The Mentor League

The Mentor League is here to support YOU!

Whether you are new to your career in education or simply new to District 34, our Mentor League superheroes have you covered. These highly trained professionals support our newest team members with an approach that is focused on growth, grounded in the educator frameworks, based on collegial collaboration, and shaped by your needs and interests. We want all new staff members to have a successful transition into the District, to ensure that you feel that you belong in District 34!

Through our Mentor League program, you will have the opportunity to:

  • Meet and connect with your new team

  • Learn about your building and resources

  • Explore curriculum and role expectations

  • Set and pursue goals specific to you, your interests and needs

  • Prepare for each step in the evaluation process

  • Earn up to 20 professional development hours

  • Collaborate with a non-evaluative leader in our district who will always maintain your confidentiality

mentors
I Belong in District 34

Comprehensive Mentor Program for Educators

District 34 is proud to offer new educators a comprehensive mentor program. This program is designed to support and sustain the growth of new educators as they teach and develop relationships with students.  Moreover, all of our teachers, administrators and staff aspire to be superheroes who are focused on students, supporting each other and the collective efficacy of District 34.

Mentors Working with Mentees at New Teacher Orientation
Mentor Mentee Logo 2019

Purpose of the Mentor League Program

The purpose of the District’s mentoring program is ultimately to build staff’s autonomy as reflective practitioners. To that end, the Mentor League Program seeks to:

  • Attract and retain the most knowledgeable and highly qualified professional educators by addressing concerns and overcoming challenges common to new staff.

  • Provide new educators with easily accessible instructional and interpersonal support in a professional, collegial, and non-judgmental manner.

  • Develop the knowledge, skills, attitudes, and values that are vital to one's successful personal and professional development as an educator.

  • Offer an opportunity for new and experienced educators to analyze and reflect upon their work together and thus, build a foundation for the continued study of effective teaching and learning strategies.

  • Enable individuals to seek out those opportunities for professional collaboration that will result in effective classroom practices and positive interpersonal relations.

  • Furnish an opportunity for effective educators to be reenergized through their work as mentors and to increase their capacity as leaders within our district.

  • Achieve the highest level of staff trust, cooperation, and empowerment.

Glenview District 34 New Educator Mentor Program

  Items you may focus on with your Mentor Connection with your context and New Educator Evaluation process
September- October
  • Getting to know your Mentor, building / context & team members 

  • Lesson / interaction planning 

  • Segment 1; reflecting on the Framework for Teaching (FFT) or for your role 

  • Goal setting  

  • PERA Student Growth Plan writing (if applicable)

  • Supports Domains 1 & 4 for professional collaboration and knowledge of available resources 

  • Great planning is the foundation for success 

  • "Segment 1" conversations with your Administrator focus on aspects of the Framework 

  • Accurate self-reflection leads to goals; goals lead to action 

  • PERA Student Growth Plan portion of evaluation
November - December

  • Implementing the Student Growth Plan and professional goal 

  • Student Work Analysis 

  • Planning for specific student needs 

  • Segment 2; reflecting on the FFT 

  • Mentor class visit 

  • Ongoing work related to PERA Student Growth Plans 

  • Segment 2 with Administrator 
January - February

  • Professional goal adjustment (if desired) 

  • Implementing the Student Growth Plan and professional goal 

  • Segment 3 reflecting on the FFT 

  • PERA Student Growth Plans may be due by late February 

  • Segment 3 with Administrator 
March - April
  • Segment 4 reflecting on the FFT 

  • Segment 4 is a summative evaluation 

  • Understanding and incorporating feedback 
May - June

  • Student Work Analysis 

  •  Planning

  • Implementing new learning 

  • Reflecting on Year 1 and goal setting for Year 2 
  • Demonstrating the adoption of feedback and pushing autonomous growth through reflection & action