TITLE 23: EDUCATION AND CULTURAL RESOURCES
SUBTITLE A: EDUCATION
CHAPTER I: ILLINOIS STATE BOARD OF EDUCATION
SUBCHAPTER b: PERSONNEL
PART 65 NEW TEACHER INDUCTION AND MENTORING
SECTION 65.APPENDIX A ILLINOIS STANDARDS OF QUALITY AND EFFECTIVENESS FOR BEGINNING TEACHER INDUCTION PROGRAMS



 

Section 65.APPENDIX A   Illinois Standards of Quality and Effectiveness for Beginning Teacher Induction Programs

 

This Appendix A sets forth a clear framework to assist in the development of research-based programs that meet local needs and are responsive to local contexts.  The standards are broad and interdependent, describing a vision of a comprehensive and dynamic program for beginning teachers and those who support them.  The intent of these standards is to foster thoughtful, high-quality growth and development.  Each program funded under this Part shall meet the standards set forth in this Section.

 

Standard 1:  Induction Program Leadership

 

The induction program has an administrative structure with specified leaders who plan, implement, evaluate and refine the program through data analysis, program evaluation and stakeholder communication linked to relevant standards.

 

Criterion 1.1:  Program leadership is selected and the leaders' role is clearly defined to include being responsible for program planning, operation, oversight and use of data.

 

Criterion 1.2:  Program leadership, program partners and all stakeholders have the time, fiscal resources and authority to implement and support the program.

 

Criterion 1.3:  Program leadership, program partners and all stakeholders create a culture of commitment to beginning teacher induction and improving student achievement.

 

Criterion 1.4:  Program leadership engages in initial and ongoing professional development to understand, design and implement high-quality induction and mentoring.

 

Standard 2:  Program Goals and Design

 

Local program design is focused on beginning teacher development, support and retention and improved student learning. The goals are guided by current induction research, effective practices, standards contained in this Section, the district and school improvement plans and local concerns and context.

 

Criterion 2.1:  Program design includes learning outcomes for beginning teacher participants that recognize a continuum of teacher development and a focus on student learning with clearly defined participant expectations for program completion.

 

Criterion 2.2:  Program design provides for effective communication among program leadership, mentors, beginning teachers and site administrators and is consistently integrated into district and school improvement goals and ongoing professional development initiatives.

 

Criterion 2.3:  Program design includes high-quality mentor selection, training, assessment and evaluation, and ongoing support in a mentor learning community.

 

Criterion 2.4:  Program design defines essential activities, including beginning teacher formative assessment, written documentation of beginning teacher and mentor work, analysis of beginning teacher instruction and student learning, and professional development for all stakeholders.

 

Criterion 2.5:  Program goals and outcomes for teacher development, retention and support and student learning are reviewed and revised as necessary by designated program leaders and stakeholders based on the analysis of multiple sources of program evaluation data.

 

Standard 3:  Resources

 

Program leadership allocates and monitors sufficient resources to meet all goals and deliver program components to all participants.

 

Criterion 3.1:  Program leadership, program partners and all stakeholders allocate adequate resources to ensure an appropriate distribution of funds to support components defined in the program design and in alignment with the district's improvement plan.

 

Criterion 3.2:  Program leadership, program partners and all stakeholders access and coordinate existing professional development resources to effectively align and coordinate those resources with the induction program.

 

Criterion 3.3:  Program leadership, program partners and all stakeholders allocate sufficient, sanctioned, protected time for mentoring to foster high-quality mentoring for beginning teachers.

 

Criterion 3.4:  Formative program leadership, program partners and all stakeholders monitor resource allocations on a regular basis in order to make necessary adjustments as needed during the year.

 

Criterion 3.5:  Summative program leadership, program partners and all stakeholders support the development of fiscal reports to document allocations of resources as necessary for accountability and to promote ongoing program improvement.

 

Standard 4: Site Administrators Roles and Responsibilities

 

Site administrators lead efforts to create a positive climate for the delivery of all essential program components. Site administrators and program leadership collaborate to ensure that they are well-prepared to assume their responsibilities for supporting beginning teachers in the induction program.

 

Criterion 4.1:  Program leadership, program partners and all stakeholders collaborate to design effective professional development for site administrators and promote their full involvement in program operations to maximize ongoing program improvement.

 

Criterion 4.2:  Program leadership, program partners and all stakeholders collaborate with site administrators to ensure positive working environments for beginning teachers.

 

Criterion 4.3:  Program leadership, program partners and all stakeholders collaborate with site administrators to foster the development of collaborative learning communities to promote a program of support for all staff.

 

Criterion 4.4:  Program leadership, program partners and all stakeholders support site administrators to provide ongoing high-quality communications regarding induction program design and implementation.

 

Criterion 4.5:  Program leadership, program partners and all stakeholders engage with site administrators to ensure positive mentoring experiences and to uphold the relationship between mentor and beginning teacher as confidential.

