INDUCTION MENTORING

State of Illinois Requirements

Prepared by Maria Owens, DuPage Regional Office of Education

ORIENTATION

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

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).

ANALYSIS OF STUDENT WORK

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

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.

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.)

MENTOR FEEDBACK

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

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

PROGRAM COORDINATION

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

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.

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.