Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 65 - NEW TEACHER INDUCTION AND MENTORING › Subpart B - BEGINNING TEACHER INDUCTION GRANT PROGRAM › Appendix A - Illinois Standards of Quality and Effectiveness for New Teacher Induction Programs

Current through Register Vol. 48, No. 28, July 12, 2024
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 new 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.
Any changes made to the
				  standards must be approved by the Teaching Induction and Mentoring Advisory
				  Group
(see Section 21A-20.15 of the School Code). Programs must take
				  into consideration local contexts and must:
Standard 1: Establish an Equity-Focused Program
				  Design, Vision, and Goals
Criterion
				  1.1: Create an
				  equity-focused, comprehensive program and goals to advance student learning and
				  accelerate teacher effectiveness. The program vision and mission are guided by
				  current research on induction, mentoring, coaching, and teacher leadership, as
				  well as evidence-based practices, Illinois professional educator competencies
				  and legislation, and local context.
Criterion 1.2: Address the unique needs of new
				  teachers of color and new teachers from historically underrepresented groups by
				  intentionally developing structures, processes, professional learning and
				  supports which emphasize racial equity, the role implicit biases play in the
				  educational system, affirming the backgrounds and identities of new teachers of
				  color and those from other marginalized groups, and other related culturally
				  responsive issues.
Criterion
				  1.3: Work to improve
				  conditions that affect new teacher success, their students' learning, and
				  teacher retention with a specific focus on equity.
Criterion 1.4: Provide adequate time for
				  implementation and sufficient financial resources to accomplish program goals,
				  support continuous improvement, and ensure long-term sustainability.
Criterion
				  1.5: Develop and implement
				  a comprehensive system of program evaluation and continuous improvement based
				  upon data, vision and mission, goals, induction program standards, and program
				  design.
Criterion 1.6: Ensure that a broad coalition of
				  stakeholders is well-informed and collaborates on and advocates for effective,
				  evidence-based program implementation that aligns with the institution's
				  vision, mission, and instructional priorities.
Standard 2: Engage Local Leadership Teams for the
				  Systematic Coordination and Support of Induction, Mentoring, and Teacher
				  Leadership
Criterion 2.1: Utilize a team that includes
				  teachers and administrators with equal and collaborative voice to provide time,
				  fiscal resources, plan, implement, evaluate, and refine the program.
Criterion 2.2: Collaborate to create a culture of
				  commitment to teacher induction, mentoring, leadership, and improving student
				  achievement through culturally responsive instruction and an optimal learning
				  environment that is equitable for each child.
Criterion 2.3: Identify program leadership to be
				  responsible for program implementation, including daily operation, oversight,
				  and use of data. Program leadership will be given the time, fiscal resources,
				  trust, and authority to implement and support induction, mentoring, and teacher
				  leadership development.
Criterion 2.4: Provide time and resources for
				  collaboration and coordination of induction and mentoring and train all members
				  of the district organization including, central office, building and school
				  board leadership, to ensure that the program's vision and mission, goals,
				  design, and practices align with teacher preparation, professional learning,
				  leadership development programs, and teacher/school leader evaluation.
Standard 3: Allocate Resources Equitably
Criterion 3.1: Distribute allocated funds to
				  ensure that sufficient and equitable program resources are available for
				  induction, coaching, mentoring, leadership, and professional learning for all
				  participants.
Criterion 3.2: Monitor resources to ensure an
				  adequate and equitable distribution of funds to support components defined in
				  the program design and in alignment with the district's improvement
				  plan.
Criterion 3.3: Monitor resource allocations on a
				  regular basis in order to make necessary adjustments as needed during the
				  year.
Criterion 3.4: Access, align, and coordinate
				  existing professional learning resources with the induction program.
Criterion 3.5: Allocate sufficient, sanctioned,
				  protected time for mentoring to foster high quality support for new
				  teachers.
Criterion 3.6: Support the development of fiscal
				  reports to document allocations of resources as necessary for accountability
				  and to promote continuous program improvement.
