District 214’s New Licensed Staff Induction and Mentor Program includes intensive mentor training specifically linked to professional development and focused on student learning via Illinois Professional Teaching Standards and applicable content area standards. Mentors provide new staff an average of two hours of individual support per week with a mentor/new staff ratio of 1:1. It is designed to improve teacher/staff quality and retention while raising student achievement.

Click the links below to learn more about specific elements of the Mentor and Induction Program.

Program Information
New Licensed Staff Requirements
Mentor Expectations
Links for New Certified Staff
Links for Mentors
Program Administration

 

 

Program Information

Mentor Leadership Team (MLT)

Program development, oversight, and evaluation are conducted by the MLT, which meets three times per year. Members of the MLT include the District Mentor Coordinator, teachers from each building, administrators (building-level and district-level) and a representative from the Education Association. 
 
Mentor Program Features

  • Aligned to the Illinois Standards of Quality and Effectiveness for Beginning Teacher Induction Programs
  • Incorporates Charlotte Danielson’s Framework
  • Utilizes Cognitive Coaching

Mentor Selection

Mentors are selected based on their course-alike assignments and schedules, as well as the degree to which they exhibit the following qualifications: demonstrated record as an exemplary teacher, strong communication skills, trustworthiness, accessibility, responsibility, empathy, a supportive attitude, and resourcefulness.  Priority is given to tenured teachers who have already received mentor training.  The mentor selection process is reviewed annually by the MLT. 

Our purpose...
Licensed Staff in this program will

  • participate as members of a professional learning community
  • acquire a deeper understanding of classroom and school culture,
  • develop and refine the skills of a highly qualified educator
  • understand and address the diverse needs of learners.

Our goals are achieved by...

  • participation in a comprehensive program of mentoring and professional development
  • involvement in a communication network that includes new and novice licensed staff, mentors and administrators.

Our work is supported by...

  • Research from the New Teacher Center at Santa Cruz
  • Charlotte Danielson's Framework for Teaching
  • Illinois New Teacher Collaborative
  • Illinois Professional Teaching Standards

This program is approved by the Illinois State Board of Education. 

For more information contact Lori Abbott, district mentor coordinator, at lori.abbott@d214.org.

 

New Licensed Staff Requirements

Licensed Staff Induction and Mentor Program - First Year

 

Program Expectations 

New Licensed Staff Members are expected to do the following:

1.  Complete 12 Global Compliance Network (GCN) modules by October 1, 2015 online at www.gcntraining.com.
2.  Create and maintain a Professional Portfolio (see details below).
3.  Participate in all orientation activities August 18-20, 2015.
4.  Participate in mentoring activities and attend Lunch-n-Learn and/or Release Time Sessions.

Schedule for Orientation Activities

Tuesday, August 18, 2015 – District New Licensed Staff Orientation and Induction -- Forest View Educational Center (6 hours of workshop pay) 

Wednesday, August 19, 2015 -- District New Licensed Staff Orientation and Induction -- Forest View Educational Center (6 hours of workshop pay)
 
Thursday, August 20, 2015 – Building New Licensed Staff Orientation (5 hours of workshop pay)

Additional Professional Induction Activities

Thirteen hours of activities with assigned mentors at the school site prior to April 30, 2016; three hours between July 1, 2015 and August 15, 2015 and ten additional hours during the school year (before April 30, 2016).  All mentoring activities must take place at a district site. (13 hours of workshop pay)
 * Hours and requirements based on full-time employment. Part-time hours are prorated.

New Licensed Staff Professional Portfolio

A commitment to professional learning is important, not because teaching is of poor quality and must be 'fixed', but rather because teaching is so hard that we can always improve it. No matter how good a lesson is, we can always make it better. Just as in other professions, every teacher has the responsibility to be involved in a career-long quest to improve practice.
- Charlotte Danielson, Ed Leadership Magazine (December/January, 2011, p. 37) 

Professional Development Portfolios will enable educators to . . .

  • Articulate their visions of teaching and learning
  • Develop professional goals
  • Select student-centered goals
  • Document progress in achieving goals
  • Interact with peers throughout the entire process
  • Reflect on the learning experience and attainment of goals
  • Share insights with others in conferences

Portfolio Expectations for First Year Licensed Staff

  • Four items in the professional portfolio and responses to reflection questions about the portfolio entries (one each quarter)
  • Observe another colleague twice (once each semester) and respond to prompts in the portfolio.
  • Be observed by another colleague twice (once each semester) and respond to prompts in the portfolio.

