Mentoring and Induction for New Teachers - CPS, NEIU, RU, LU, ISU: Four universities provide staff to assist in the CPS induction program for second year teachers.
and Golden Teacher - ISU, NEIU, LU, and RU work with CPS to support professional development for second year beginning teachers. (To save as a Word document use the link above)
MINT and Golden Teachers are projects of the Chicago Public Schools. IPLP
supports and provides faculty and consultants to act as lead presenters and
small group facilitators. IPLP also provided consultation and technical
support to the design of the training ,the evaluation process and training
of other lead presenters and facilitators. Lead facilitators from NEIU:
Heather Patay, Michael Pietrzak, Beverly Rowls, Susan Garr, Drew Tessler,
Amy Hafter. Currently Zoe Keithley and Beverly Rowls are active in
reshaping the new GOLDEN project.
In addition in 2001-2003 IPLP facilitators recruited by CPS participated in
training sessions led by CPS, Chicago Teachers' Union and IPLP faculty using
a fully collaborative design and interactive hands on train the trainer
model.
The same team developed the 5-session hybrid small group interactive model
during 2000-2001 year. While IPLP facilitators and lead presenters worked at
multiple sites in the first year they were only able to do the small group
model at the Chicago Teachers' Center site.In the second year teachers met
with facilitators to design their on-going professional development.
The NEIU faculty also developed and implemented the distance learning
component of the 2000-2001 MINT program. This initiative was led by Dr.
Steven Brown and Michael Pietrzak.
In 2001-2002 MINT teachers attended five sessions to create a teaching portfolio. Teacher sign-in sheets and evaluation forms for each session were collected and returned to the CPS mentoring program and analyzed and compiled by IPLP at Mcdill Teachers Academy. For the Golden Teachers program, teachers completed the application form for their personal learning plan.
MINT evaluation forms collected for the 2nd year teacher planning sessions indicated that second year teachers have difficulty reflecting on practice, IPLP faculty was trained by Chicago Teachers' Union and ISU
faculty in the rubric for evaluation portfolios of second year teachers.
IPLP faculty then read portfolios and revised the rubric. Review of the
portfolios identified these areas that indicate 1. where 2nd year teachers
are developmentally in their capacity to form instruction and 2. data
important to pre-service teacher education programs in seeing where their
programs could provide some additional learning support for their students:
IPLP found that 2nd year teachers can articulate or describe cultural,
racial, linguistic and learner need but cannot apply to forming or
implementing instruction, can articulate special education and inclusion
issues but cannot implement in instruction and finally that 2nd year
teachers were unable to separate formative and performance assessment that
informs instruction from summative quizzes and tests
Evaluations filled out by 2nd year teachers in MINT indicate that
district policy can impact teacher attitudes about professional development,
second year teachers are hungry for ideas and support to enhance their
effectiveness, second year teachers are more likely to participate in
activities that have direct application in practice.
Additional study of the MINT evaluations was done as part of the CPS Human
Capitol Initiative on New Teacher Mentoring, Induction, Recruitment and
Retention in Spring and Summer of 2002. Bob Fisher and Heather Patay sat on
two of these committees along with CPS central office administrators, CPS
human resource personnel, and consultants from the McKenzie Group.
As a result of these task force reports and the evaluation studies the
Chicago Public School system has modified their induction and mentoring
program each year for the past several years.
New Teacher Seminar is an NEIU course.
In 2000-2001 Dr. Charles Pistoria designed a classroom vignette and case
based >course for new teachers and piloted the course in 2000-2001. Course
was facilitated by Dr. Pastorio, two faculty members from the College of
Arts and Sciences, two high school teachers, two principals -Dr. Joe Garvey
(H.S.) and Dr. Barbara Jackson (K-8) and a faculty member from Ed.
Leadership. It was held after school at Schurz High School
2001-2002 and 2002-2003 Joe Garvey, retired high school principal, Robert
White and Mike ? high school teachers and Pat Woodson Assistant Principal at
Vaughn Occupational High School, a New Teacher Seminar for new teachers
teaching in high need CPS schools.
The same course was offered at Cook Elementary by Dr. Barbara Johnson and
Dr. Sharon Bean for new teachers on the south and south west side. Report
and data are on the NEIU/IPLP web site. In 2002-2003 Dr. Garvey assumed
leadership of the new teacher seminar project.
For the New Teacher Seminar, students were contacted two years later and
asked to reflect on the experience and to indicate whether they were still
teaching. For the New Teachers' Seminar, all the teachers in their first
year (2000-2001) are still teaching (fall 2002). For the New Teachers
Seminar, support for novice teachers appears to be essential and
collaboration with other teachers in the seminar is a natural outcome.
In 2002-2003 Dean Giblin. Susan Appel Bass and the Alumni of NEIU COE
initiated an alumni mentoring program. This program is in the design phase,
but the following has occurred (1) Survey of alumni to determine interest,
(2) Meetings with alumni (3) A dinner celebrating distinguished award
winning alumni, (4) Establishment of a working group, (5) Planning meeting
between the alumni working group, Dean Giblin, faculty from Teachers Ed,
faculty from Special Ed and IPLP director and director of mentoring and
induction, Joe Garvey. This effort is coordinated by Susan Appel Bass. The
next step is a focus group with the juniors and seniors in IPLP cohorts
facilitated by the alumni and Dr. Giblin. Data from the focus group will be
used to determine the focus and plan for the mentoring. Mentors will be
matched with IPLP juniors and seniors.
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