Standard 4: Collaborate in the Implementation of
				  Induction, Mentoring, and Teacher Leadership Practices
Criterion
				  4.1: Develop and clearly
				  communicate clearly defined roles and responsibilities of principals and other
				  school administrators, through a clearly articulated, open process that
				  utilizes specific evidence-based criteria, is centered upon the specific roles
				  principals and other school administrators play in supporting an induction and
				  mentoring program, new teachers, and the confidential nature of the
				  mentor/teacher relationship.
Criterion 4.2: Ensure that the mentoring process
				  is separate from the performance evaluation process and employment
				  decisions.
Criterion
				  4.3: Support school
				  leaders to implement policies, provide resources, and create conditions that
				  promote teacher learning, development, and success for new teachers and that
				  align to policies and practices supporting teachers across the
				  continuum.
Criterion 4.4: Provide opportunities for all
				  stakeholders to participate with school leaders, as learners, in ongoing
				  professional learning that builds and sustains the education community's
				  capacity to advance new teacher development and mentor effectiveness.
Criterion
				  4.5: Collaborate and
				  cross-check with evidence-based practices to ensure positive mentoring
				  experiences and to uphold the confidential relationships between mentors and
				  new teachers.
Standard 5: Establish Mentor Roles,
				  Responsibilities, Selection, and Assignment Based on Evidence-Based
				  Practices
Criterion 5.1: Develop and communicate to all
				  stakeholder groups clearly defined mentor roles and responsibilities through a
				  clearly articulated, open process that uses specific evidence-based criteria
				  and is centered upon the advancement of new teacher practice, student learning,
				  and teacher leadership in a manner reflective of best practices.
Criterion 5.2: Implement and continuously improve
				  an equitable, formal, clear, and rigorous process for mentor selection and
				  criteria that is evidence-based, consistent with mentor roles and
				  responsibilities, and that ensures new teachers will receive high-quality
				  mentoring throughout their participation in the induction and mentoring
				  program.
Criterion 5.3: Establish expectations for
				  effective mentor practice and accountability that are evidence-based and
				  aligned with program vision and mission and district instructional
				  priorities.
Criterion 5.4: Match and manage the assignments of
				  new teachers and mentors based on multiple relevant factors, including
				  individual teacher identities, to establish effective pairings.
Standard 6: Create Professional Learning and
				  Learning Communities Focused on Development of Mentors
Criterion 6.1: Support mentors to meet the needs
				  of new teachers. Focus must be placed on the unique needs of teachers of color
				  and teachers from other historically underrepresented groups by integrating
				  professional learning regarding racial equity, implicit bias, and other related
				  culturally responsive issues throughout the course of the mentors' work with
				  new teachers.
Criterion 6.2: Ensure that mentors are highly
				  trained in the areas of evidence-based equitable and inclusive learning
				  practices, and anti-bias and anti-racist practices, to support new teachers in
				  advocating for and fostering learning environments that embrace and build on
				  students' race/ethnicity, national origin, language, sex and gender, gender
				  identity, sexual orientation, physical/developmental/emotional ability,
				  socioeconomic class, religion, etc.
Criterion 6.3: Design and implement initial formal
				  orientation and foundational mentor professional learning as the centerpiece of
				  mentor onboarding, commencing before mentors start work with new teachers and
				  continuing over the course of the mentors' work with new teachers.
Criterion 6.4: Provide foundational mentor
				  professional learning that is guided by research and evidence-based mentoring
				  practices, district instructional priorities, and the developmental needs of
				  mentors and new teachers. This professional learning will develop the basic
				  knowledge, skills, and attitudes for continuous improvement in quality
				  mentoring, ensure the mentor has an understanding of program vision, mission,
				  and goals, and provide sufficient foundational knowledge and skills to
				  establish initial trust and credibility with both new teachers and school
				  leaders.
Criterion 6.5: Provide dedicated time, resources,
				  and institutional support for mentors to engage in ongoing professional
				  learning, opportunities to collaboratively apply and extend new learning,
				  reflect on and continuously improve their mentoring practice, and provide
				  feedback to new teachers through in-field observations.
Criterion 6.6: Implement a system of continuous
				  improvement and accountability for mentors that is based on reflective
				  processes and informed by qualitative and quantitative data from mentor/new
				  teacher interactions.
