Loyola University Chicago

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Loyola University Chicago

• E-Mentoring Expansion Site
• Dorothy Giroux, Faculty Advisor
• Jane Hunt, Project Coordinator
• Manoj Verma, Technology Consultant

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Background

• Induction Program in place since 2000.
• We have many beginning teachers who leave the
  immediate area or are not involved in district
  based programs parochial or independent
  schools. We need ways of serving them.
• Jane Hunt has served as a Induction Program
  contact person and have developed emailing
  relationships with many of our participants.

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Induction Program Event
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Need for Website Component

• We met as early as the summer of 2002 to discuss
  what an online program might look like.
• We developed possible several templates for a
  program and determined who might participate.
• We began to explore options for funding and start
  up resources.

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Grant Assistance offered on May 2, 2003

• Manoj Verma, Dorothy Giroux and Jane Hunt met
  with Cari Klecka at UIUC at an IPLP meeting. Cari
  outlined the grant, timeline and requirements.
• Manoj was hired as a grad assistant to work with
  the UIUC technical team and to design and
  troubleshoot the website.

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The Planning Stage

• Weekly team meetings to set goals and review
  progress. (list stage)
• Phone conferences with UIUC team
• Trips to UIUC May 1-2, June 16-17, August 4-6
  for Mentor Training Session

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Start Up Responsibilities

• Website Design software originally expected in
  July, was available in early August
• Recruitment of novice teachers and mentors
• Planning of two initial training workshops
• Handbook development
• Notebook preparation for initial training
  workshops

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Cont.

• CPDU workshop credit
• Determine mentor incentives
• E- Conferencing Training issues
• Work with Loyola site for initial access to UIUC
  link
• Extensive contact with novice teachers

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Beginning Workshops

• We began with approximately 40 participants.
• This included 30 novice teachers and 10 original
  mentors.
• We offered a choice of workshops one in late
  August and the other in mid-September.
• Approximately 25 participants joined us in August
  and 15 in September, although additional
  participants registered, but did not attend.

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Initial Workshop Agenda

• Informal gathering
• Hank Bohanon, Ph.D. from Loyola spoke on Positive
  Behavorial Support
• Lunch and visiting
• Hands on software training

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January Mid-year Workshop

• Approximately 30 participants attended
• Topic New Year New Books
• Lynn Stuertz, from the Bookstall in
  Winnetka
• shared outstanding new childrens literature
  
• and piles of book posters and advance
• paperback book copies to participants.
• Lunch and gathering
• Online software training and evaluation sessions

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Where the project stands now

• We consider our pilot year to be highly
  successful.
• Currently we have sixty online participants.
• We look forward to bringing our Spring 2004
  graduates into the program.
• We plan to identify and add new active mentors.
• We hope to offer mentor training.
• We plan to expand the Special Education component
  (folder).

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What we have learned Why Novice Teachers
Participate

• They want to remain connected with Loyola.
• They believe it will look good professionally.
• They want to be able to share what works in their
  classrooms.
• They enjoy the workshops, seeing former
  classmates and professors, and meeting
  experienced and mentor teachers.
• They think they might post questions on the site
  when they need help.

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Novice teacher posting
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What we have learned Why Experienced Teachers
Participate

• They have completed the initial stage of getting
  through the day in their classrooms and are
  looking for something interesting to become
  involved in.
• They appreciate the CPDU workshop credit.
• They enjoy continuing the relationship with
  Loyola.
• They recognize the emotional needs of beginning
  teachers and realize they can be helpful.

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Experienced teacher posting
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Marie invited Loyola undergrads to the Faire!
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What we have learned Why Mentor Teachers
Participate

• They look at teaching and being educators in a
  different light.
• They enjoy the special relationship with Loyola
  University Chicago.
• They appreciate the opportunity to think through
  issues and respond reflectively.
• They want to encourage novice teachers.
• They enjoy meeting and connecting with other
  mentor teachers.

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Experienced teacher posting
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What we have learned

• Mentors become easily frustrated when novice
  teachers do not post questions for them to
  respond to (Mentor training is needed.) They
  often run ideas by Jane Hunt to see if they
  should post them, prior to actually posting them.
• Novice teachers are reluctant to post issues that
  might indicate that they are having difficulties.
• Novice teachers spend a great deal of time
  reading postings, but often do not respond.

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Cont.

• Novice teachers continue to connect in personal
  ways with mentors in person, on the phone, via
  email.
• Mentors are highly committed to helping novice
  teachers and do not hesitate to provide
  assistance in these professional relationships.

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Final Observation

• There has been a great deal of mentoring that has
  occurred because of this website, even if the
  postings do not necessarily demonstrate it!