Mentoring Program

The Lincolnwood District 74 Mentorship Program is a two year program that provides new teachers support as they become acclimated to the school district, allows for constructive feed back, and encourages reflection of the teaching process. The District 74 Mentoring Program is facilitated and guided by the support of the Mentoring Committee comprised of both teachers, union members, and school administration.

Overview of the New Teacher Mentor Program

There are two components of the New Teacher Mentor Program:
1. Induction
2. Mentoring

Phase One: Induction
Goals of the Induction Program
1. Introduce the culture of the school system to beginning teachers.
2. To prepare teachers for a successful beginning in their new school.

The Induction Phase of the New Teacher Mentor Program is designed to introduce new teachers to the school community. The Induction Phase takes place during the first month of the school. Each new teacher is assigned a Building Inductor who will provide information and assistance primarily with building level issues. New faculty members meet weekly or on an as needed basis with their Building Inductor throughout the first month of school. At the end of the four week Induction Phase the inductor, new teacher, and building principal will collaborate in selecting a permanent mentor for the new teacher. The mentor teacher will then guide the new teacher over the next several years for Phase Two of the mentoring process.

Phase Two: Mentoring
Goals of the Mentoring Program
1. To help the new teacher gain self confidence.
2. To learn technical aspects of the job.
3. To listen to new ideas and to foster creativity.
4. To expose the new teacher to new opportunities.

The Mentor Phase is designed to assist the teacher by establishing a mentor partnership. Teacher pairs work together to discuss issues related to classroom management, planning for instruction, and evaluating student progress. It is hoped that the program will provide the opportunity to develop open communication designed to foster the growth of both individuals. The mentor and the new teacher develop an ongoing relationship. During the school year, periodic seminars are held with both the mentor and new faculty members to discuss topics such as conferencing, teacher evaluation, support services, and time management. New teachers are also provided with a New Teacher Manual as a reference upon entering the district.