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This web page is an "annotated directory" of teacher mentoring & induction programs in Illinois. These programs are listed alphabetically, by town or district name, and may cut across several categories. These programs may be a partnership or a district level program with no other partners. Programs may different approaches, such as the degree to which they focus on the induction period, preservice period, as in student teaching, or other variations.
Finally, listed programs are not necessarily members of this network and may be no longer in existence.
Other Illinois mentoring programs that are for students, or other than education are listed separately. Click here for that listing.
If you are aware of a teacher mentoring or induction program in Illinois that is not listed here please with any information you have, especially the name and contact person information. Thanks for your contribution.
NOTE: Abbreviations used include BT = beginning teacher and NT = new teacher.
- INDEX BY DISTRICT/LOCATION NAME -
A - B - C - D - E - F - G - H - I - J - K - L - M - N - O - P - Q - R - S - T - U - V - W - X - Y - Z
A - Aurora West District 129 Mentoring Program. Although mentors have been provided BT for some time, the district has recently become interested in increasing the effectiveness of its program and has been exploring best practices used by other programs, attending mentoring conferences and workshops, and has created as a joint appointment with nearby Aurora University, a position Director of Professional Development, to coordinate this and other efforts. Ed Poole is in that role as of 1998. He can be contacted at 630-844-4400.
Aurora East District 131 -New Teacher Program. This program was started in the summer of 1998 and served about 100 NT that fall. NT are oriented to the district and are provided NT professional development credit, including offerings for topics such as "classroom management". Mentors receive a half day of training in August that is focused on explaining expectations of NT and mentors, and goal setting for their work as mentors. Additional training is provided mid-year as well. Contact Mike Linder, who is also Vice President of the teachers association, at 709 S. 7th street, St. Charles, IL 60174, at 630-820-5593.
Contact Rick Taylor, Associate Supt. at 217-483-2416 Chatham, IL 62629. Rick has also done a survey of Illinois mentoring programs as a part of the research for his doctoral dissertation.
Batavia School District 101 Mentoring Program Batavia had a mentoring program in the later 1980's run by teacher Kathy Mills, but the interest in the program decreased. That was true until spring 1998 when Janet McAlpin, the Curriculum Director, appointed a new program coordinator, Sandra Miller, Assistant Principal at White School, to head a renewal effort. She can be reached at 630-879-4645. A two day conference was planned for any District 101 staff who were interested and wanted to contribute to renewal of the mentoring program The conference was held during the summer of 1998 and used the "Open Space Technology" process structures of Harrison Owens which guided them through an intensive design and planning process. The mentoring program that resulted is a two year program that is guided by a district steering committee. Every new teacher is assigned a mentor and receives a copy of the Harry Wong book.
Bradley University- Peoria ROE Partnership: This partnership is one of sixteen Goals 2000 Preservice Teacher Education partnerships awarded during FY 1997 by the ISBE.
Bremen High School District 228 - Mentoring Program, started in about 1986 and has spread to all four of the high schools in the district, now serving about 30 NT each year. It is actually one of three professional growth programs the district sponsors. The mentor program is the starting and transition program for new teachers, but the later part of the mentoring process includes a transition to more of a peer coaching relationship. Eventually experienced and tenured teachers who meet a few criteria, can participate in the Collegial Evaluation Program, which replaces traditional teacher evaluation with a peer support system for continuous professional growth. All mentors are trained through the district's peer coaching program and receive a stipend of $500 per year. The Principal and a teacher Mentor Leader at each school facilitate the program and collaborate to select and match mentors, but experienced mentors provide most of the on-going training and leadership. All NT receive orientation in August. There are four NT seminars each year, and professional development plans are created by NT and their mentor. The NT's receive the support of a mentor whose job it is to create a non threatening climate for risk-taking and learning and to promote the NT's professional growth. originally the program was one year but the staff have been working with Barry Sweeny, mentoring consultant to expand it to a two year support and induction program. Assistant Superintendent for Instruction Jim Gallagher has provided the leadership for this recent initiative.
A great contact person for any of these programs is Dr. Vita Meyer, a retired principal of Bremen HS in Midlothian, IL. She was one of the sponsors for the development of these programs and did her dissertation on mentoring. The district has produced a very helpful book that explains these three programs individually and how they create a continuous professional growth system for educators. The book is called "From Mentoring to Peer Coaching to Collegial Evaluation".
Champaign -Ford & Vermilion Counties -Partnership for Professional Development -Novice Teachers Support Project - This central Illinois collaboration includes the Regional Offices of Education in all three counties, the University of Illinois-Champaign, and local school districts. The purposes of the project are to support and enhance the school experience of educators and their students. This project was actually initiated originally by several new teachers, who along with other experienced teachers, ROE staff, and U. of I faculty have mapped out a multi-staged new teacher support system. The first stage has been implemented in fall 1997 and includes regional meetings six times a year starting in the summer for area new teacher staff development and support. Topics range from classroom and time management, working with parents, assessment, peaceable schools, instructional strategies, valuing diversity, action research, and other first year teacher issues. For more information on this program, visit their web site at <http://www.ed.uiuc.edu.COE/CTE/partnerships/about.html>.
