DOLTON WEST SCHOOL DISTRICT 148
DISTRICT INDUCTION AND MENTOR COORDINATOR

Position Title: District Induction and Mentor Coordinator
Classification: Supplemental Assignment — Full-Time Teacher
Annual Stipend: $10,000, as established by the Collective Bargaining Agreement
Reports To: Assistant Superintendent for Curriculum and Instruction
Collaborates With: Director of Math and Science; Director of Reading and Social Studies; Building Principals; Human Resources; Business Office; and Building Mentors

A. Qualifications

Holds a valid Illinois Professional Educator License.
Has a minimum of five years of successful teaching experience, preferably including experience in District 148.
Demonstrates expertise in effective instructional practices, classroom management, lesson planning, curriculum implementation, and assessment.
Demonstrates experience in mentoring, instructional coaching, teacher leadership, or facilitating professional learning.
Possesses strong organizational, communication, collaboration, and facilitation skills.
Demonstrates the ability to establish positive professional relationships, maintain confidentiality, and support teachers with varying levels of experience.
Demonstrates proficiency in maintaining records, monitoring program implementation, and using feedback and data to guide improvement.

B. Job Goal

1. To lead, coordinate, and continuously improve a comprehensive districtwide induction and mentoring program that provides differentiated support to teachers new to District 148, as well as teachers returning to classroom instruction after an extended period in other professional roles or away from teaching.

2. To establish consistent mentoring practices across district schools, coordinate professional learning for new teachers and building mentors, monitor program implementation and contractual requirements, and evaluate program effectiveness.

3. To strengthen instructional practice, support teacher development and retention, and promote successful transitions into the district's professional learning community.

C. Essential Responsibilities

1. Districtwide Induction Program Leadership

a. Develop, coordinate, and implement a comprehensive induction program aligned with district instructional priorities and applicable Collective Bargaining Agreement requirements.

b. Establish and maintain a districtwide annual induction calendar that includes summer induction activities, school-year professional learning, mentor meetings, and program evaluation activities.

c. Develop differentiated induction pathways based on teachers' prior experience, years of service in District 148, professional needs, and applicable contractual participation requirements.

d. Coordinate a two-year induction pathway for teachers required to participate for two years and a one-year pathway for experienced teachers required to participate for one year.

e. Collaborate with Human Resources, building administrators, and district instructional leaders to identify participating teachers and ensure timely entry into the induction program.

f. Coordinate initial needs assessments and individualized induction support plans for participating teachers.

g. Coordinate and participate in summer new-teacher induction activities, including planning, preparation, facilitation, and follow-up.

2. Building Mentor Coordination and Support

a. Collaborate with district leadership and building administrators to implement the district's mentor selection and assignment process.

b. Maintain accurate records of mentor eligibility, training, assignments, and mentee caseloads in accordance with the Collective Bargaining Agreement.

c. Develop and communicate written expectations, resources, and procedures for building mentors.

d. Establish mentoring protocols that include weekly individual mentor-mentee meetings during the first year of induction and biweekly meetings during the second year, subject to applicable contractual provisions and approved district procedures.

e. Facilitate a minimum of four professional learning sessions annually for building mentors, focusing on effective mentoring practices, instructional support, coaching conversations, and professional growth.

f. Conduct regular check-ins with building mentors to monitor program implementation, identify challenges, and coordinate appropriate support.

g. Monitor completion of mentoring responsibilities and communicate unresolved implementation concerns to the Assistant Superintendent for Curriculum and Instruction.

3. New Teacher Professional Learning and Support

a. Plan, coordinate, and facilitate regularly scheduled monthly induction meetings and professional learning opportunities for participating teachers.

b. Collaborate with district instructional directors, building administrators, and other specialists to align induction learning with district curriculum, assessment systems, instructional expectations, and school improvement priorities.

c. Differentiate professional learning based on teacher experience, identified needs, and induction pathway.

d. Provide individual check-ins with participating teachers at designated points throughout the school year to assess their transition, identify support needs, and monitor their induction experience.

e. Coordinate additional resources, peer observations, coaching opportunities, or instructional support when appropriate and approved.

f. Maintain attendance records for required induction meetings and coordinate make-up opportunities consistent with the Collective Bargaining Agreement.

g. Develop and maintain an accessible collection of induction resources, including district procedures, instructional guidance, professional learning materials, and mentoring tools.

