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Participating Teacher Handbook
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Table of Contents
- What is Induction?
- Santa Cruz/Silicon Valley New Teacher Project Support Components
- What Can You Expect From Your Mentor?
- Induction Program Completion Requirements
- Early Completion Option (ECO)
- Important SC/SVNTP Policies to Know
- Glossary of Terms
SC/SVNTP's Non-Discrimination Policy: It is the policy of the Santa Cruz/Silicon Valley New Teacher Project to ensure equal opportunity without discrimination or harassment on the basis of race, color, religion, sex, sexual orientation, gender identity or expression, age, disability, marital status, citizenship, genetic information, or any other characteristic protected by law.
What Is Induction?
Induction is the period of support, professional development, and assessment for a teacher with a California Preliminary Credential. The California Commission on Teacher Credentialing (CCTC) and the California Department of Education (CDE) require the completion of an Induction program to fulfill the requirements for the California Clear Multiple Subject, Single Subject, and Education Specialist Credentials. Induction programs must be based on the California Standards for the Teaching Profession (CSTP) and on statewide Induction Program Standards.
Requirements to Enter an Induction Program
Eligibility for Clearing a Credential through SC/SVNTP Induction
Induction Program Components for the Professional Clear Credential
- California.Commission.on.Teacher.Credentialing:.http://www.ctc.ca.gov/
- California’s.Learning.to.Teach.System:.http://www.ctc.ca.gov/seminars/LTT/LTT-Continuum.pdf
- California.Department.of.Education:.http://www.cde.ca.gov/
Requirements to Enter an Induction Program
- Bachelor’s Degree
- CBEST—California Basic Educational Skills Test
- Completion of a Preliminary Credential in a teacher preparation program
- Teaching Performance Assessment (TPA) scores and/or summary information from a teacher preparation program (as available)
Eligibility for Clearing a Credential through SC/SVNTP Induction
- Teachers whose Preliminary Credential renewal codes indicate eligibility for clearing through Induction Credentials include: Multiple Subject, Single Subject, and Education Specialist Preliminary (Mild/Moderate and Moderate/Severe Authorizations)
- Teachers with Out-of-State credentials and fewer than two years of teaching experience
- Teachers with credentials from other countries
- Teachers with an Education Specialist Level I Credential who need to clear a General Education Multiple or Single Subject Credential
Induction Program Components for the Professional Clear Credential
- Complete a state-approved two-year induction program (e.g., SC/SVNTP)
- Demonstrate, apply, and synthesize knowledge and skills acquired in professional preparation in relation to the California Standards for the Teaching Profession
- Integrate support provided by a qualified Mentor
- Complete standards-focused professional development
Santa Cruz/Silicon Valley New Teacher Project Support Components
The SC/SVNTP offers a high-quality job-embedded, individualized system of support and development for Participating Teachers. There are three components of support for Participating Teachers offered by the SC/SVNTP:
1. Your SC/SVNTP Mentor
Participating Teachers have weekly on-site contact during and after school hours (averaging not less than one hour per week) with a Mentor who is an exemplary, experienced, teacher released full-time specifically to support a small group of teachers.
Mentors:
2. Formative Assessment
Participating Teachers and Mentors use the SC/SVNTP Induction processes and tools-a set of flexible graphic organizers designed to help Participating Teachers solidify best practices in teaching. The use of these tools is based on the professional development needs of the Participating Teacher.
3. Professional Development
Professional Development aligned with the California Standards for the Teaching Profession, the Common Core State Standards and Academic Content Standards, is critical to the growth of new teacher practice. It is the expectation of the SC/SVNTP Induction Program that Participating Teachers fully engage in their districts’ professional development activities and work to integrate their learnings into their classroom practice.
At the beginning of the year, all Participating Teachers attend a Year 1 Orientation or Year 2 Launch outlining the benefits and requirements of the SC/SVNTP Program. Throughout the year, mentors may arrange group mentoring sessions to facilitate collegial networking and the completion of Induction Program requirements. As well, mentors may conduct professional development aligned with the districts' goals and vision. Mentors may also assist Participating Teachers in locating subject-specific professional development outside the district-sponsored events that will enhance Participating Teachers’ classroom practice. At the end of the year, Participating Teachers attend Colloquia in which they share their Inquiry Action Plans with colleagues and administrators.