Chaney-Monge School District 88 - New Teacher Mentoring Program - This program was begun in 1998 under the support of the Medewin Prairie Collaborative group, part of the Illinois Learning Partnership. The contact for the district program is Gus Tomac, 400 Elsie Ave. Crest Hill, IL 60435.
Chicago State University- Chicago Public Schools Partnership: This partnership is one of sixteen Goals 2000 Preservice Teacher Education partnerships awarded during FY 1997 by the ISBE.
"The Partnership for Professional Practice". In addition to Chicago Public Schools and the University of Illinois at Chicago, this Partnership also includes the Chicago Teachers' Union "Quest Center". Each of these partners help govern the program through a Steering Committee structure.
In school year 1997-97 this Partnership began by implementing a two year Beginning Teacher Mentoring Program in 110 schools serving over 400 new hires with about 150 mentors. The program consisted of mentor assignments to provide support for new teachers and professional practice "cluster" meetings for new hires, and professional practice meetings for mentor training and development approximately each month in locations determined by the six areas of the city that the program was serving. Each of these areas has a "Regional Facilitator" who coordinated and facilitates the activities. A Handbook was provided with a ten module curriculum to support mentor success with their responsibilities. Other handbooks were provided for NT and administrators as well. Principal workshops were also conducted. NT's create a "standards-based" professional development plan, engage in observations with their mentors, and conduct activities that implement the professional growth plan. New hires must attend 30 hours of professional development and this program meets that requirement. Mentors receive a stipend and pay for after school meeting time. The program is supported by about 60% funding from CPS, 30% from the McArthur and McDougal Family Foundations, and in-kind services donated from partner institutions.
The program is evaluated through a combination of participant and principal surveys, focus groups, portfolio review, data on teacher retention, attendance at monthly seminars, the number of schools who want to participate, and interviews with selected mentoring pairs. While excited about their accomplishments during the first year, the leadership has made a number of revisions to the "curriculum" for the monthly meetings to emphasize providing greater support for mentors and their work with new teachers. Also, in the 1998-99 school year, the number of schools in the Partnership was doubled. A contact person is Dr. Michelle Parker, College of Education, U. of I. Chicago, 1040 W. Harrison Ave., #3412, Chicago, IL 60607-7133. Her phone is 312-996-2439, and her e-mail is .
Teachers for Chicago, In 1992, John Moscinski was appointed the Director of this new program and it was his research and work which actually implemented the program. The program is a collaboration of the Chicago Public Schools, the Chicago Teachers Union, the CPS principals, the Golden Apple Foundation for Excellence in Teaching, and 9 area university teacher education programs. Representatives of these partners form the Program Review Board which helps to govern the program.
The program is a master's degree/certification program to develop teachers for the Chicago Public School System. It is an alternate route that allows initial entry to teaching without certification, but requires, simultaneous to teaching during the first two years, that participants work under the guidance of a full-time mentor and a university faculty member, while also working in a masters degree program that will lead to teaching certification. The T4C Program provides a tuition grant for the MA work. In addition to the MA work during the year while teaching, the course work begins the summer prior to beginning teaching, and includes the following two summers as well. Mentors are selected using Marty Haberman's "Urban Teacher Selection Interview" instrument and process. Mentors attend the Mentoring Academy, a set of monthly meetings to "mentor the mentors". John Moscinski retired a few years ago and Fred Chesek directs the program currently. He can be reached at Teachers for Chicago, 125 S. Clark St. 9th Floor, Chicago, IL 60603. His phone is 773-553-2034 and his email is
Dalton School District 148 Induction Program. The district is in Dalton and Riverdale, IL. and has 3 buildings and about 3000 students and has experienced a major demographic shift in recent years. Superintendent Dor Fitzgerald, and the Mentor Program Coordinator, Patti Bogdan work together to administer the program which was started in 1992, but which has been adapted to changing district purposes. Originally mentoring was provided more informally, but with a state early retirement option and the district conclusion that it was losing about half of its teachers in the first year, (some for poor teaching) a more formal approach was undertaken. Another problem leading to attrition was the district's lower salaries. Dalton entered the Governor's State University Partnership and was primarily concerned to support the success of and to keep the minority teachers it recruits. Among other purposes, Dalton uses its Induction Program to ensure that new teachers are assisted and supported and feel successful in their challenging work. Principals were also very supportive of the Induction program as a strategy to increase NT success and reduce supervision and student discipline problems.