 

Criterion 4.6:  Program leadership, program partners and all stakeholders collaborate with the site administrator to align their work in support of beginning teachers with the standards for administrators.

 

Standard 5: Mentor Selection and Assignment

 

Mentors are recruited, selected and assigned using a comprehensive strategy that includes a clearly articulated, open process and specific criteria that are developed by and communicated to all stakeholder groups.

 

Criterion 5.1:  Program leadership, program partners and all stakeholders are guided by clear rigorous selection criteria and processes to ensure that beginning teachers will receive high-quality mentoring throughout their participation in the induction program.

 

Criterion 5.2:  Program leadership, program partners and all stakeholders ensure that the matching of beginning teachers and mentors is based on multiple relevant factors to establish effective pairing of mentors with beginning teachers.

 

Criterion 5.3:  Program leadership, program partners and all stakeholders define and implement a process to address changes or make necessary adjustments in mentor and beginning teacher matches.

 

Standard 6: Mentor Professional Development

 

Mentor professional development provides a formal orientation and foundational mentor training before they begin their work with beginning teachers and should continue over the course of the mentor's work with beginning teachers. Mentors have time, supported by the program, to engage in this mentor learning community and are consistently supported in their efforts to assist beginning teachers in their development, with a focus on student learning.

 

Criterion 6.1:  Program leadership, program partners and all stakeholders collaborate to provide foundational training for mentors to develop basic knowledge, skills and attitudes for high-quality mentoring.

 

Criterion 6.2:  Program leadership, program partners and all stakeholders facilitate the development of a professional learning community for mentors to regularly reflect on, improve and refine their practice.

 

Criterion 6.3:  Program leadership, program partners and all stakeholders collaborate to provide ongoing professional development for mentors to advance induction practice and promote beginning teacher development.

 

Standard 7: Development of Beginning Teacher Practice

 

Beginning teachers have regularly scheduled time, provided during the two-year program, to participate in ongoing professional development that is focused on their professional growth to support student learning.

 

Criterion 7.1:  Program leadership, program partners and all stakeholders collaborate to provide beginning teacher orientation to clarify district school and induction programs and ensure high levels of beginning teacher participation.

 

Criterion 7.2:  Program leadership, program partners and all stakeholders collaborate to design and implement formal support of networking opportunities for beginning teachers to ensure their participation in collaborative cultures focused on professional learning and ongoing support.

 

Criterion 7.3:  Program leadership, program partners and all stakeholders implement ongoing professional development to ensure high-quality beginning teacher development.

 

Criterion 7.4:  Program leadership, program partners and all stakeholders provide and support sanctioned time for induction and mentoring processes to ensure sufficient support for high-quality professional development experiences for beginning teachers.

 

Standard 8: Formative Assessment

 

Beginning teachers and mentors participate in formative assessment experiences, collaboratively collecting and analyzing measures of teaching progress, including appropriate documentation, mentor observations and student work, to improve classroom practices and increase student achievement.  The formative assessment is an ongoing, non-evaluative, evidence-based measurement of growth over time, involving a variety of sources of data, that is used to inform ongoing professional development.

 

Criterion 8.1:  Program leadership, program partners and all stakeholders ensure that mentors use formative assessment tools collaboratively with beginning teachers for initial self-assessments and development of individual learning plans to guide weekly visits and determine the scope, focus and content of professional development activities.

 

Criterion 8.2:  Program leadership, program partners and all stakeholders ensure that mentors utilize a wide range of formative assessment tools in order to establish multiple measures of teaching from which to promote further professional development.

 

Criterion 8.3:  Program leadership, program partners and all stakeholders establish and maintain procedures for documenting confidential use of formative assessment to gather evidence of reflective processes that impact student learning and practice.

 

Criterion 8.4:  Program leadership, program partners and all stakeholders develop and follow policy regarding use of formative assessment and documentation to protect their use for program purposes only and not for evaluation of beginning teachers or for employment decisions.

 

Standard 9: Program Evaluation

 

Programs operate a comprehensive, ongoing system of program development and evaluation that involves all program participants and other stakeholders.

 

Criterion 9.1:  Program leadership, program partners and all stakeholders develop and implement an ongoing process for program evaluation based on multiple internal and external sources with formal and informal measures to ensure ongoing program improvement.

 

Criterion 9.2:  Program leadership, program partners and all stakeholders analyze multiple sources of data and share results with stakeholders in a systematic way.

 

Criterion 9.3:  Program leadership, program partners and all stakeholders implement a process for mentor accountability in a supportive environment through a defined process of communication and documentation.

 

Criterion 9.4:  Program leadership, program partners and all stakeholders participate in external reviews and statewide data collection designed to examine and improve program quality and effectiveness and to inform policymakers and stakeholders.

 

(Source:  Added at 36 Ill. Reg. 16098, effective October 25, 2012)