Teachers Making Change Project (TMCP) is an induction and mentoring project that is part of the University of Illinois at Chicago/Community College Collaborative. Serving beginners in Chicago, the project objectives focus on helping new teachers transform reform-minded curricular and instructional reasoning, learned in their teacher preparation programs, into their classrooms. Through small group work with peers and a mentor, the beginners learn to negotiate the expected curriculum, the limited resources they have, and their beliefs in what reform-based science and math could become in their classrooms.

Overall Project Objectives

• Help beginners connect expected curriculum with standards emerging from the reform-based math and science movements that they learned about in teacher preparation
• Offer and create strategies for using reform-based resources in order to facilitate reform-based learning and teaching in math and science
• Help beginners find, plan for, and use varied curricular resources for math and science teaching
• Help beginners prepare for the first few months of fall while figuring out a holistic plan for the year
• Help beginners set individual professional development goals

Outcomes and Evaluation of Efforts
In the TMCP, the outcomes and evaluation efforts connect because they emerge from each other. Through surveys, fieldnotes from meetings, phone conversations with new teachers and mentors at regular intervals, and content analyses, we have observed three major outcomes of the work. We define the term "resources" in reform-based teaching in various ways. We see that a focus on resources does provide rich contexts for work between beginning teachers and mentors. We see a high level of confidence as beginners headed into their first year of teaching ready with semester as well as weekly plans that included reform-based math and science from Day One. Additional outcomes include:

• A newsletter with a focus on curricular resources, providing a lens into making decisions about curriculum and instruction.
• High ratings from beginners regarding the worth and benefit of problem-solving about what resources to order, and how to use them in instruction.
• Priorities identified by beginners regarding which math and science concepts to plan and teach first, what resources to order and to share, and how to connect that to students' interests.
• Assistance for beginners in connecting math and science reform teaching with second language learners and students with disabilities.
• Assistance for beginners in the use of technology when integrating math, science, and other content.