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SC/SVNTP Administrator HandbookAcknowledgement to Site Administrators
We acknowledge and appreciate the critical role administrators play with all teachers, especially with teachers new to our profession. We present this handbook as a resource to mutually support all students through excellent teaching. |
Table of Contents
1. Letter to Site Administrators
2. What is Induction?
3. Overview of Santa Cruz/Silicon Valley New Teacher Project
4. Induction Completion
5. Partners for Teacher and Student Success
2. What is Induction?
- What is Induction?
- Santa Cruz/Silicon Valley New Teacher Project Induction
- California's Learning to Teach System
- California Standards for the Teaching Profession
- California Induction Standards
3. Overview of Santa Cruz/Silicon Valley New Teacher Project
- History of Santa Cruz/Silicon Valley New Teacher Project
- Overview of Santa Cruz/Silicon Valley New Teacher Project
- Leadership of Santa Cruz/Silicon Valley New Teacher Project
- Support Components
- Formative Assessment and Support
- Important SC/SVNTP Policies to Know
- Glossary
4. Induction Completion
- Induction Completion
- Steps for Clearing Credentials
5. Partners for Teacher and Student Success
- The Role of the Site Administrator in Induction
- Partners for Teacher and Student Success
- Site Administrator-Mentor Partnership
- Site Orientation
- Guiding Principles
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.
1. Letter to Site Administrators
Dear Principal,
The Santa Cruz/Silicon Valley New Teacher Project is excited to begin its 28th year of work with Participating Teachers. Every Participating Teacher has been partnered with an exemplary veteran teacher Mentor for support. We offer a rich professional development opportunity for all teachers that includes weekly meetings with a Mentor onsite, use of Google-based formative assessment and support processes, and personalized professional development. These supportive processes are designed in alignment with the newly revised California Induction Standards to support Participating Teacher growth on the California Standards for the Teacher Profession (CSTP). Areas of focus include content and pedagogy, meeting the needs of Special Population students, teaching language learners and increasing educational equity. In collaboration with their Mentor, Participating Teachers engage in a series of inquiry cycles during which they plan, teach, analyze data and reflect upon their practice. The work they do in Induction helps them clear their credential, and more importantly, supports their development towards becoming highly effective teachers who are able to support all students in achieving their potential.
This Administrator Handbook provides information about the Santa Cruz/Silicon Valley New Teacher Project’s services for your teachers and district. Our continued partnership with you is key to ensuring every new teacher is moving beyond surviving into thriving!
Mentors will be meeting with you on a regular basis to form a strong partnership of support for the Participating Teachers at your site. Although no evaluative information will be shared, Mentors will work with you regularly to align support for new teachers by learning about your school, setting goals in consultation with you, keeping you informed about what they are working on with Participating Teachers, and inviting you to share your insights your insights and knowledge to further align Induction and support for Participating Teachers with school and district needs and vision.
Your role in providing optimal working conditions for Participating Teachers will help them be successful at your school. Materials and resources, balanced classrooms, support with behavior and instructional challenges and a culture of collaboration are known factors in teacher satisfaction and retention. Thank you for your support in creating sustainable and supportive roles for those newest to our profession!
New teachers face complex challenges in education. We look forward to working together for a common purpose—the well-being and success of our teachers and students.
Sincerely,
Melissa Roberts, SC/SVNTP Director
Emily Davis, SC/SVNTP Program Director (Silicon Valley)
The Santa Cruz/Silicon Valley New Teacher Project is excited to begin its 28th year of work with Participating Teachers. Every Participating Teacher has been partnered with an exemplary veteran teacher Mentor for support. We offer a rich professional development opportunity for all teachers that includes weekly meetings with a Mentor onsite, use of Google-based formative assessment and support processes, and personalized professional development. These supportive processes are designed in alignment with the newly revised California Induction Standards to support Participating Teacher growth on the California Standards for the Teacher Profession (CSTP). Areas of focus include content and pedagogy, meeting the needs of Special Population students, teaching language learners and increasing educational equity. In collaboration with their Mentor, Participating Teachers engage in a series of inquiry cycles during which they plan, teach, analyze data and reflect upon their practice. The work they do in Induction helps them clear their credential, and more importantly, supports their development towards becoming highly effective teachers who are able to support all students in achieving their potential.
This Administrator Handbook provides information about the Santa Cruz/Silicon Valley New Teacher Project’s services for your teachers and district. Our continued partnership with you is key to ensuring every new teacher is moving beyond surviving into thriving!
Mentors will be meeting with you on a regular basis to form a strong partnership of support for the Participating Teachers at your site. Although no evaluative information will be shared, Mentors will work with you regularly to align support for new teachers by learning about your school, setting goals in consultation with you, keeping you informed about what they are working on with Participating Teachers, and inviting you to share your insights your insights and knowledge to further align Induction and support for Participating Teachers with school and district needs and vision.