Between mentor-directed trainings and other district-sponsored or subject-specific events, Participating Teachers receive robust professional development that will accelerate their practice.
- Your SC/SVNTP Mentor
- Formative Assessment
- Professional Development
1. Your SC/SVNTP Mentor
Participating Teachers have weekly on-site contact during and after school hours (averaging not less than one hour per week) with a Mentor who is an exemplary, experienced, teacher released full-time specifically to support a small group of teachers.
Mentors:
- Provide classroom support during the first two years in the classroom or continued support for those who have been interns, or have taught out of state or out of country.
- Observe and coach Participating Teachers, offer emotional support, assist with short- and long-term planning, design classroom management strategies, teach demonstration lessons, provide curriculum resources, and facilitate communication with the site administrator.
- Provide assistance in regards to requirements for earning a Professional Clear Credential.
- Work with Participating Teachers to engage in Cycles of Inquiry and reflect upon practice.
- Arrange and facilitate veteran teacher observations either in person or via video. SC/SVNTP can provide up to one day release time each year for Participating Teachers to observe with their mentors in person, if applicable.
- Maintain a confidential, formative development professional relationship with Participating Teachers. Mentors do not share information contributing to evaluation with administrators or department chairs.
2. Formative Assessment
Participating Teachers and Mentors use the SC/SVNTP Induction processes and tools-a set of flexible graphic organizers designed to help Participating Teachers solidify best practices in teaching. The use of these tools is based on the professional development needs of the Participating Teacher.
- Participating Teachers and Mentors collaboratively assess teaching practice in relation to the California Standards for the Teaching Profession (CSTPs).
- Setting and reflecting on professional goals, analyzing student work, cycles of inquiry, observations, lesson plans, and other tools guide professional development and support activities.
- Together, the Mentor and Participating Teacher complete plans for individualized learning and professional development.
3. Professional Development
Professional Development aligned with the California Standards for the Teaching Profession, the Common Core State Standards and Academic Content Standards, is critical to the growth of new teacher practice. It is the expectation of the SC/SVNTP Induction Program that Participating Teachers fully engage in their districts’ professional development activities and work to integrate their learnings into their classroom practice.
At the beginning of the year, all Participating Teachers attend a Year 1 Orientation or Year 2 Launch outlining the benefits and requirements of the SC/SVNTP Program. Throughout the year, mentors may arrange group mentoring sessions to facilitate collegial networking and the completion of Induction Program requirements. As well, mentors may conduct professional development aligned with the districts' goals and vision. Mentors may also assist Participating Teachers in locating subject-specific professional development outside the district-sponsored events that will enhance Participating Teachers’ classroom practice. At the end of the year, Participating Teachers attend Colloquia in which they share their Inquiry Action Plans with colleagues and administrators.
Between mentor-directed trainings and other district-sponsored or subject-specific events, Participating Teachers receive robust professional development that will accelerate their practice.
What Can You Expect From Your Mentor?
Your Mentor is prepared to support you in completing program requirements in a variety of ways over the course of your Induction experience. The SC/SVNTP Program is highly personalized and intended to provide a balance of "just-in-time" mentoring to support your immediate needs with longer term development of effective habits of practice. Your context, content and grade level, your own learning strengths and needs, the time of the year, and other factors will influence the course of your work together.
To make the most of this unique professional development opportunity, think about how your Mentor can best support your professional growth and your students' learning before each meeting. Below are a few options for how you and your Mentor may choose to structure your time together to accelerate your practice in relation to the CSTP.
CSTP 1: Engaging and Supporting All Students in Learning
The Mentor can:
CSTP 2: Creating and Maintaining Effective Environments for Student Learning
The Mentor can:
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
The Mentor can:
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
The Mentor can:
CSTP 5: Assessing Students for Learning
The Mentor can:
CSTP 6: Developing as a Professional Educator
The Mentor can:
To make the most of this unique professional development opportunity, think about how your Mentor can best support your professional growth and your students' learning before each meeting. Below are a few options for how you and your Mentor may choose to structure your time together to accelerate your practice in relation to the CSTP.
