Illinois Induction Research

Illinois Induction Research provides reports, created by INTC and other research organizations, on mentoring, induction, and new teacher needs in Illinois.

INTC Report on Previously Funded Programs (Fall 2012)

This Data Report and its appendix serve to convey information related to data collected on induction and mentoring programs within the state of Illinois who had, prior to the 2011-12 academic year, received Illinois State Board of Education (ISBE) induction grant funding. Effective 2011- 12, this funding was eliminated. INTC staff administered a survey (the Previously Funded Programs Survey) in spring 2012 to these programs to discover the impact (if any) of the funding cuts.

INTC Data Brief (October 2012)

This Data Brief and its appendix report on data collected at the 2011 Beginning Teacher Conference (BTC). INTC staff conducted two focus group discussions in which eight people participated. INTC also asked BTC participants to complete a survey about questions pertaining to their teacher preparation program and their experiences during their first year teaching. Seventy-seven participants completed the survey. This Data Brief includes implications of the data collected during the focus group discussion and the survey.

Tables and graphs of raw data appear in the Appendix, which is a separate document. References to individual tables are provided in parenthesis in the text below. A detailed methodology section can also be found in the Appendix.

State-Funded Illinois Induction and Mentoring Programs: 2011 Survey Research Results

This pdf report contains the findings from the 2011 survey of state-funded induction and mentoring programs in Illinois. The purpose of the project was to gather data to assist decision makers in identifying what was working well in state-funded induction programs and areas for improvement. As such, this report has been written in research-friendly language to assist state leaders, administrators, program directors, mentors, regional offices of education, consortiums, and universities as they continue to examine and develop high-quality induction programs across Illinois. The report is divided into eight sections: (1) Methodology, (2) Mentoring, (3) Supports Provided to New Teachers Other Than Mentoring, (4) Teacher Professional Community/School Context, (5) New Teacher Self-Efficacy, (6) Mentor Requirements, (7) Qualitative Data, and (8) Conclusions.

In addition, the authors of this report would like to thank the staff at the Illinois New Teacher Collaborative (INTC) who gathered the data and assisted Northern Illinois University as needs arose during data analysis. We would also like to thank the Induction Coordinators for encouraging their participants to complete the survey and to the mentors and new teachers for taking the time to do so. We believe the responses to the survey and the findings contained within this report will move state-wide efforts forward with regard to implementing high-quality induction programs.

Illinois Beginning Teacher Induction Programs FY11 INTC Final Report (October 2011)

This pdf report provides a summary of the data briefs which were submitted to the Illinois State Board of Education (ISBE) during the preceding 12 months; observations from the INTC Statewide Co-coordinators; discussion and tentative conclusions; recommendations for ISBE, the Illinois New Teacher Collaborative (INTC), and funded programs; and INTC plans for future research activities.

INTC Data Brief #3 (October 2011)

This Data Brief and its appendix, the third short report from FY 2011, are intended to provide a snapshot of data on the 41 ISBE-funded induction and mentoring programs which completed the Common Data Elements (CDE) survey in spring 2011. 

INTC Data Brief #2 (May 2011)

The May 2011 Data Brief and its appendix are the second report from FY 2011, reporting on the winter 2011 survey of unfunded districts in Illinois. All 536 districts which have never received ISBE induction grant funding, and which have never been part of an ISBE-funded consortium, received emails with a link to the online survey. 290 districts returned completed surveys for a response rate of 54.1%. The Data Brief summarizes key results. The Appendix contains a description of the methodology and tables generated from the raw data.

INTC Data Brief #1 (February 2011)

This Data Brief and its appendix are the first short report from FY 2011, intended to provide a snapshot of data on the 45 ISBE-funded induction and mentoring programs reported on the Common Data Elements (CDE) survey they completed in late fall 2010.

ISBE-Funded Beginning Teacher Induction Programs FY10 Final Report (October 2010)

This pdf resource includes information regarding activities conducted within the ISBE-Funded Beginning Teacher Induction Programs from June 1, 2009 to May 31, 2010.

INTC Data Brief #6 (September 2010)

This Data Brief and its appendix, the sixth of six short reports, are intended to provide a snapshot of data on the 64 induction and mentoring programs that received funding in FY 2010.