In the first three years the district was able to dramatically improve its new teacher retention and to improve new teacher success. Now the Induction program serves about 40 NT a year and is written into the bargained agreement. Each building has one "Building Mentor, who with the NT receive a $200 stipend for participation and can access substitute teaching by the Mentor Program Coordinator so mentors can observe and coach the NT. The NT receive orientation and a NT Handbook, and there are about 10 NT support meetings held , usually before every major district event, such as before parent night, before report cards, and meetings four times a year for mentors. Recently the district has increased to full-time the role of the Mentor Program coordinator in the support of BT in each building. She has a job description with 20 responsibilities listed and she wears a pager so any faculty person can quickly reach her and obtain support. mentors
Downer's Grove District 99 Mentor Teacher Program -"Teachers Helping Teachers". This is one of the better known programs in the state, partly because it has been around since 1991, and partly because the two teacher coordinators of the program are so willing to present about the program and share what they have learned about doing effective mentoring for new teachers. The teacher coordinators are Mike Mayfield, a science teacher, and Judy Huizinga, a division chair person and one of these people receives a released period to do the work. Contact Mike at 630-271-6599 X 308. The program is entirely teacher directed and is governed by a 12 member teacher/administrator committee. One of the unique features of the program is that the teacher committee members are each assigned to a few mentoring pairs to ensure that adequate support is given to the pairs and to monitor the support by the mentor provided to the new teacher and the effectiveness of the M-P match If the match is not effective the committee reassigns the mentor. Also part of the program's purpose is the renewal of experienced teachers who serve as mentors.
The program includes:
Dundee-Carpentersville District 300 - Mentorship Program was funded as a pilot by the ISBE as a part of the 1985 Educational reform Act. The district created the Career Compensation Program and the mentoring was one component. The program lasted from April 1986 until July 1987. Sixteen teachers were screen and selected as mentors for about 70 teacher mentees. Mentors received extensive training and BT received some training. The mentor roles were defined as facilitator (works with 1-2 year teachers), model-coach (works with 2-7 year teachers), collegial resource linker (works with 7+ year teachers), and advisor (works with any staff who have changed jobs). Much of the coordination of the activities of the program was done by a Program Director and a Program Planning Committee. The program defined the work of mentors and new teachers through a job description format, and provided a stipend of $800 for mentors and $400 for mentees per semester. Program evaluation clearly showed that mentees found the program to be much more beneficial to them then their own mentors thought it was.
E - Elgin District U46 - New Teacher Induction Program. Through the efforts of the teachers association and administration, Elgin U46 now has negotiated for a mentoring program. Originally the only mentoring program was at Streamwood HS and was initiated by Ami Hicks, a Division Chair, who started the mentoring program in Naperville District 203 when she worked there. The district program was begun in the fall of 1999 with the purposes of developing new teachers, providing them the information needed to become a successful member of the district faculty, and to challenge them to grow professionally. Both beginning and new but experienced teachers receive support as follows: Initial orientation, mentor assignment, new teacher staff development seminars, coaching, released time for mentoring, a beginning teacher manual, and opportunities to observe other experienced teachers teaching. One unique aspect of this program is that the mentors are assigned full-time to this responsibility and so they mentor several proteges in the same year. mentors receive mentor training and provide this support for two years.
The Elmhurst College Satellite Program. This is a classic professional development school approach. All students in the teacher education program at Elmhurst College are linked to a "home" school (satellite) in which they will do all their clinical experiences including observations, lesson and unit teaching and student teaching. Students are assigned a mentor and a university supervisor who collaborate to coordinate and ensure the preservice teacher's support and professional growth. The long-term relationship between the preservice student and the schools helps to provide preservice teachers with a more realistic view of the school over several years and in greater depth than the "one classroom view" of traditional student teaching. The extended assignment can surface problems early and provides a basis for more accurately assessing the potential of the preservice student to be an effective teacher. Mentors become adjunct college staff, receive college training in mentoring. Contact Judy Kaminski, Director, the Dept. of Education, Elmhurst College, 190 Prospect Ave. Elmhurst, IL 60126-3296 or call (630)671-3545.
Elmhurst School District 205 Mentor Teacher Program. As early as 1988-89 the district was providing a Mentor Teacher Program and a Mentoring Handbook for 22 mentors and their proteges to support that work. While the program is focused on the needs of BT mentors may also work with experienced teachers who request the support. There is the usual administrative orientation and the individualized orientation provided by mentors. Mentors are responsible to assist and support BT and to ensure that BT are aware of and using current best practices and materials in their teaching. The program also seeks to develop BT self-confidence, self-direction, and sound instructional decision making. The program further wants to provide professional growth opportunities to experienced teachers through their role as mentors. The Handbook provides a definition of mentoring, a list of mentoring tasks, expectations for time commitment and use of the provided released time, and for communication, check lists of mentoring activities, and suggested mentoring discussion topics.
Contact Assistant Supt. Dr. Cheryl Kopecky at 145 Arthur St. Elmhurst, IL 60126
Evergreen Park District 124 New Teacher Program. The program begins for a BT with a two day orientation session in August before school starts which also includes a bus tour of the district and community and 1/2 day of initial work with a mentor. Other after school meetings are required at the end of September, in December and in January. The program provides subs for 5 days of observations, and requires 7 days for scheduled mentor and protege meetings including use of SIP and inservice days. Mentors are provided checklists, keep a mentoring log of their work times, and participate in an evaluation of the program for strengths and areas for improvement. A Mentor Handbook and a NT Handbook are provided which offer items such as suggestions and advice, research articles, handouts from Leslie Huling's mentor training, pages on the mentor's role from the California New Teacher Project. The NT Handbook provides a district mission, goals, district regulations and policies, time lines, tips and suggestions, articles about the first days for other NT, classroom management, professionalism, learning styles, maps, and more.