CSTP 1: Engaging and Supporting All Students in Learning
The Mentor can:
- Observe you teach and provide feedback
- Videotape lessons for reflection
- Work with/assess/observe individual students or small groups
- Model specific teaching strategies and lessons (whole class, small group)
- Co-teach a section or lesson
- Arrange and facilitate opportunities for you to observe veteran colleagues either in person or via video
CSTP 2: Creating and Maintaining Effective Environments for Student Learning
The Mentor can:
- Support the development of a classroom culture conducive to success with the Common Core and other rigorous standards
- Provide resources and ideas for learning about students as individuals to best tailor the classroom environment and instruction to meet the needs and strengths of students
- Help establish standards for student behavior
- Co-plan routines and procedures for: homework, paperwork, classroom jobs, entering and leaving the classroom, distribution and care of supplies and equipment, etc.
- Provide resources, knowledge and/or demonstration of: Prevention strategies, intervention strategies, motivational systems, conflict resolution strategies, etc.
- Help build student cooperation and responsibility
- Promote equity, fairness and respect in the classroom
- Assist to develop independent, self-directed learners
- Help organize the classroom: Room arrangement, seating, bulletin boards, materials and supplies, technology, and resources
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
The Mentor can:
- Provide/help you locate subject-specific resources, knowledge and information
- Connect you with.veteran colleagues both within and outside of your school/district for content-specific resources
- Identify key standards, concepts and themes and connect those to the students’ lives
- Interrelate key concepts across subject matter areas
- Organize and sequence standards-aligned curriculum
- Provide resources for English Learners and special population students
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
The Mentor can:
- Design lesson plans and units that are:
- Standards-based
- Aligned with district frameworks and texts
- Connected to broader, culturally responsive themes
- Interrelated across subject matter areas
- Aligned with appropriate assessments
- Differentiate for students with diverse readiness levels, interests, and learning styles
- Develop data-driven flexible groups
- Utilize educational technology and media
- Meet the needs of English Learners and special population students
- Use a variety of research-based instructional strategies
- Engage students in problem solving and critical thinking
CSTP 5: Assessing Students for Learning
The Mentor can:
- Design differentiated assessments
- Use multiple sources of information for grading
- Involve students in assessing their own learning
- Analyze student work
- Assess language development
- Use the results of pre-, formative, and summative assessments to guide instruction
- Implement and/or score district-wide assessments
- Prepare for standardized testing
- Develop grading systems
- Prepare report cards
- Plan parent conferences
CSTP 6: Developing as a Professional Educator
The Mentor can:
- Reflect on teaching practice and connect you with needed professional development
- Establish, work towards, and reflect upon professional.goals
- Support you to create work-life balance, especially related to managing professional responsibilities and maintaining motivation
- Establish positive relationships and communication with:
- Parents and families
- Site and district administrators
- Colleagues
- Resource personnel
- Support staff
- Community resources
- Plan and reflect on:
- Back-to-School Night
- Parent conferences
- Home visits
- Field trips
- Open House
- School programs/assemblies
- Substitute plans
- Department/grade level meetings
Induction Program Completion Requirements
Read your Preliminary Credential carefully and become familiar with the requirements to clear.
To view your credential, go to http://www.ctc.ca.gov/
In order to satisfy requirements for Induction completion and be eligible to file for a Professional Clear Credential, you must complete the following each year for two years, in partnership with your Mentor:
1. On-going Collaboration With Your Mentor
2. Completion of Required Evidence Related to the California Standards for the Teaching Profession
Participating Teachers focus on a set of California Standards for the Teaching Profession Essential Elements each year:
3. Participating in Teacher Professional Development
How Does Verification of Program Requirements Occur?
SC/SVNTP Induction completion will be verified by the Mentor. If necessary, the teacher will be contacted by the Mentor with information about unmet requirements, and work with the Mentor to complete those requirements.
What if Program Requirements Are Not Met?
In the event the teacher will not complete the requirements of the Induction Program within the two years, a Request to Extend must be submitted. Costs will be determined by the amount and type of requirements that need to be completed and will be the teacher’s responsibility.
