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District 25 outlines new‑faculty onboarding, opening‑day professional learning and mentor supports
Summary
District presenters described a multi-part new faculty onboarding (NFO) and opening-day professional learning model including role-based sessions, ongoing modules, mentor assignments and targeted training for HMH literacy, SEL (RULER), MTSS and safety protocols.
Arlington Heights School District 25 officials presented details Sept. 30 on a multi-part onboarding program for new faculty and a differentiated opening-day professional learning plan intended to support teacher effectiveness and student success.
Andrea Lusa, director of student learning, told the board the district welcomed 30 new faculty members this year and described the New Faculty Onboarding (NFO) week. NFO includes a welcome letter from Dr. Brian Kaye, a differentiated schedule, and team-building “frame” activities designed to foster early collegial connections. New hires receive training on district systems, technology toolkits, special education supports, and the Danielson evaluation framework.
Dr. Becky Fitzpatrick, assistant superintendent of student learning, described role‑specific sessions: K–5 staff received content-area overviews and HMH curriculum training; middle school teachers met in departments with chairs and team leaders for content and planning; non‑classroom specialists (music, interventionists, advanced learning) received role-based meetings with coordinators.
Diane Kapka, assistant superintendent for student services, said the student services orientation covered 504 plans, individualized education programs (IEPs), Medicaid documentation and role‑specific procedures for speech pathologists, social workers and psychologists to ensure compliance and best practices.
Presenters said opening-day sessions for all staff emphasized three pillars: district systems and technology, whole-student best practices (SEL, MTSS, DEI/B), and safety through the I Love You Guys standard response protocol. Additional rotating workshops offered practical strategies on executive functioning, anxiety supports, proactive regulation, rapport-building, trauma‑informed practices and fostering student independence.
The district also expanded mentor time during NFO, offers ongoing “modules” across the year (Danielson, SEL/RULER, special education) and provides school-level instructional coaching. As a symbolic highlight of opening day, district administrators assembled bicycles donated to Family Forward and the district formally recognized teaching assistants and assistant/associate principals for their operational roles.
Board members praised the emphasis on differentiated, staff‑centered professional learning and welcomed the inclusion of the board in some onboarding events.