Frankfort, School District 157 - Mentor Program - This program was begun in 1998 under the support of the Medewin Prairie Collaborative group, part of the Illinois Learning Partnership. The contact person for the district program is Marguerite Mercer, 10482 W. Nebraska, Frankfort, IL 60423.
The program is funded by each participating district paying $750 per NT for the full program and services to GSU. The program includes August mentor training, BT (called partner teachers) training, and a meeting of mentors, BT and administrators for a luncheon. Mentors receive a Mentor Handbook containing time schedules for meetings and mentoring responsibilities, mentor roles, suggestions for mentoring practice, and other helpful articles and guide lines for mentors. Four additional trainings are provided for mentor support for an hour and 1/2 and the participants are paid $25 a meeting to attend. The program includes released time for classroom observations and coaching, optional monthly BT after school sessions, an honorarium of $250 for mentors who attend all trainings and complete all required tasks, and an awards/recognition celebration at the end of each year. Every BT receives a subscription to "The New Teacher Advocate" published by Kappa Delta Pi and all program participants can use the GSU Induction Resources Library and the support of the GSU Program Director. The mentor/partner teacher pair develops a professional development plan including focus goals, an outline of the project and activities the pair will do, roles and responsibilities of each in the project, how each goal will be evaluated, and how their work will be shared with other M/P pairs.
In the spring there is an administrators orientation to explain the program, mentor recruitment, selection, and other program procedures. An Administrator Handbook is provided to each person attending. A Coordinating Council with district representatives oversees the entire program.
A second level of service and support is provided on a more informal basis through the GSU Induction Network which provides member districts with 4 network meetings a year, access to the GSU Induction Resources Library, and training and support for the district's mentor program coordinator.
Finally, in 1994 the GSU program initiated the Beginning Administrator Mentoring Program which involved about 25 new administrators in its first year. The program is co directed by Dr. Karen Peterson and Dr. Ken Peterson, a former district Supt. now on the faculty at GSU.
The Program Director is Dr. Karen Peterson, Professor of Education at GSU, 708-957-4354, e-mail . College of Education, Governors State University, University Park, IL 60466.
Glenview Elementary School District # 31. -Teacher Mentoring Program - Not much is know about this program except what one would expect. It orients and mentors new teachers to the district. A contact person is Julie Bodeen, a teacher at Winkelman school in Glenview. Her phone is 847-729-5650, address is 1919 Landwehr Road, Glenview, IL 60025. Julie's email is <[email protected]>.
Gray's Lake High School District Mentoring Program. This program offers a two day orientation to BT, a bus tour of the community, mentoring, and a welcome luncheon for BT and their mentors. Mentors are chosen for the demonstrated strengths in the classroom and of helpfulness to others. The are assigned to BT with a common plan period when ever possible. Mentors have orientation roles as well a coaching responsibilities. Although mentors meet periodically for sharing information and receive research on mentoring of BT, it appears there is no mentor training provided.
Contact Dr. Elizabeth McDonald, Principal, whose doctoral dissertation was in mentoring. Contact her at 847-223-8621 X 1211, or at 400 N. Lake St. Grayslake, IL 60030.
Illinois State University- Wheeling District #21 Partnership: This partnership is one of sixteen Goals 2000 Preservice Teacher Education partnerships awarded during FY 1997 by the ISBE.
The mentoring program for new teachers in JSD 117 has been going well since the 1994-95 school year. They have a two dimensional program which includes training for mentors. Word of the program's success is beginning to spread and they have received several calls for assistance from other districts in their regions who are interested in staring a mentoring program. For example, a district representative met during the summer of 1998 with superintendents from three adjacent districts who wanted more information about mentoring for their new teachers. Since their districts are small, they had many questions about the logistics and practicality of mentoring in small school districts. They discussed approaching their Regional Superintendent about forming some kind of consortium to gain sufficient staff persons who need the help of a mentor, and sufficient mentors to make running a mentor training more practical. Recently the JSD 117 program has been exploring the impact of the new Illinois Initial Certificate that requires beginning teachers to wait for four years before they can apply for the Standard Teaching Certificate. Jacksonville believes that mentoring is needed as a support for new teachers as they work toward tenure for four years.
Tom Smith, Assistant Supt. JSD 117, <> is a program contact person.
Joliet Elementary school District # 86 Mentor Program - This program was begun in 1998 under the support of the Medewin Prairie Collaborative group, part of the Illinois Learning Partnership. There is no contact person for the district program at this time.