Click here to view and download Instructions for Accessing ePortfolio Templates.

Topics for Lunch-and-Learn and Release Time Sessions

The following represents a list of topics, which should be offered to new licensed staff as part of their first year in the district. While some of the topics are appropriate for a lunch-and-learn session, other topics may require additional time and alternative formats to accomplish the professional learning goals.
 
"Becoming a Reflective Practitioner"  
Portfolio introduction, CAL introduction, observation expectations

"Growing Professionally" (revised to reflect changes in current contract)
Licensure with ELIS, PDF introduction, involvement with co-curricular activities

"Accessing the Student Support Team"
Who does what, confidentiality specs, mandated reporting, dealing with at-risk, student issues

"Understanding Special Populations"
SpEd (IEP specifics, transitioning, staffing, accommodation needs), ELL (SIOP, levels, sheltered, ACCESS)

"Partnering with Parents/Community"
Communication modes, Open House, parent conferences, SIS, troubleshooting

"Implementing Best Practice Strategies"
Classroom management, RtI, differentiated instruction

"Recognizing the Educator’s Legal Responsibilities"  
Confidentiality, copyright, harassment, mandated reporting, technology issues, EAP offerings

 

Mentor Expectations

The role of the mentor includes the following: resource, problem-solver, advocate, facilitator, coach, collaborator, learner, assessor, trusted listener, and teacher. 

Year One mentor responsibilities include: participation in Mentor Training and Quarterly Mentor Meetings, face-to-face contact with mentee on a weekly basis, observing the mentee and being observed by the mentee, helping the mentee to focus and reflect on instructional/professional decisions, documenting activities on Collaborative Assessment Logs (CALs), and evaluating the Mentor Program.

Year Two mentor responsibilities include: participation (with mentee) in a shared professional development experience (via Moodle), observing the mentee and being observed by the mentee, helping the mentee to focus and reflect on instructional/professional decisions, collaboration with other mentors, and evaluating the Mentor Program.

 

Links for New Certified Staff

ISBE Licensure
Questions about your Professional Educator License (PEL)? Check this site to learn about the requirements for licensure and endorsements.

Illinois Professional Teaching Standards
The Illinois Professional Teaching Standards reflect the learning goals and academic standards which are established for Illinois students.

Charlotte Danielson's Framework
The Danielson Framework provides a common language all teachers can use to define and develop their practice. It is composed of Domains and Components. The four Domains are: Planning and preparation, classroom environment, instruction, and professional responsibilities. For more information, visit the website.

Twenty Blogs I Wish Were Around When I Started Teaching!
This site has a great deal of helpful information for new teachers.

 

Links for Mentors

Charlotte Danielson's Framework
The Danielson Framework provides a common language all teachers can use to define and develop their practice. It is composed of Domains and Components. The four Domains are: Planning and preparation, classroom environment, instruction, and professional responsibilities. For more information, visit the website.

Illinois Professional Teaching Standards
The Illinois Professional Teaching Standards reflect the learning goals and academic standards which are established for Illinois students.
 
Illinois New Teacher Collaborative
The Illinois New Teacher Collaborative (INTC) provides statewide leadership for new teacher induction and mentoring. Check this website for resources and information pertaining to attracting and retaining new teachers, and enhancing their learning.

 

Program Administration

School Site Administrator Responsibilities

  • Select mentors in their building.
  • Monitor all the activities involving mentoring at the building.
  • Communicate the requirements and expectations of the New Licensed Staff Induction and Mentor Program to new staff and mentors.
  • Communicate the schedule of the new staff members to Fall coaches and sponsors.
  • Communicate the components of the New Licensed Staff Induction and Mentor Program to all administrators at their sites.
  • Monitor the performance of new staff members and their progress toward meeting the expectations of the New Licensed Staff Induction and Mentor Program.
  • Monitor the completion of the Global Compliance Network (GCN) modules which must be completed by October 1, 2014.
  • Monitor the activities relating to the Professional Portfolio.

 
Mentor Leadership Team Responsibilities (Forest View Educational Center)

  • Collaboratively plan all orientation and support activities with the APs and Directors responsible for staff development at their sites.
  • Conduct and coordinate Quarterly Mentor Meetings.
  • Maintain the Mentor and Induction Program web site.
  • Provide oversight and evaluation of the program.
  • Collaborate with the Human Resources Department to notify new staff members about the orientation schedule and program expectations.