Title of Effective Practice: - California Postsecondary Education ...

Direct Connection to Policy Area 2 of The Illinois Commitment
Probationary Teacher Induction Program
University of St. Francis
What issue or need is addressed by the effective practice?
The practice addresses the unique and varied needs of the educational constituents involved within the program.
Novice teachers require support and practical knowledge when they begin their careers. Focused training during
their probationary years is required to move from initial to standard certification. Furthermore, rapidly
expanding school districts are in need of opportunities to induct new employees with an understanding of
Illinois Professional Learning Standards as well as a common understanding of best practices. Building and
district administrators, along with the new teachers and the students they serve, all benefit from an enhanced
focus on in-service training.
Description of the effective practice:
The program is designed to provide specific training sessions throughout a three-year time frame. Beginning
teachers attend training in August focusing on the work of Harry Wong. The first year training extends through
the school year to focus on such topics as: strategies, policies/procedures, effective communication skills,
management techniques, etc. During the next two years, in-service sessions focus on differentiated instruction,
brain based learning, strategies to support a balanced literacy and/or current issues for certified support staff.
Coordination of the program is identified within the job description of the Director of the Regional Education
Academy for Leadership and therefore there are no additional administrative fees incurred by the university. The
administration of this program is conducted with the collaborative efforts of both the school district as well as
the university partner. Members from the College of Education developed the syllabi for the courses and
administrators or content area specialists from the school district conduct the sessions. Participants in the
program complete an Instructional Change Document that addresses the outcomes of each particular course. An
assessment team from the university is designated to grade the reflection papers and assign grades for graduate
level credit.
How does this practice achieve sustainability?
The administrative costs for the university are sustainable due to the fact that tuition for the courses are paid
either personally by the participant or through a contractual agreement with the school district. The
sustainability of the project itself is secure due to the continued necessity of inducting new educators into the
field of education. The program has been adapted to meet the unique and varied needs of different school
districts. Additionally, the University of St. Francis is also preparing to make the courses available on-line.
What are the results/measurable outcomes?
School District 202 in Plainfield, Illinois has been involved in this project since 2001. Enrollment from that
district alone has made significant growth, increasing from 480 to 680 participants yearly. During a four-year
period from 2002-2005, surveys were conducted to track perceptions and to assist with developing
enhancements for the program. Each year, the reflections have been overwhelmingly positive with educators
consistently commenting on a heightened awareness of state standards and research-based best practices. Other
noted benefits were direct application to classroom practice, exposure to new resources, and enhanced
communication with colleagues.
Contact Information
Name: Sharon Wysoglad
Email: swysoglad@stfrancis.edu
Phone: (815) 740-5655
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