What Do I Do When All Requirements Are Met?
Once all induction requirements have been met, the following will occur:
How Long Do I Have To Keep Induction Documents?
Maintain evidence of completion of the Induction Program, including Formative Assessment tools and Professional Development reflections, for five years.
Can I Earn University Credit For My Induction Work?
Participating Teachers have the option of purchasing UCSC Extension units of academic credit for each year of program participation. Credits can contribute towards advancement on district salary schedules. For more information, see the Required Evidence document or the Teacher page of this website.
NOTE: For teachers credentialed out-of-state or out-of-country, additional documents may be required.
To view your credential, go to http://www.ctc.ca.gov/
In order to satisfy requirements for Induction completion and be eligible to file for a Professional Clear Credential, you must complete the following each year for two years, in partnership with your Mentor:
1. On-going Collaboration With Your Mentor
- Weekly contact (averaging at least one hour) with your Mentor.
- Mentoring sessions balanced between in-class time with students and outside-of-class meeting and planning time.
- Progress towards CSTP mastery and ILP goals documented collaboratively with your Mentor on SC/SVNTP Induction tools.
2. Completion of Required Evidence Related to the California Standards for the Teaching Profession
Participating Teachers focus on a set of California Standards for the Teaching Profession Essential Elements each year:
- First Year Participating Teachers focus on improving their pedagogical skills and select focus students from across the wide range of learners.
- Second Year Participating Teachers focus on deepening their pedagogical skills and select focus students from amongst the English Learner and Special Population students in their classrooms
- At mid-year and end-of-year, Participating Teachers submit Required Evidence related to application of the California Standards for the Teaching Profession
- Using identified criteria, SC/SVNTP Mentors and program leaders review the submitted Required Evidence, and assess whether the candidate has met Clear Credential requirements.
- Participating Teachers may revise and re-submit any documents that do not initially meet completion criteria.
3. Participating in Teacher Professional Development
- Attend SC/SVNTP orientation/launch and colloquiums
- Attend group mentoring sessions as appropriate
- Engage fully in district-sponsored professional development
How Does Verification of Program Requirements Occur?
SC/SVNTP Induction completion will be verified by the Mentor. If necessary, the teacher will be contacted by the Mentor with information about unmet requirements, and work with the Mentor to complete those requirements.
What if Program Requirements Are Not Met?
In the event the teacher will not complete the requirements of the Induction Program within the two years, a Request to Extend must be submitted. Costs will be determined by the amount and type of requirements that need to be completed and will be the teacher’s responsibility.
What Do I Do When All Requirements Are Met?
Once all induction requirements have been met, the following will occur:
- The teacher will receive an Intent-to-File information form from the Mentor.
- This form must be completed by the teacher and returned to the SC/SVNTP Central Office.
- The SC/SVNTP will recommend the teacher for the Clear Credential during the months of July and August. The CCTC will notify the teacher via email with instructions for the next steps, including payment, in order to receive the Clear Credential.
How Long Do I Have To Keep Induction Documents?
Maintain evidence of completion of the Induction Program, including Formative Assessment tools and Professional Development reflections, for five years.
Can I Earn University Credit For My Induction Work?
Participating Teachers have the option of purchasing UCSC Extension units of academic credit for each year of program participation. Credits can contribute towards advancement on district salary schedules. For more information, see the Required Evidence document or the Teacher page of this website.
NOTE: For teachers credentialed out-of-state or out-of-country, additional documents may be required.
Early Completion Option (ECO)
Program Purpose
SB 57 is legislation that allows an accelerated program option for "exceptional and experienced" teachers who meet the eligibility requirements to complete the Induction program at an advanced level.
Who Qualifies for the ECO Option?
Those with a California Preliminary Credential and 2 or more years of full-time teaching experience as the teacher of record and verification of exceptional teaching practice through rigorous positive evaluations and recommendations by administrators.
How Do I Apply For The ECO Program?
What Do I Do As An Early Completion Option Candidate?
SB 57 is legislation that allows an accelerated program option for "exceptional and experienced" teachers who meet the eligibility requirements to complete the Induction program at an advanced level.
Who Qualifies for the ECO Option?