Joliet IL. - The Professional Development Alliance - New Teacher Induction Network - This project is sponsored by the Regional Offices of Education for Will and Grundy-Kendall Counties. It is a series of workshops designed for teachers who are just beginning in the profession. The program is led by area experienced teachers and PDA staff. It is a single year long. The meetings are held seven times during the school year from the hours of 4:30-7:00 PM. Topics address classroom management, parent conferences, teacher evaluations, ISAT testing, planning and pacing instruction, special education procedures, and reflective practice. Districts pay a fee of $175 for each new teacher they send to the series. For more info, contact Terry at the PDA at 815-744-8337 or mail at 2705 McDonough St. Joliet, IL 6043 OR visit their web site at http://www.pdaonline.org
Joliet High School District 204 - Big Brothers/Big Sisters Program. This program is essentially a welcoming and an orientation program with a role for experienced staff as big brothers/sisters. They help acquaint the NT with other staff, find their way around the school, access resources, answer questions, and are generally a help and source of information for the NT. They write to and telephone the NT to begin the welcome and assistance before school, and then attend with their NT a welcoming picnic. NT also attend a series of eleven after school orientation meetings on a host of critical topics such as the teacher evaluation process, district and school rules and expectations for teachers, grading and assessment, how to deal with problems, etc. Assistant Principal Shirley Lang at Joliet West HS is a contact. Call 815-727-6950.
Lincolnwood District #74 - Technology Mentoring Program. Nancy Parro is Coordinator of Staff development for Technology in Lincolnwood. Her interest in mentoring for her district is as a follow up support system for all teachers who have attended the district's staff development in technology. That means the mentoring is provided by experienced technology experts who work with both beginning and other experienced teachers. She can be contacted at 847-675-8240 or on email at <>. Her address is at 6850 East Prairie, Lincolnwood, IL 60645.
Lisle School District #202, Lisle Illinois - Beginning Teacher Mentor Program - A Board of Education strategic planning effort and subsequent conversations between the District Superintendent and the district Director of Staff development, Bill Kruthers, led the district to starting a beginning teacher mentoring program in the fall 1999. Initially, Bill and another teacher leader met with Barry Sweeny, consultant, to research effective mentoring programs and practices. Those early discussion led to an induction program approach which provides initial new teacher orientation meetings before school starts in the fall, new teacher staff development throughout the year, and the support of experienced colleagues who serve as mentors. Bill can be reached at <>.
Lockport Township High School District 205 New Teacher/Mentor Program. Contact Pam Jessee at 1323 E 7th Street, Lockport, IL 60441, 815-834-4400. The goals of this program are to:
The program provides descriptions of the roles and responsibilities of BT, mentors, and the Mentor Program Manager. Mentors are selected through consultation of the Mentor Program manager and building principals who also match mentors and proteges using criteria for the same subject, same grade level, same planning periods, and same building assignments as much as is possible. The program also provides mentor training, check lists, a two day orientation for BT, a bus tour of the district, monthly NT support meetings, and 7 AM morning meetings for mentors 12 times during the year on the usual range of seminar topics. In 1994 Linda Kelley was the NT Mentor Program Manager. The program serves about 15 NT each year.
Lombard District #44 - New Teacher Mentor Program - This program was started in 1998 by a group of concerned teachers who wanted to provide better support to their newer colleagues. This concern was an outgrowth of prior work by the district staff development committee, and the Middle School SIP committee. The purposes of the program are to provide information needed for successfully starting the school year, and training necessary to professionally develop all new teachers regarding effective teaching practices in general and the specific initiatives of District 44 in specific. A contact person is Sylvia Wulffen, a teacher at Glen Westlake Middle School, 1514 S. Main St. Lombard, IL 60148, phone 630-620-3785.
M -McKendree College- Whiteside District 115 Partnership: This partnership is one of sixteen Goals 2000 Preservice Teacher Education partnerships awarded during FY 1997 by the ISBE.
Matteson School District #162, Matteson, IL. Mentoring Program - This program began before 1995 and is currently coordinated by teacher leader, Kisha Harris. The program targets all beginning teachers and those with prior experience who are hired new to the district. The support includes initial orientation meeting for one day, assignment of a mentor and mentor training. In fact, in 2000 the mentor training was provided by Barry Sweeny, mentoring consultant at Best Practice Resources.
Mattoon School District Mentoring Program, Mattoon is a K12 district with about 3000 students and 300 staff persons. Details about the Mattoon mentoring program are available (in an article that was written about the program) to members of the ASCD Mentoring Leadership & Resource Network (join for $15) whose 60 mentoring articles are available at http://www.mentors.net>.
Medinah District 11 New Teacher Induction Program. The program provides new teachers with a "New Teacher Handbook" including school,floor plans, district schedules and calendars, opening day schedules for orientation, district forms, and a list of "survival ideas" and advice. The handbook also includes articles with current research on topics such as classroom management, student motivation, and positive reinforcement. An orientation process is provided including checklists for fall, winter, and spring reminders, building, district and curricular orientation info, parent communication advice and info, and other suggestions to promote success. The program is coordinated by the NT Induction Committee and contact person Dr. Gail Fahey, Assistant Supt. for Curriculum & Instruction.