Your role in providing optimal working conditions for Participating Teachers will help them be successful at your school. Materials and resources, balanced classrooms, support with behavior and instructional challenges and a culture of collaboration are known factors in teacher satisfaction and retention. Thank you for your support in creating sustainable and supportive roles for those newest to our profession!
New teachers face complex challenges in education. We look forward to working together for a common purpose—the well-being and success of our teachers and students.
Sincerely,
Melissa Roberts, SC/SVNTP Director
Emily Davis, SC/SVNTP Program Director (Silicon Valley)
2. 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 the newly revised statewide Induction Program Standards.
- 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
Eligibility for Clearing a Credential Through SC/SVNTP Induction
Induction Program Components for the Professional Clear Credential
- 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
- Integrate support provided by a qualified Mentor
- Participate in a formative assessment system
- Complete standards-focused professional development
Santa Cruz/Silicon Valley New Teacher Project Induction
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 reflective teachers who are responsive to the diverse cultural, social, academic, and linguistic backgrounds of all students.
The SC/SVNTP Offers
The SC/SVNTP Goals
Develop teacher capacity and competence as defined in the California Standards for the Teaching Profession (CSTP) and the Induction Standards to:
- Santa Cruz County Office of Education
- The New Teacher Center
- Approximately 37 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 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 teachers
- Professional development for teachers, Mentors, and administrators
- Formative assessment tools aligned with the California Standards for the Teaching Profession (CSTP)
The SC/SVNTP Goals
Develop teacher capacity and competence as defined in the California Standards for the Teaching Profession (CSTP) and the Induction Standards to:
- Provide advisement and assistance to qualified Participating Teachers so they may complete requirements for their California Professional Clear Credential.
- Direct support toward improving student achievement.
- Use formative assessment practices to inform support and guide teacher professional development.
- Document teacher professional growth over time.
- Model and encourage ongoing self-assessment and reflection.
- Foster collaboration and leadership among teachers.
- Build partnerships with district stakeholders to support Participating Teachers in their work with students.
California's Learning to Teach System
The California Standards for the Teaching Profession
California Induction Standards
California Induction Standards
3. Overview of Santa Cruz/Silicon Valley New Teacher Project
History of the Santa Cruz/Silicon Valley New Teacher Project
To read more about the history of the SC/SVNTP, please visit our HOME PAGE.
To read more about the history of the SC/SVNTP, please visit our HOME PAGE.
Overview of Santa Cruz/Silicon Valley New Teacher Project
Santa Cruz/Silicon Valley New Teacher Project (SC/SVNTP)
The Santa Cruz/Silicon Valley New Teacher Project is composed of two programs in Santa Cruz and Silicon Valley to provide induction in Santa Cruz, Santa Clara and San Benito Counties. SC/SVNTP Induction assists and supports Participating Teachers through two years of induction as they enter the teaching profession in California and fulfill the requirements for a Clear Credential. Support is focused on strengthening Participating Teachers’ classroom practice, ensuring student academic success, and developing reflective teachers who are responsive to the diverse cultural, social, academic, and linguistic backgrounds of all students.
Santa Cruz
The Santa Cruz program in the SC/SVNTP works in partnership with the Santa Cruz County Office of Education, all districts in Santa Cruz County and the Silicon Valley program. The Santa Cruz program is designed to support the development of new teachers through mentoring by exemplary teachers from districts within the consortium. The Santa Cruz program extends to Aromas/San Juan, Hollister and Gilroy. The Santa Cruz program hires Mentors centrally. Meetings for Mentors and professional development events for Participating Teachers (PTs) are held at the Santa Cruz County
Office of Education and in South Santa Cruz County locations.
Silicon Valley
The Silicon Valley program in the SC/SVNTP works in partnership with the Santa Clara County Office of Education and the Santa Cruz program. The Silicon Valley program is designed to support the development of new teachers through mentoring by exemplary teachers from districts within the consortium. The Silicon Valley program implements an Induction program for teachers in districts and charters across Silicon Valley, with Mentors mainly hired by their districts. Meetings for Mentors are held at the UCSC-Silicon Valley Extension. Professional development events for PTs are held within districts/schools.
The Santa Cruz/Silicon Valley New Teacher Project is composed of two programs in Santa Cruz and Silicon Valley to provide induction in Santa Cruz, Santa Clara and San Benito Counties. SC/SVNTP Induction assists and supports Participating Teachers through two years of induction as they enter the teaching profession in California and fulfill the requirements for a Clear Credential. Support is focused on strengthening Participating Teachers’ classroom practice, ensuring student academic success, and developing reflective teachers who are responsive to the diverse cultural, social, academic, and linguistic backgrounds of all students.