Those with a California Preliminary Credential and 2 or more years of full-time teaching experience as the teacher of record and verification of exceptional teaching practice through rigorous positive evaluations and recommendations by administrators.
How Do I Apply For The ECO Program?
- Eligible Year 1 Participating Teachers will submit an application for the ECO and all supporting documents (listed below) to the SV/SVNTP Program Director no later than November 3rd. It is the Participating Teacher's responsibility to request an application from the Program Director. (Emily Davis in Silicon Valley and Melissa Roberts in Santa Cruz.)
- The application should include all of the following:
- A cover letter explaining my qualifications as an Early Completion Candidate
- A current resume
- At least two satisfactory teacher performance evaluations, one of which has been conducted within the last two years
- The name and contact information for your current principal/evaluator, and one other administrative officer prepared to address your exceptional skills in the California Standards for the Teaching Profession (CSTP) and appropriateness for the Induction Program Early Completion Option (ECO)
- A Teacher Performance Assessment summary from pre-service program (either TPA or PACT), as available
- Teaching strategies that motivate all students to engage in the learning
- The ability to establish and maintain high standards for student behavior
- Deep knowledge of the subject taught and the use of appropriate instructional strategies that promote student understanding
- An ability to evaluate and assess student achievement
- An ability to communicate effectively by presenting ideas and instructions clearly and meaningfully to all students
- Pursuit of opportunities to grow professionally
- All ECO candidates are expected to complete and submit the Mid-Year Required Evidence for PT1s on December 8th, 2017.
- ECO candidates are expected to complete and submit evidence of a full inquiry cycle
- Upon approval of the application, the ECO candidate will be contacted by the SC/SVNTP Program Director (or designee) to develop an Individualized Induction Plan.
- The SC/SVNTP Program Director (or the designee) will review your application packet, references, and Required Evidence to determine if you qualify for the Early Completion Option, and contact you before December 22nd regarding your status.
- The ECO candidate will then sign an agreement that lists the requirements for program completion, timelines, and monitoring procedures.
What Do I Do As An Early Completion Option Candidate?
- The ECO candidate will work with their mentors over the course of one year to address the CSTPs.
- The ECO candidate and mentor work together to successfully complete the ECO requirements as outlined in the Individual Induction Plan developed by Program Leadership.
- All required ECO evidence must be submitted at the end-of-year Assessment on Friday, May 4th, 2018
Important SC/SVNTP Policies to Know
What happens if I miss a meeting with my mentor?
Meeting regularly with your mentor is at the heart of our program. Therefore, it is important that you make all efforts to be present at all meetings scheduled with your mentor. We recognize that unexpected issues arise and that you may need to reschedule a meeting. However, repeatedly missing meetings without prior notice to your mentor may put you in danger of not meeting induction requirements.
What do I do if I need to take more than four weeks off during a semester?
Regular opportunities to work with your mentor and to employ new ideas in your work is central to successfully completing your Induction. When you miss more than four weeks of school, you do not have the opportunity to participate in Induction in a meaningful way and, therefore, are ineligible to participate in the SC/SVNTP program for that semester. Upon your return, the Program Director will customize an Induction Plan for you to follow.
What do I do if my mentor and I are not working well together?
Mentors and new teachers are paired together using a variety of criteria that are intended to increase the likelihood of creating a positive and meaningful relationship. However, as in all relationships, challenges sometimes arise. If you are having significant concerns about your relationship with your mentor, please follow the steps below:
Meeting regularly with your mentor is at the heart of our program. Therefore, it is important that you make all efforts to be present at all meetings scheduled with your mentor. We recognize that unexpected issues arise and that you may need to reschedule a meeting. However, repeatedly missing meetings without prior notice to your mentor may put you in danger of not meeting induction requirements.
- The expectation is that you will inform your mentor in a timely manner about any meeting you will miss.
- After a second missed meeting, your mentor will contact the Program Director, who will contact you to clarify the reason for the missed meetings.
- After a third missed meeting, the Program Director will notify you and your district representative in writing that due to missed mentor meetings, clearing your credential is in jeopardy. An intervention plan will be developed.
- Further missed meetings may mean that you do not receive credit for your semester of induction work and may require you to repeat the semester at your own expense.