Midlothian School District 143 - Mentoring Program - This program lasts three years and is focused on both beginning teachers as well as new but experienced teachers. The program includes an initial orientation of two days, assignment of a mentor, mentor training (1/2 day) and new teacher staff development. Mentors work 1-to-1 with their proteges. Most of the program is led by District Superintendent, Dr. William Small. The district has four schools. Contact the program representative, Sandra Ward at 708-385-8275.
New Lenox - Lincoln-Way Community High School Mentoring Program - Beginning teachers receive orientation in August before school starts and the support of an experienced teacher mentor during their first year in the district. Contact person is Kathleen Brown, L-W HS 1801 E. Lincoln Highway, New Lenox, IL 60451, 815-485-7660.
The North Cook ISC Teacher Induction Program, started in 1987 when the organization was the North Cook ESC. At that time the program included new teachers and mentors from schools in just 3 districts. The program piloted a program model borrowed from the University of Wisconsin-Whitewater, which uses a mentoring team approach with a mentor and principal supporting the BT. The program grew quickly to include educators from schools in 7 districts by 1989. The NCTIP provides a Mentor Handbook originally produced by Evergreen School District in Vancouver and the NW Regional Educational Lab in Portland Oregon. The program also offers a one day orientation workshop and evening BT seminars seven times during the year on topics such as cooperative learning, parent conferences and communications, and motivating students. The BT and mentor develop a "joint action plan" with professional growth goals for the BT and activities designed to attain the goals. Mentors and proteges conduct peer observations and coaching for each other and meet weekly to plan and work. The support team meets monthly.
Northern Illinois University- DeKalb ROE Partnership: This partnership is one of sixteen Goals 2000 Preservice Teacher Education partnerships awarded during FY 1997 by the ISBE.
Northern Illinois University- Harlem District 122 Partnership: This partnership is one of sixteen Goals 2000 Preservice Teacher Education partnerships awarded during FY 1997 by the ISBE.
Northeastern Illinois University- Maine Twnsp HS District 207 Partnership: This partnership is one of sixteen Goals 2000 Preservice Teacher Education partnerships awarded during FY 1997 by the ISBE.
Oaklawn High School - New Teacher Mentoring Program - Kathy Fronzak, Principal has been instrumental in garnering experienced teacher and administrative support for an improved new teacher mentoring program. Her efforts in 2000 included hiring Barry Sweeny to provide the program's mentors and all administrators with a day of mentoring strategies training, and a later day of mentor coaching strategies training. In addition, teacher department chairs plan with Kathy a new teacher orientation day so that new staff learn their way around the building, district rules and procedures, and get connected to the staff and resources available for their support. A beginning teacher manual with resources is provided to all new staff. Kathy can be reached at 708-424-5200.
Oak Park District 97 Mentor Program, Oak Park, Illinois.
The mentoring program for new teachers has been generated by teachers for teachers. The teachers' union enjoys a strong partnership with administration and has been the driving force behind this successful program. As of fall 1998, the program is in its sixth year. The program started after our association president attended a board meeting in which fourteen new teachers were dismissed. We knew we had hired quality people for the jobs, so we wondered why had so many new teachers failed? We knew that we needed to take some action to avoid this problem in the future.
To develop our program we called a general membership meeting for people who were interested in mentoring and establishing a program. We received the support of our Superintendent, Dr. John Fagan, and our district's Grant Specialist, Tom O'Loughlin, who found some money for us to use as mentor stipends. Our union also gave us a budget for other program items.
Several of us attended a seminar sponsored by The Mentoring Leadership and Resource Network (www.mentors.net) to hear ideas on how other districts were handling their program and we invited a MLRN Board member to advise us. We made our final proposal to our union and school board, got their approval, and began the program. During our first year we had ten mentors in place, one in each building, and we established a criteria for selecting mentors, an application form, and a general letter of information about the program.
In the second year we developed a mentor training and replacement process. New Teacher Handbooks were created for the staff. By the third year we approached the administration about providing the new staff orientation program and monthly meetings for all of our new teachers. Our district then established our own district university, University 97. This university is an internal program that trains teachers in Oak Park in curriculum and staff development. Teachers are given credit to attend classes and this credit can lead to advancement on the salary lanes. University 97 also allowed us the opportunity to offer a course in mentorship training for interested staff members.
As part of the past contract negotiations, our district has now established a release time program that allows our peer coordinator the opportunity to work first hand with our new teachers. The coordinator sets up daily visits to the various schools and works with the new staff in a variety of ways. The main ideas is that the coordinator is there for assistance and that assistance might be modeling a lesson, helping with a lesson plan, attending a field trip or offering help at the computer.
Oswego District 308 - Mentoring Program. Originally mentors were assigned and left to work with BT but there were no formal trainings, expectations, or support for mentoring. In 1996 a joint administration teacher association committee was formed and Barry Sweeny, a private mentoring consultant was retained to guide the committee's process, provide access to best practices and deliver the mentor training. The committee worked to renew the program and create a formal structure that would improve the impact of the mentoring. The result is a revitalized two year mentoring program and group of mentors, and a mentor Handbook that clearly defines the program. The program has three purposes:
The program defines the characteristics of effective mentors, mentor and administrators roles, a selection and matching process for mentors, expectations of proteges and mentors, how communication must work, task check lists, and instruments for program evaluation. A contact person is Patty Decker, 630-554-3441, who was the President of the teachers association at the time.
