Mentors

These modules introduce participants to the requirements and best practice for developing new mentors for induction and mentoring.

They address the Illinois Standards of Quality and Effectiveness for Beginning Teacher Induction Programs and use the Illinois Program Continuum to guide differentiation for all Illinois school districts.

Mentor Module 1: Development for New Mentors

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By the end of this module, mentors will be able to:

  • Identify knowledge of effective mentoring principles and roles and apply that knowledge to support beginning teacher learning
  • Identify, foster and leverage professional learning communities with fellow mentors to reflect upon, refine, and improve mentoring practices.
  • Identify and advocate for elements of ongoing mentor professional development
  • Identify the purpose of and range of formative assessment tools to use to support beginning teacher development

Mentor Module 2: Refinement of Coaching Practices

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By the end of this module, participants will be able to:

  • Identify various models of mentoring and advocate for an individualized instructional mentoring that transforms beginning teachers and schools
  • Recognize a wide variety of factors that affect new teachers and apply this knowledge to advance their mentoring practice and efficacy supporting new teachers
  • Reinforce the use of essential mentoring language and skills in the context of initiating conversations and other opportunities for advancing new teacher professional practice
  • Apply specific protocols that can support a continuous improvement cycle in daily work with new teachers

Mentor Module 3: Using Formative Assessment to Support Mentoring

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By the end of this module, participants will be able to:

  • Identify the benefits and characteristics of a formative assessment approach in mentoring and advocate for the establishment and growth of a formative assessment culture that transforms beginning teachers and schools
  • Recognize factors that inhibit and advance the establishment of a formative assessment culture and apply this knowledge to further support new teachers
  • Reinforce the use of essential mentoring language and skills in the context of the inquiry cycle and giving high quality feedback
  • Become familiar with specific protocols and tools that can support data collection and analysis in order to help diagnose learning situations and needs on a systematic basis with new teachers