4. Program Administration and Contractual Documentation

a. Maintain accurate records of participating teachers, required induction duration, mentor assignments, professional learning attendance, and completion of program requirements.

b. Collect and review mentor contact logs for completeness, required signatures, and compliance with established submission procedures and deadlines.

c. Receive and process documentation associated with mentor compensation options as specified in the Collective Bargaining Agreement, forwarding required information to the appropriate district office.

d. Maintain organized records of mentor contact hours and compensation documentation, without independently authorizing compensation or determining contractual eligibility.

e. Monitor required program participation and communicate outstanding requirements to appropriate district administrators.

f. Establish efficient and consistent procedures for program documentation, recordkeeping, and communication.

5. Collaboration and Communication

a. Serve as the primary districtwide coordinator of induction and mentoring activities.

b. Meet regularly with the Assistant Superintendent for Curriculum and Instruction to review implementation, progress, concerns, and program needs.

c. Collaborate with the Directors of Math/Science and Reading/Social Studies to align induction activities with district instructional priorities.

d. Maintain effective communication with building administrators regarding mentor assignments, implementation needs, and program operations.

e. Facilitate communication among building mentors, participating teachers, and district leadership while respecting the confidential and non-evaluative nature of mentoring relationships.

f. Participate in district leadership meetings or Board presentations when requested and directly related to the induction and mentoring program.

6. Program Evaluation and Continuous Improvement

a. Develop and implement procedures to evaluate the effectiveness of the districtwide induction and mentoring program.

b. Collect and analyze feedback from participating teachers, building mentors, and administrators.

c. Monitor participation, completion of required activities, consistency of implementation, and identified professional learning needs.

d. Provide quarterly implementation updates to the Assistant Superintendent for Curriculum and Instruction.

e. Prepare an annual written program evaluation summarizing implementation, participation, teacher feedback, identified strengths and challenges, and recommendations for improvement.

f. Collaborate with district leadership to establish annual program improvement priorities and revise induction practices accordingly.

D. Professional Responsibilities and Boundaries

The Coordinator serves in a teacher leadership capacity and does not hold supervisory or formal teacher evaluation authority.
Mentoring conversations and individualized teacher support are developmental and non-evaluative. Confidential information obtained through mentoring shall not be used as evidence in formal teacher evaluations.
The Coordinator may monitor participation, documentation, and implementation of mentoring requirements but shall not independently conduct disciplinary proceedings or make employment decisions.
Building mentors remain responsible for providing direct mentoring support to their assigned teachers.
Building administrators retain responsibility for teacher supervision, evaluation, and school-level administrative decisions.
The Coordinator shall promptly refer matters involving student safety, suspected misconduct, or other legally required reporting to the appropriate district authority in accordance with applicable law and district policy.

E. Terms of Assignment

The position is a supplemental assignment held by a full-time teacher and compensated at the annual stipend established in the Collective Bargaining Agreement.
The assignment includes responsibilities beyond the employee's regular classroom teaching duties, including designated summer induction activities, after-school meetings, professional learning, planning, documentation, and program evaluation.
The Coordinator shall fulfill the annual performance expectations and deliverables established by the Assistant Superintendent for Curriculum and Instruction.
The district may provide limited release time or substitute coverage for approved responsibilities that cannot reasonably be completed outside the instructional day.
The Coordinator is expected to maintain the responsibilities and performance standards of their regular teaching assignment.
Appointment, continuation, and reassignment shall be determined by district administration in accordance with applicable Board policy and Collective Bargaining Agreement provisions.
The need for the position and its implementation shall be reviewed annually.

F. Evaluation

The Coordinator shall be evaluated annually by the Assistant Superintendent for Curriculum and Instruction, with input from the Directors of Math and Science and Reading and Social Studies, as appropriate.

The evaluation shall consider:

Implementation of the districtwide induction program.
Coordination, training, and monitoring of building mentors.
Quality and differentiation of professional learning and teacher support.
Completion and accuracy of required program documentation.
Communication and collaboration with district and building leadership.
Timely completion of annual deliverables.
Program effectiveness, responsiveness to feedback, and continuous improvement.

Revised: November 2026
Original Review: April 2002