“Induction and Mentoring: Making It Work” 2nd Annual New Teacher Induction/Mentoring Conference 2007 Points of Pride

Southern Illinois University at Carbondale Teaching Fellows Program: Points of Pride Teaching Fellow: Certified, degreed in a given area (Pre-K through Secondary), engaged in graduate program Fellow co-teaches/shares classroom with Mentor Teacher Fellow receives assistantship stipend and tuition waiver Fellow engages in action research and practicum experiences Fellow engages in bi-weekly seminars; Mentors engage in twice per semester seminars

Processes and Strategies Must match Fellow and Mentor carefully Must keep all lines of communication open and trusting Must include intentional time for co-planning Must keep all school faculty, staff, and administrators informed of program purpose, participants, and procedures

Governors State University Alternative Certification Partnership Mentoring: Points of Pride  Recently named one of six national finalists for the Christa McAuliffe Award for Excellence in Teacher Education – 90% retention in high need schools - Awarded DOE Transition to Teaching Grant – GSU Partnership with 11 South Suburban school districts  Multi-Faceted Induction – 2-3 hrs. per week mentoring + lead mentors + e-mentoring + “extra assistance contracts” + goal setting/coaching + professional development + weekly in class peer support  Mentor Learning Community – Initial and ongoing training, mentor support, and additional protégé assistance as needed  Focus on New Teacher and Student Growth – Detailed lesson planning/analysis, weekly feedback/goal setting, professional development action plans, interactive critical incident reflections, formal/informal observations, co-teaching/co-planning, student behavior analysis and student work analysis  “In the GSU Alt-Cert program, I have evidenced that the split second a cohort member is struggling, a network of mentors is "Johnny on the spot" to fill any needs or solve any problems. Since the mentor is so well connected to education networks, you feel an extra huge family of support behind her/him.” Cohort VII participant

Processes and Strategies Stretch your Thinking about Program Structure Time for discussion/analysis beyond observation and buddy tasks (Mentors/proteges need time to explore each other’s “teacher think”) Time for true learning community for mentors with ongoing training Possibilities other than one on one mentor/protégé assignments Consider high quality retired teachers District/building lead mentors or mentor coordinators to feel the pulse and facilitate Link Program Design and Mentoring to Teacher Development and Research-Based Best Practice (Differentiation is best practice for adults too!) Professional development action plans Extra assistance contracts – Meet protégé specific needs! Focus on planning – co-planning and co-teaching Focus on student work and student behavior analysis Harry Wong – Difference between discipline and PROCEDURES!!! Think about structures to incorporate district curriculum, state standards/assessment framework, ISAT, motivation, engagement, differentiation, assessment --- research-based best practice!

Jacksonville School District #117: Points of Pride Workshops for new teachers in August Monthly sessions throughout the year Focused on specific topics Case study discussions Reflections with mentors Coordinator visits Classroom observation Follow-up discussion (not evaluation) Two release days to work with mentors Work together at the school Attend a conference together

Processes and Strategies Meeting with central office staff before school starts: secretaries, special services coordinator, technology coordinators New Teacher Coordinator: Free to visit classrooms and the new teachers know what the coordinator can look for Practical information at workshops: Case study discussions and mentors sharing best practices Texts: The First Days of School (Harry and Rosemary Wong);Why Didn’t I Learn This in College? (Paula Rutherford) Use of release days: Math junior high teachers met to revise curriculum and lesson plans

Springfield District #186: Points of Pride Coordinator Builds the induction and PDS programs Provides a seamless flow from pre-service through Induction New teacher orientation: support before school begins Address issues related to teaching in an urban environment Tiered support: Lead mentors and building mentors 42 mentors provide support for those new to teaching 35 mentors have been trained through the New Teacher Center's Mentor Academy 1

Processes and Strategies Fall 2005 Hired a coordinator and planning for an induction program began Spring 2006 Designed a one-to-one mentoring program using building mentors at the first INTC conference Fall 2006 Received funding from the Illinois Beginning Teacher Induction Pilot Program to enhance the mentoring component Hired 3 part-time release Lead Mentors who provide support to 53 new teachers and 42 Building Mentors (non-release) Trained mentors with New Teacher Center training (for improving practice) through CEC

Joliet School District BEST Induction/Mentor Program – Strengths -Professional Development -Support and Resources -District Leadership Team - Template for Additional Induction/Mentor Programs

Lessons Learned Monitoring and Adjusting for Success Involvement of Both Veteran and Novice Staff Mentor Professional Development Use of Outside Consultants