What do I do if I need to take more than four weeks off during a semester?
Regular opportunities to work with your mentor and to employ new ideas in your work is central to successfully completing your Induction. When you miss more than four weeks of school, you do not have the opportunity to participate in Induction in a meaningful way and, therefore, are ineligible to participate in the SC/SVNTP program for that semester. Upon your return, the Program Director will customize an Induction Plan for you to follow.
What do I do if my mentor and I are not working well together?
Mentors and new teachers are paired together using a variety of criteria that are intended to increase the likelihood of creating a positive and meaningful relationship. However, as in all relationships, challenges sometimes arise. If you are having significant concerns about your relationship with your mentor, please follow the steps below:
- Have an honest conversation with your mentor about what is and is not working in your relationship. Most issues stem from misunderstandings and addressing the situation openly can lead to the resolution of most differences.
- If your conversation with your mentor does not resolve the issue, contact your Program Director. S/he will work with you and your mentor in an attempt to resolve the situation.
- If the situation cannot be resolved, the Program Director will work to place you with another mentor as soon as possible.
SC/SVNTP Glossary
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AoC
CCTC
COE
Induction Completion
Continuum
CSTP
ECO
EL
ILP
Induction
Mentor
NTC
Observation
PT
RE
SB 2042
SC/SVNTP
SC/SVNTP Induction Tools
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Assessment of Completion: The SC/SVNTP assesses each Participating Teacher’s Required Evidence twice a year to determine successful progress towards completing Induction requirements.
California Commission on Teacher Credentialing: Issues and regulates teaching credentials in California. http://www.ctc.ca.gov/ County Office of Education Santa.Cruz.County.of.Education:.http://www.santacruz.k12.ca.us/ Santa.Clara.County.of.Education: http://www.sccoe.k12.ca.us/ Completion of the SC/SVNTP Induction Program requires, each year for two years: Weekly meetings with Mentor, completion of SC/SVNTP Induction.processes, professional development attendance and demonstration of classroom application of the California Standards for the Teaching Profession. The Continuum of Teaching Practice: A table showing the range of teaching abilities based on each of the CSTP. Used for co-assessment, self-assessment, and professional growth. California Standards for the Teaching Profession (revised 2009), adopted by the California Department of Education and the Commission on Teacher Credentialing. www.ctc.ca.gov/educator-prep/standards/CSTP-2009.pdf Early Completion Option: A rigorous one-year program for teachers deemed "exemplary and experienced". English Learner Individual Learning Plan: The Individual Learning Plan each Participating Teacher creates in collaboration with their Mentor, and in consultation with their site administrator, that includes co-assessment on the Continuum of Teacher Practice and Goals. A job-embedded two-year program of applying and demonstrating theory and knowledge acquired in the Preliminary preparation program, leading to the Clear Credential recommendation. Support by a Mentor and collaborative formative assessment are based on Induction Program Standards as required by the California Commission on Teacher Credentialing. If an Induction Program is locally available (e.g. SC/SVNTP), completion of that Induction program is required in order to earn a Professional Clear Credential. Exemplary experienced teacher released from his/her classroom full time to support and advise new teachers. Also referred to as a New Teacher Advisor or Support Provider. New Teacher Center researches and disseminates the induction model and practices used by the SC/SVNTP Induction Program. Mentors facilitate opportunities for Participating Teachers to observe the teaching of an experienced colleague either in person or via video and may be provided with release time by SC/SVNTP to do so. Participating Teacher. A teacher enrolled in the SC/SVNTP. Required Evidence: Documentation that shows CSTP growth over time in professional goals, knowing students and the community, analysis of student work, lesson plans, video of classroom practice, observation feedback, written reflections, and other SC/SVNTP Induction tools. Refers to Senate Bill 2042, which specifies the process for attaining a California Professional Clear Credential. Preliminary Credentials issued currently through California university teacher preparation programs are called“2042 credentials.” The Santa Cruz/Silicon Valley New Teacher Project: A state-approved Induction Program that supports Participating Teachers in a consortium of districts across four counties. The processes and tools designed by SC/SVNTP for on-going formative assessment and development of teaching practice and student learning. |