Park Forest School District # 163 - Mentoring Program - This program was begun in 1998 under the support of the Medewin Prairie Collaborative group, part of the Illinois Learning Partnership. The district has seven elementary school sites. The contact person for the district program is Gordon Kridner, Park Forest, IL 60466, 708-747-1329.
Peoria - Goals 2000 Beginning Teacher Support System - Chuck Fabish, Assistant Regional Superintendent of Schools for Peoria County is the contact person for conversations about this collaborative project for new teacher support. The Peoria County Regional Office of Education and several area school districts work together to provide staff development and support for new teachers in their region. Contact Chuck at 309-672-6906, or write to the ROE at the Peoria County Courthouse, Room 503, 324 Main Street, Peoria, IL 61602.
Plainfield School District #203 - Mentoring Program - This program was begun in 1998 after a staff and administrative committee met several times with Barry Sweeny, mentoring consultant. The program has continued to grow under the support of the Medewin Prairie Collaborative group, part of the Illinois Learning Partnership. The contact person for the district program is Jon Balke, 500 W. Ft. Beggs Dr. Plainfield, IL 60544
S - Stagg High School Mentoring Program - This program was begun in 1998 under the support of the Medewin Prairie Collaborative group, part of the Illinois Learning Partnership. The contact person for the district program is Andrew Styczynski, 11th & Roberts Rd. Palos Hills, IL 60465.
St. Charles District 303- Mentoring Program. This program was in the planning stages having received a Goals 2000 Planning Grant during 1997-98 and some initial implementation steps were taken by assigning mentors in 1997-98 using Goals 2000 Implementation funding. As of 1998 the only training was for peer coaching. Contact Sharon Soper at the St. Charles High School at 630-513-3030.
The district is also involved in another program of note. The middle schools are in a cooperative partnership with Illinois State University focused on development, implementation and evaluation of the Professional Development School (PDS) model. This program is a year-long internship and is led by Wredling Middle School teacher and ISU doctoral student Nancy Enquist. This program began in the 1997-98 school year and provides a comprehensive New Teacher manual with a wide range of program and support materials. A key feature of the St. Charles/ISU PDS model is the preservice and then in-school application of an structured inquiry process. Results from Nancy's research on the program show that NT are much better able to deal with the challenges required of new teachers because of their structured inquiry experience and how it prepares them to face complex problem solving situations with their professional knowledge base.
Southern Illinois University- Carbondale & ROE Partnership: The ROE in this partnership covers Alexander, Johnson, Massac, Pulaski and Union Counties. This partnership is one of sixteen Goals 2000 Preservice Teacher Education partnerships awarded during FY 1997 by the ISBE.
Southern Illinois University- Carbondale & Belleville District #118 Partnership: This partnership is one of sixteen Goals 2000 Preservice Teacher Education partnerships awarded during FY 1997 by the ISBE.
Southern Illinois University- Carterville District #5 Partnership: This partnership is one of sixteen Goals 2000 Preservice Teacher Education partnerships awarded during FY 1997 by the ISBE.
Southern Illinois University- Mount Vernon District #80 Partnership: This partnership is one of sixteen Goals 2000 Preservice Teacher Education partnerships awarded during FY 1997 by the ISBE.
Southern Illinois University- Unity Point District #140 Partnership: This partnership is one of sixteen Goals 2000 Preservice Teacher Education partnerships awarded during FY 1997 by the ISBE.
Southern Illinois University- Vienna District #55 Partnership: This partnership is one of sixteen Goals 2000 Preservice Teacher Education partnerships awarded during FY 1997 by the ISBE.
Sterling Unit District 5 - Mentoring Program. The Sterling program is a one year support program that is clearly defined in contract language. That description defines the program's purposes as orienting NT to the culture of the district and school, improving the quality of instruction of first year teachers, and providing leadership opportunities for experienced teachers. NT attend district orientation, meetings throughout the year, and work in a mentoring relationship. NT receive credit on the salary schedule for their participation, based on the number of clock hours. NT may request a second year of assistance and participation. Mentors are selected through district criteria and use of a district selection committee, although principals have the final responsibility in the process. Mentors receive 6 hours of initial training and on-going training opportunities throughout the year. The contract defines program evaluation , mentoring logs of time spent, and meetings to review the program. mentors use a district-provided rubric with five areas to guide discussions and planning for growth with the protege. Contact Phil Hunsberger, Director of Human resources who coordinates the program.