Santa Cruz
The Santa Cruz program in the SC/SVNTP works in partnership with the Santa Cruz County Office of Education, all districts in Santa Cruz County and the Silicon Valley program. The Santa Cruz program is designed to support the development of new teachers through mentoring by exemplary teachers from districts within the consortium. The Santa Cruz program extends to Aromas/San Juan, Hollister and Gilroy. The Santa Cruz program hires Mentors centrally. Meetings for Mentors and professional development events for Participating Teachers (PTs) are held at the Santa Cruz County
Office of Education and in South Santa Cruz County locations.
Silicon Valley
The Silicon Valley program in the SC/SVNTP works in partnership with the Santa Clara County Office of Education and the Santa Cruz program. The Silicon Valley program is designed to support the development of new teachers through mentoring by exemplary teachers from districts within the consortium. The Silicon Valley program implements an Induction program for teachers in districts and charters across Silicon Valley, with Mentors mainly hired by their districts. Meetings for Mentors are held at the UCSC-Silicon Valley Extension. Professional development events for PTs are held within districts/schools.
Leadership of Santa Cruz/Silicon Valley New Teacher Project
Director: Melissa Roberts mroberts@santacruzcoe.org
Assistant Director (Santa Cruz): Marvilyn Quiroz mquiroz@santacruzcoe.org
Program Director (Silicon Valley): Emily Davis edavis@newteachercenter.org
Assistant Director (Silicon Valley): Jamie Brown jbrown@santacruzcoe.org
Department Coordinator, SC/SVNTP: Injin Jun ijun@santacruzcoe.org
Administrative Assistant, SC/SVNTP: Patricia Isaak pisaak@santacruzcoe.org
Office Phone: (831) 466-5840
Steering Committees, SC/SVNTP:
District Leadership (Superintendents, Assistant Superintendents and Human Resources Personnel) meet with the Project Directors to share project information and coordinate Induction on a quarterly basis.
Facilitator: Melissa Roberts (Santa Cruz)
Facilitator: Emily Davis (Silicon Valley)
Assistant Director (Santa Cruz): Marvilyn Quiroz mquiroz@santacruzcoe.org
Program Director (Silicon Valley): Emily Davis edavis@newteachercenter.org
Assistant Director (Silicon Valley): Jamie Brown jbrown@santacruzcoe.org
Department Coordinator, SC/SVNTP: Injin Jun ijun@santacruzcoe.org
Administrative Assistant, SC/SVNTP: Patricia Isaak pisaak@santacruzcoe.org
Office Phone: (831) 466-5840
Steering Committees, SC/SVNTP:
District Leadership (Superintendents, Assistant Superintendents and Human Resources Personnel) meet with the Project Directors to share project information and coordinate Induction on a quarterly basis.
Facilitator: Melissa Roberts (Santa Cruz)
Facilitator: Emily Davis (Silicon Valley)
Support Components
1. SC/SVNTP Mentor (Support Provider)
Participating Teachers have weekly on-site contact during and after school hours (averaging an hour/week) with a Mentor, who is an exemplary, experienced teacher released full-time specifically to support teachers.
2. SC/SVNTP Induction Processes
Participating Teachers and Mentors use SC/SVNTP's Google-based Induction Toolkit based on the professional development needs of the Participating Teacher and in alignment with credentialing requirements.
3. Professional Development for Participating Teachers
Professional Development aligned with the California Standards for the Teaching Profession, the Common Core State Standards, Academic Content Standards, and Induction Program Standards is critical to the growth of teacher practice. It is the expectation of the SC/SVNTP Induction Program that Participating Teachers fully engage in their district/schools’ professional development activities and work to integrate their learnings into their classroom practice.
At the beginning of the year, all Participating Teachers attend an Orientation 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 or Site Share in which they share their Inquiry Cycle Action Plans with colleagues and administrators.
Between mentor-directed trainings and other district/school-sponsored or subject-specific events, Participating Teachers receive robust professional development that will accelerate their practice.
Participating Teachers have weekly on-site contact during and after school hours (averaging an hour/week) with a Mentor, who is an exemplary, experienced teacher released full-time specifically to support teachers.
- Mentors provide classroom support during the first two years in the classroom or continued teaching support for those who have been interns, or have taught out-of state or out-of-country.
- Mentors observe and coach Participating Teachers, offer emotional support, assist with short and long-term planning, design classroom management strategies, teach demonstration lessons, connect teachers with curriculum resources, and facilitate communication and collaboration with site administrator, colleagues and community.
- Mentors provide assistance in regards to requirements for earning a Professional Clear Credential.
