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Site Administrators Play A Critical Role In New Teacher Success Our common goal is to ensure every student has an excellent teacher every year. In order to accomplish this goal, we need to work together to develop systems of support for new teachers that will help them grow quickly, stay in teaching, and become the kind of excellent educators all of their students deserve.
As depicted in the graphic to the left, this system of support includes not only the strong and supportive relationship between the mentor and new teacher, it also requires a strong relationship between the new teacher and the site administrator as well as between the mentor and the site administrator. When these relationships are situated in a positive school climate that values ongoing learning, genuine collaboration, and a focus on positive outcomes for all, the positive impact is multiplied. |
On this page, you will find information about the SC/SVNTP, the role of the site administrator in Induction, and concrete ideas for how to work with mentors and create the kind of positive school climate and relationships that are more likely to retain and grow new teachers. Please check back often for updates. Questions? Ask the mentor assigned to your school, your district representatives, or contact SC/SVNTP Program Directors, Melissa Roberts (Santa Cruz) and Emily Davis (Silicon Valley). Thank you for your support!
Role of the Principal in Beginning Teacher Induction |
Download this Practice Brief written by the New Teacher Center which outlines how site administrators can create systems of support for new teachers.
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California Induction Standards |
The CA Induction Standards (revised January 2017) govern Induction programs like SC/SVNTP. These standards have a clear role for Site Administrators in the Induction process, specifically around the development of the Individual Learning Plan (Standards 2 and 3). Review the standards here to learn more.
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Individual Learning Plan (ILP) |
Co-created by the mentor and new teacher to guide induction, the Individual Learning Plan is central to the new teacher induction experience. As described in the California Induction Standards (see above), the ILP is developed in consultation with the Site Administrator within the first 60 days of enrollment in the program solely for the purposes of formative development not evaluation. Site Administrators need to work closely with mentors to provide input into the development of an ILP for each new teacher assigned to their building. Such input may include sharing district/site goals as well as insights on the strengths and needs of the new teachers. The document is revisited and revised in January and again at May as well to ensure continued growth towards goals.
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Professional Development for SC/SVNTP Partners on the Role of Site Administrators in Induction |
Districts and charters partnered with SC/SVNTP can use this brief presentation to explain the role of Site Administrators in Induction. You will need the Practice Brief and CA Induction Standards listed above when giving this presentation. We encourage partners to share this information before the end of the school year, if possible, and then to return to it at the beginning of the next school year.
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Site Administrator Agreements |
After reviewing the professional development and documents above, we ask that Site Administrators sign the Agreements document here to show they understand their important role in the Induction of new teachers and agree to provide the specified supports.
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Information about Video Observations of New Teachers |
As part of the SC/SVNTP Induction Program, Participating Teachers and their mentors use a password protected video collection and annotation system called Talent to record and review the classroom practice of the new teacher. Please see the letter to the right for more information on Talent. Ask your Mentor, your school/district's SC/SVNTP Steering Committee Representative, or SC/SVNTP Program Leaders if you have further questions.
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