Criterion 6.7: Develop systems to support mentors
				  to collaboratively build new teacher instructional capacity through application
				  of new learning, grounded in analysis of student learning and formative
				  feedback of teaching practice that meets the variable needs and fosters
				  strength-based partnerships with each student.
Criterion 6.8: Provide tools for mentors to
				  support the new teachers' collaboration and partnership with all stakeholders,
				  specifically including families, colleagues, instructional leadership teams,
				  and the broader education community.
Criterion 6.9: Ensure that mentors have been
				  adequately engaged in professional learning to provide the knowledge, skills,
				  tools, and resources to help new teachers provide every student access to
				  relevant, evidence-based, culturally responsive, standards-aligned lessons and
				  curriculum.
Criterion
				  6.10:
				  Ensure the capacity of mentors to support new teachers in using blended
				  learning, working to develop instructional supports through an equity lens, in
				  order to meet the diverse needs of every student.
Standard 7: Create Professional Learning
				  Communities Focused on Development of New Teacher Practice
Criterion 7.1: Develop and implement a
				  comprehensive induction program for new teachers that emphasizes their
				  participation in ongoing professional development and is focused on their
				  continuous professional growth to support student learning.
Criterion 7.2: Provide time, resources, and
				  institutional support for new teachers to participate in ongoing professional
				  learning opportunities that collaboratively apply and extend new learning,
				  reflect on and continuously improve their practice, and seek feedback through
				  in-field observations or collaborative affinity groups.
Criterion 7.3: Provide professional learning for
				  new teachers that integrates evidence-based practices, teaching and content
				  standards, district instructional priorities, and the developmental needs of
				  new teachers, specific to their identities, to advance quality instruction and
				  the learning of every student.
Criterion 7.4: Provide protected time and
				  institutional support for high-quality induction and mentoring and professional
				  development experiences for new teachers.
Criterion 7.5: Develop the capacity of new
				  teachers to use the Culturally Responsive Teaching and Leading Standards to
				  ensure students' access to an equitable and rigorous education and to ensure
				  educators themselves are aware of their own identities, actions, interactions,
				  and biases, as they relate to their broader educational community.
Criterion 7.6: Develop the capacities of new
				  teachers to meet the diverse learning needs and social and emotional needs of
				  every student, including students with diagnosed and undiagnosed learning
				  differences, and to uphold related laws.
Standard 8: Enhance Collaborative Experience of
				  Mentor and New Teacher Through Systems of Formative Assessment and
				  Feedback
Criterion
				  8.1: Ensure that
				  mentors and new teachers use tools and protocols. These tools should include
				  research-based activities such as mentor observations and formative feedback,
				  evaluation of student work, analysis of student data, and engagement in
				  reflective conversations and coaching cycles.
Criterion 8.2: Support mentors in guiding new
				  teachers into the development of instructionally-focused goals. These goals
				  should reflect the district's vision, the teacher's individual strengths and
				  areas of growth, and previously explored data points.
Criterion 8.3: Create structures to ensure that
				  mentors engage in confidential formative feedback and documentation
				  processes.
Criterion 8.4: Mentors must provide support to new
				  teachers in navigating their district's evaluation process by helping them to
				  prepare.
Standard 9: Implement A Program Evaluation and
				  Continuous Improvement Process
Criterion 9.1: Implement an ongoing cycle of
				  continuous improvement toward equitable outcomes and of evidence-based program
				  evaluation that utilizes formal and informal measures based on multiple sources
				  of information and involves all program participants and other
				  stakeholders.
Criterion 9.2: Maintain collaborative
				  implementation, evaluation, and continuous program improvement through data
				  analysis, program evaluation, and stakeholder communication linked to relevant
				  standards and evidence-based research.
Criterion 9.3: Solicit stakeholder input through
				  the development of various reciprocal communication systems.
Criterion 9.4: Include fiscal reports as part of
				  the evaluation to document allocations of resources as necessary for
				  accountability and to promote continuous program improvement.
Criterion 9.5: Systematically collect programmatic
				  aggregated data for the purposes of informing program decision-making,
				  improvement, and accountability.