A new teacher mentorship program was launched in Illinois' Dunlap School District. New
teachers get complete assistance to help them improve professionally and succeed in the district.
The curriculum begins with a two-day orientation before school commences. This is when new
instructors learn district rules, processes, and resources. Students also receive a tour of the
school's facilities and layout. This orientation gives new instructors a solid basis for the school
year. Mentors meet with incoming instructors for the first two months. Kids set objectives and
get classroom feedback. These discussions with mentors assist new teachers in understanding the
district's expectations and how to enhance their teaching (Ingersoll & Strong, 2011). The
semester plan includes mentoring, professional development, and a mid-year assessment. The
mid-year evaluation allows new instructors to evaluate their progress and get criticism. It also
aids mentors in identifying new instructors' needs. In the follow-up plan, new instructors meet
with mentors, get feedback, and complete an end-of-year self-evaluation (Ingersoll & Strong,
2011). New instructors may evaluate their development and identify areas for improvement in
the end-of-year self-evaluation. (If you need a similar cheap coursework wring service; get in
touch with coursework writing service)
The program involves stakeholders, including new teachers, mentors, the human
resources department, and building principals. First-year teachers' materials are the initiative's
main emphasis. The program's initial stage introduces new teachers to the district and school.
Seasoned teachers serve as year-long guides for their junior colleagues (Ingersoll & Strong,
2011). There are possibilities for new instructors to participate in professional development as
part of the curriculum. The district's human resources department plays a pivotal role in new
teachers' success by pairing them with seasoned mentors and offering constant feedback and

2
assessments. Support and successful program implementation are also provided thanks to
building principles.
The support and development of new teachers are crucial in ensuring the success of
educational institutions. In Chapter 5 of "Human Resources Administration in Education," the
orientation checklist for newly assigned teachers gives some primary direction. Still, the Dunlap
School District's program provides complete support for new teachers. The Dunlap School
District understands the value of mentoring new teachers. This technique allows novice teachers
to get customized help and instruction from experienced instructors on classroom management,
lesson preparation, and other critical areas of teaching (Mingo, 2012). New teachers might also
get emotional assistance from mentors. New teachers get monthly professional development via
Dunlap School District's program. New instructors learn curriculum design, assessment, and
classroom technology from this. New teachers may keep current on education research and best
practices by engaging in professional development events. Dunlap School District's curriculum
also involves year-round reviews. New instructors may use these assessments to assess their
performance, identify areas for improvement, and create professional development objectives
(Mingo, 2012). Dunlap School District's program helps new teachers improve and reach their
potential by offering continuing feedback and support. In contrast, the orientation checklist in the
"Human Resources Administration in Education appendix "summarizes what new instructors
should learn during orientation. The Dunlap School District's program provides more assistance
and continuous development for new teachers than this checklist.
My recommendation for the program is to increase opportunities for new teachers to
build a support network beyond their assigned mentors. The district might provide social
gatherings or professional development for new teachers to network and share ideas.

This would

3

help them connect with other teachers, obtain fresh views, and feel supported in their
responsibilities. I advise giving new instructors additional chances to reflect on their practice and
get input from content-area peers to improve the curriculum. This would stimulate self-
reflection, progress, and assistance from more experienced instructors. This would also guarantee
that new instructors got subject-specific feedback. The district should consider supporting new
ESL instructors. New teachers must be trained to assist this demographic, which the community
serves. Training or coaching might boost new English-language instructors' confidence. For more visit here https://courseworkwritingservice.net/