office
  of Education

2
ORIENTATION

• The district must provide an orientation where
  the new teacher is introduced to
• The School Improvement Plan
• The Districts Evaluation Plan
• Any District Professional Development Plan
• Standards and Rubrics

3
OBSERVATIONS

• During the two year program the beginning
  teacher must be observed on three different
  occasions. Each observation must include
• Planning conference (pre-conference)
• Observation
• Reflecting Conference (post-conference)

4
ANALYSIS OF STUDENT WORK

• The mentor will give review and analysis of the
  new teachers written documentation of
  assignments, assessment instruments and samples
  of student work for at least two lessons during
  the two year program.

5
PROFESSIONAL DEVELOPMENT

• The beginning teacher must have at least one
  opportunity each semester (for two years) to
  participate in professional development
  activities. These activities may include
• Observing an experienced teacher and discussing
  aspects of their teaching practice.
• Participating in workshops, conferences, seminars
  or other training events designed to increase
  their knowledge and skills with respect to the
  IPTS and/or the content area standards relevant
  to their certification or teaching assignment.

6
SELF-REFLECTION

• The beginning teacher will prepare at least one
  written self-reflection on his/her teaching
  practice for each quarter for two years. (A total
  of eight self-reflections)

7
MENTOR FEEDBACK

• The mentor will provide written analysis of the
  beginning teachers quarterly self-reflections
  and provide feedback as it relates to the
  Illinois Professional Teaching Standards.

8
MENTOR REQUIREMENTS

• The formal training of mentors must include the
  following areas
• Content knowledge and pedagogy
• Adult learning theory
• Attributes and styles of positive critiques
• Classroom observation skills related to
  assessment of performance
• Strategies for providing constructive feedback
  and social support
• Problem-solving skills
• Formative assessment
• Self assessment

9
PROGRAM COORDINATION

• The district must assign responsibility for the
  coordination of the Induction and Mentoring
  Program to someone within the district.

10
DATA COLLECTION

• The district must agree to collect and maintain
  data on the effectiveness of the Induction
  Mentoring Program. The data will include
  information on
• The length of time the mentored teacher remains
  employed in the district.
• The percentage of new teachers who are rated
  satisfactory or excellent each year.
• The cost related savings of recruiting new
  teachers due to increased retention.
• Any decrease in the number of teachers teaching
  outside their respective fields.

11
DISTRICT RESPONSIBILITY

• The district must agree not to use any
  information that is part of the Induction
  Mentoring Program for the evaluation of the
  teacher.
• The mentor may not be directly or indirectly
  involved in the evaluation of the new teacher.
• The district must retain records of its program
  and participants for no less than five years.
• A copy of those records and the district
  plan/program must be made available for review by
  ISBE.
• The district must agree to submit any significant
  revisions to their program to the state.