Stevenson High School District New Teacher Induction Program: A contact person is Principal Dan Galloway at 847-634-4000 X 228. This program has been in operation since about 1985 and serves about 25 NT each year. The program purposes are to Assist NT with the transition to a new school and to the professional expectations of the district, and to teach NT the culture, norms, expectations and vision of the district. Department Chairs select and assign mentors. Mentors receive training in the summer, attend a mid-year meeting, and receive a Mentoring Resource Booklet. Although mentors are paid to attend the mentor training, no stipends are paid mentors. There are a number of other ways the district supports their work, including recognition and a certificate at the end-of-year awards luncheon. Also, all teachers in the district are expected to "give back" to their profession. NT receive a 2 half day orientation, 2 half days of work with mentors before school starts, a welcome luncheon, monthly reflection questions, journaling and 9 meetings, and are supported by regular work with their mentors. Mentors observe their proteges teach and coach them, and proteges observe their mentors and other experienced teachers. The program is evaluated at the end of each year by mentor and NT surveys.
Streator School District Mentoring Program, a contact person is Jill Smith, Curriculum Director. The program began in August 1997 with 9 BT. It's purposes are to orient BT, to assist and support BT so they are effective in their classrooms, and disposed to long-term, productive service as professionals who invest themselves in the lives of others. Although there is a selection process including recommendations (2), the principals complete a mentor application with mentoring characteristics check list and collaborate with the Director of Curriculum and Instruction to select and match mentors to proteges. Administrators receive training so they understand the mentoring program and processes. The Director of Curriculum provides mentors training twice a year including collaboration skills, leadership development, research on best practices in mentoring, mentoring strategies matched to BT needs, checklists, and guidance for building an effective M-P relationship. Mentors receive $100 for attending mentoring trainings and substitutes for their coaching work. BT attend a district orientation, receive a NT Handbook, create a professional development plan, observe their mentors (master teachers), and attend NT support group meetings. Barry Sweeny, consultant, provides the mentors with peer coaching training in the fall. The program is planning to begin BT seminars in 1998-99, and is trying to improve the effectiveness of the matches made and to find a way to adjust the class size and work load of BT so they have an increased opportunity to succeed.
The program includes mentoring, quarterly mentor support meetings, scheduled meetings with proteges of at least 30 minutes a week, a mentoring reflection log, orientation for NT, and classroom observations for mentors and NT. There is a Mentor Program Handbook, which provides expectations and responsibilities for program participants, criteria for mentors, specific check list/reminders for mentors every week. Mentors receive a $500 stipend for each year. and extra pay for work required by the program such as training and after school meetings. All participants contribute to end-of-the-year program evaluations.
Contact Sue Baker, a math teacher, is the Mentor Program Coordinator and MOM (Mentor Of Mentors). She has two periods of released time to serve in this role. Her phone is 708-225-4617.
Wilmington District #209 U-New Teacher Support Program. This program was started in the summer of 1998 and served 21 of the approximately 100 NT employed in its first year. Mentors received peer coaching training and attended an orientation meeting with NTs. Mentors also attend several mentor support meetings during the year, receive 3 days of released time for their work, and may receive either a stipend or graduate credit as an incentive. During the first year there was one mentor who was a teacher that had recently retired from the district. Mentors play no role in the evaluation of BT for job retention. Contact Kathy Brockett at 815-476-6671 or at 715 S. Joliet St. Wilmington, IL 60481
Wheaton-Warrenville CUSD 200 Induction Program. In 1985, as a result of a negotiated agreement, a committee was formed to develop a comprehensive system of support for professional development. The result included hiring a Director of Staff Development, creation of a "Career Ladder" system to support teacher development activities and teacher leadership opportunities, and identification of a number of other programs that were needed to accomplish the purpose of professionalizing teaching in the district. In 1987 the Induction Program was begun to provide professional development and support for all new educators. At that time that was about 80-90 persons each year, in a staff of about 750 teachers. The Induction Program included a five part system of support and professional development.
The Guide Teacher Program was instituted as a part of this induction support. Guide teachers receive a stipend of $200 and work, primarily in the early fall to ensure that every staff person in a new assignment had the support of another person experienced in that assignment available to help them. Guide teachers received a half day of training to prepare them for their work.
Research and evaluations conducted at the end of the 1987-88 school year showed that the Guide Teacher Program was sufficient to meet the needs of experienced but new staff, but was completely inadequate to meet the needs of beginning educators with a year or less experience. In the fall 1988 the Mentor Teacher Program was begun to target those beginning educators with a year or less experience. Mentors received $800 for each of the two years they worked with BT, they received extensive trained for their role, lasting three days. Mentors attended a quarterly mentor support group, were trained in peer coaching, could access a day a month of released time for mentoring and coaching, were themselves mentored by the program coordinator, and contributed to program evaluation at the end of each year.
Barry Sweeny was the chairman of the Career Ladder Committee and on the committees that developed the Mentoring Program, and served from 1998 to 1992 as the coordinator of the Mentor and Guide Programs, working half time as a teacher and half time as a staff development specialist. When he left the district for a full time staff development position, other teachers were appointed to the half time role. Eventually the cost of mentoring and the pressure of cost containment initiative led to elimination of the Mentoring Program, although the Guide Teacher program has been maintained through 1998. Contact Barry, the facilitator of this web site, about the earlier years and Dr. Mary Curley, Asst. Supt. at 630-682-2000 about the more recent years.
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