Overview of Mentoring
SC/SVNTP Induction Model and Goals
The Santa Cruz/Silicon Valley New Teacher Project (SC/SVNTP) is a collaborative effort among the following educational institutions:
The SC/SVNTP Induction model assists and supports Participating Teachers through two years of Induction as they enter the teaching profession in California. Support is focused on strengthening Participating Teachers' classroom practice, ensuring student academic success, and developing collaborative, curious, persistent, and reflective teachers who are responsive to the diverse cultural, social, academic, and linguistic backgrounds of all students.
The SC/SVNTP Offers:
Develop teacher capacity and competence as defined in the California Standards for the Teaching Profession (CSTP) and Induction Standards by:
SC/SVNTP Induction Model and Goals
The Santa Cruz/Silicon Valley New Teacher Project (SC/SVNTP) is a collaborative effort among the following educational institutions:
- Santa Cruz County Office of Education
- Approximately 40 school districts and charter schools in Santa Cruz, Santa Clara, and San Benito Counties.
The SC/SVNTP Induction model assists and supports Participating Teachers through two years of Induction as they enter the teaching profession in California. Support is focused on strengthening Participating Teachers' classroom practice, ensuring student academic success, and developing collaborative, curious, persistent, and reflective teachers who are responsive to the diverse cultural, social, academic, and linguistic backgrounds of all students.
The SC/SVNTP Offers:
- Intensive, one-on-one mentoring for first and second year new teachers
- Professional development for Teachers, Mentors, Instructional Coaches, and Administrators
- Collaborative formative assessment tools aligned with the California Standards for the Teaching Profession (CSTP)
Develop teacher capacity and competence as defined in the California Standards for the Teaching Profession (CSTP) and Induction Standards by:
- Providing advisement and assistance to qualified Participating Teachers so they may complete requirements for their California Professional Clear Credential
- Directing support for improving student achievement
- Using formative assessment and support practices to inform support and guide teacher professional development
- Documenting teacher professional growth over time
- Modeling and encouraging ongoing self-assessment and reflection
- Fostering collaboration and leadership among teachers and the teacher leaders (mentors and instructional coaches) who support them
- Building partnerships with site and district stakeholders to support Participating Teachers in their work with students