INTC Data Brief #5 (August 2010)

This Data Brief and its appendix, the fifth of six short reports, are intended to provide a snapshot of data on the 64 induction and mentoring programs that received funding in FY 2010.

INTC Data Brief #3 (April 2010)

This Data Brief and its appendix, the third of five short reports during FY 2010, are intended to provide a snapshot of data on the 66 induction and mentoring programs that received funding in fall 2009.

SRI International: Examining the Effects of New Teacher Induction (April 2010)

SRI International and its partners, the Consortium on Chicago Schools Research and the Illinois Education Research Council, have been studying new teacher induction in Illinois school districts for the past 4 years. This culminating report and associated PowerPoint presentation examine the effect of the State-Funded Mentoring and Induction Program in 39 funded sites and is based on an analysis of teacher and mentor surveys, case studies, and extant data on the programs, teacher retention, and student achievement. This examination of teacher induction builds on definitive research demonstrating that teacher expertise is a powerful contributor to student learning. The report documents the variations in the entities that provide induction support, the strategies used to support beginning teachers, and the outcomes of those strategies.

State-Funded Induction and Mentoring Programs in Illinois Mid-Term Report (February 2008-May 2008)

In 2007, the Illinois General Assembly allocated increased funding for induction and mentoring programs across the state. This made it possible to continue funding for the 10 original state-funded programs, first funded in 2006, and to fund new programs. This is the Mid-term report covering general information about the funded programs, budget allocations, self-reported descriptions, and strengths and challenges based on data from the mid-term report.

INTC Data Brief #2 (March 2010)

This Data Brief and appendix, the second of five short reports during FY 2010, are intended to provide a snapshot of data on the 66 induction and mentoring programs that received funding in fall 2009.

INTC Data Brief #1 (December 2009)

This Data Brief, the first of five short reports during FY 2010, is intended to provide a snapshot of data on the 66 ISBE-funded induction and mentoring programs reported on the Common Data Elements (CDE) survey they completed in late Fall 2009. It describes the growth of the funded programs, demographics on novice teachers and mentors within the programs, and publicly-available information on the districts within which the programs operate.

State-Funded Induction and Mentoring Programs in Illinois Report (November 2009)

This report includes information regarding activities conducted within state funded induction and mentoring programs in Illinois from October 1, 2008 to May 31, 2009.

SRI International's Report--Teacher Induction in Illinois and Ohio: A Preliminary Analysis (February 2007)

SRI International's Report--Teacher Induction in Illinois and Ohio: A Preliminary Analysis (February 2007) by Daniel C. Humphrey, Marjorie E. Wechsler, & Kristin R. Bosetti

Beginning Teacher Induction Pilot Programs: A Description of the First Year of Pilot Implementation (October 2007)

Download the executive summary and the full report.

State-Funded Induction and Mentoring Programs in Illinois Final Report (February 2009)

The following is a summary of the report titled “State-Funded Induction and Mentoring Programs in Illinois Final Report: December 2008.” The data were compiled in the months of October/November 2008, and the report was written in December 2008. During the 2008-2009 school year, forty ISBE funded programs were operating in 204 school districts and in 998 school buildings. These programs served 2,881 beginning teachers (1,759 first-year and 1,122 second-year) and 1,813 mentors. This report represents data from programs from all areas of the state including large urban districts, smaller urban districts, mid-sized districts and rural districts. Names and other information that might reveal individual program identities have been removed from this report in order to preserve confidentiality.

Executive Summary of State-Funded Induction and Mentoring Programs in Illinois Final Report

The following is a summary of the report titled “State-Funded Induction and Mentoring Programs in Illinois Final Report: December 2008.” The data were compiled in the months of October/November 2008, and the report was written in December 2008. During the 2008-2009 school year, forty ISBE funded programs were operating in 204 school districts and in 998 school buildings. These programs served 2,881 beginning teachers (1,759 first-year and 1,122 second-year) and 1,813 mentors. This report represents data from programs from all areas of the state including large urban districts, smaller urban districts, mid-sized districts and rural districts. Names and other information that might reveal individual program identities have been removed from this report in order to preserve confidentiality.