We invite you to share your expertise, lessons learned, and promising practices related to beginning teacher needs, induction, mentoring, and support at the 8th Annual Induction and Mentoring Conference. Your session(s) should address one or more of the Critical Issue Categories (based on the Illinois Induction Standards). You are encouraged to submit proposals reflecting the conference focus of how PERA legislation and developmental frameworks impact or inform induction and mentoring supports, ensuring we prepare teachers for the highest levels of professional practice. We also seek session proposals specifically addressing the needs of induction programs in early stages of development and/or the unique needs of rural and small schools.
The deadline for proposal submissions is November 20, 2012, and you will be notified of your acceptance by email on or before December 14, 2012. You and any co-presenters must register for the conference.
We strongly encourage you to incorporate attendee participation in your session(s).
The conference will be held on February 26 and February 27, 2013, in Springfield, IL. For more information, go to the conference page.
Proposals are for 70 minute sessions with an unknown number of attendees; conferences participants do not sign up for sessions in advance.Submissions must include the following:
- Contact information for presenter and co-presenters
- Presentation title (10 word limit)
- Applicability to the Critical Issue Categories (listed below)
- Session abstract (100 word limit)
- Session objectives
- Intended audience
Note: In order to ensure that we cover a wide range of topics and represent the diversity of programs throughout the state, not all presenters who submit an application will be asked to present.
Technology and Supplies:
All breakout rooms will have a screen and an easel. You should bring your own LCD projector, overhead projector, and/or computer as needed. INTC will supply microphones for rooms requiring amplification and, if possible, wired and/or wireless internet connections as requested in the proposals. If you are using handouts, you must bring them with you. Estimate 40 session participants.
Special Interest Designations
We encourage you to submit proposals that specifically focus on one or more of the following special interests. Session proposals that indicate a strong focus on any of these special interests will be highlighted as such within the conference agenda. If your presentation can be offered as specifically geared to one or more of these special interests, please clearly indicate this in your proposal:
- PERA Legislation and/or Developmental Frameworks (e.g. how mentor training will change in relation to PERA legislation)
- Small and Rural School Districts (e.g. how to make a program work in a setting with limited human capital)
- Beginning Programs (e.g. share lessons learned in the infancy of a burgeoning program)
Critical Issue Categories and Applicable Induction Program StandardsProposals must clearly address one or more of the following presentation categories. Click a category to show sub-questions, which are provided to illustrate possible relevant content.
- Mentoring and induction leadership and coordination (Standards 1 and 4)
- What are some strategies for bringing stakeholders (e.g. administration, union/association leadership, parents, community members, and external partners) together in district-based programs?
- What are some strategies for bringing people together across districts in programs that represent a consortium?
- How do you know that all stakeholders are working together?
- How can you improve collaboration for continuous improvement?
- How can higher education leaders support beginning teacher transitions into the profession?
- What roles do building and district administrators have in beginning teacher induction programs?
- How do you advocate for and communicate with stakeholders about the importance of supporting beginning teachers or the supports your program provides?
- What professional development do you provide for district and building administrators?
- How are you using technology in innovative ways to coordinate and lead your induction program?
- Exemplary practices in program design (Standards 2 and 3)
- What research drives decision-making and goal setting?
- How is mentoring tied to School Improvement Plans and initiatives?
- What components does your program provide above and beyond one-on-one mentoring?
- What are some creative ways to allocate time and resources to induction?
- What role does technology play in your induction and mentoring program?
- How does your higher education institution provide support for graduates of preservice programs?
- How can working conditions or school cultures be improved to smooth transitions into the profession?
- Recruitment, selection, assignment, and ongoing development of mentors (Standards 5 and 6)
- How does your recruitment and selection process reflect the importance of the teacher leadership role?
- What processes do you have in place for mentor matches that are not working?
- How can you apply formative assessment techniques to develop mentors’ skills and practices?
- What opportunities do you provide for mentors to continuously develop and improve?
- How do you handle a shortage of qualified mentors in needed content areas or grade levels?
- Supporting the development of beginning teacher practice (Standards 7 and 8)
- How do you provide ongoing professional development focused on student learning?
- What are some effective ways of providing formative feedback to new teachers?
- How do you differentiate program supports for different grade levels, content areas, experience, etc?
- How do you provide a venue for beginning teacher questions and networking with others?
- What content have you found to be particular effective for meeting beginning teacher needs?
- Induction related assessment and research (Standard 9)
- What research is currently being conducted on induction and mentoring in Illinois?
- How do you use research studies and findings to inform program decision-making?
- How do you know that programs are meeting intended goals?
- What strategies are used to ensure ongoing assessment of your program?
- How do you know if beginning teacher practice is developing as a result of mentoring practices and appropriate professional development?
- How do you ensure that all beginning teachers are receiving the services promised to them?
- How do you measure the impact of induction activities on teacher retention, teacher practices, and/or student achievement?
- What questions should we be asking about induction and how do we go about finding the answers?
INTC Conference Planning Committee
Please direct questions to Nancy Johnson at email@example.com..