- Mentors and Participating Teachers complete Collaborative Assessment Logs, reflect upon practice, and conduct Cycles of Inquiry.
- Mentors arrange release time, provided by the SC/SVNTP, or facilitate other opportunities for Participating Teachers and Mentors to observe veteran teachers together.
- Mentors maintain a confidential professional relationship and do not share information contributing to evaluation with administrators or department chairs.
2. SC/SVNTP Induction Processes
Participating Teachers and Mentors use SC/SVNTP's Google-based Induction Toolkit based on the professional development needs of the Participating Teacher and in alignment with credentialing requirements.
- Participating Teachers and Mentors collaboratively assess teaching practice in relation to the California Standards for the Teaching Profession (CSTP) and, in consultation with the Site Administrator, develop an Individual Learning Plan (ILP) which guides their work together.
- Professional goals, analyses of student work, inquiry, observations, lesson plans and Collaborative Assessment Logs guide professional development and support activities.
- Together, the Mentor and Participating Teacher complete plans for individualized learning and professional development.
3. Professional Development for Participating Teachers
Professional Development aligned with the California Standards for the Teaching Profession, the Common Core State Standards, Academic Content Standards, and Induction Program Standards is critical to the growth of teacher practice. It is the expectation of the SC/SVNTP Induction Program that Participating Teachers fully engage in their district/schools’ professional development activities and work to integrate their learnings into their classroom practice.
At the beginning of the year, all Participating Teachers attend an Orientation 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 or Site Share in which they share their Inquiry Cycle Action Plans with colleagues and administrators.
Between mentor-directed trainings and other district/school-sponsored or subject-specific events, Participating Teachers receive robust professional development that will accelerate their practice.
Formative Assessment and Support
The SC/SVNTP Induction Toolkit is designed to help Participating Teachers and Mentors have powerful conversations about teaching and learning that result in greater teacher effectiveness and improved student achievement.
The SC/SVNTP Toolkit is a series of collaborative processes characterized by a focus on student learning. Mentors work with Participating Teachers to collect and analyze multiple data sources, reflect upon them, and collaboratively assess classroom practice. Many of the Induction Tools are part of the Participating Teacher’s Mid-Year and End-of-Year Required Evidence which provide the necessary evidence to clear their credentials.
A variety of carefully designed tools help structure the Mentor-Participating Teacher interactions and support the teacher’s development related to the California Standards for the Teaching Profession (CSTP) and the Induction Standards. For each SC/SVNTP Induction Tool, the focus, content, and pacing are determined by the Mentor and Participating Teacher in light of the teacher’s co-assessed needs.
Each SC/SVNTP Induction Tool is a graphic organizer that supports ongoing collaboration between Mentors and Participating Teachers and motivates thinking about different essential aspects of teaching. The tools reflect research-based best practices, develop professional habits of inquiry and reflection, promote the use of assessment data to guide instruction, and support differentiation of instruction based on students’ learning needs.
The SC/SVNTP tools are now available online as Google Docs which can be accessed and edited collaboratively by both the Mentor and the Participating Teacher.
The SC/SVNTP Toolkit is a series of collaborative processes characterized by a focus on student learning. Mentors work with Participating Teachers to collect and analyze multiple data sources, reflect upon them, and collaboratively assess classroom practice. Many of the Induction Tools are part of the Participating Teacher’s Mid-Year and End-of-Year Required Evidence which provide the necessary evidence to clear their credentials.
A variety of carefully designed tools help structure the Mentor-Participating Teacher interactions and support the teacher’s development related to the California Standards for the Teaching Profession (CSTP) and the Induction Standards. For each SC/SVNTP Induction Tool, the focus, content, and pacing are determined by the Mentor and Participating Teacher in light of the teacher’s co-assessed needs.
Each SC/SVNTP Induction Tool is a graphic organizer that supports ongoing collaboration between Mentors and Participating Teachers and motivates thinking about different essential aspects of teaching. The tools reflect research-based best practices, develop professional habits of inquiry and reflection, promote the use of assessment data to guide instruction, and support differentiation of instruction based on students’ learning needs.
The SC/SVNTP tools are now available online as Google Docs which can be accessed and edited collaboratively by both the Mentor and the Participating Teacher.
Video-based Observations
The Santa Cruz/Silicon Valley New Teacher Project is continuing to using Talent to enhance the work of Participating Teachers and their Mentors this year. Talent is a secure web-based platform for uploading and annotating video to improve teacher practice. Using Talent, Participating Teachers will periodically be filming in their classrooms as part of their Induction work. Talent is a password-protected site that prevents video from being viewed by anyone other than the mentor and teacher.
We know that video has the potential to have a powerful impact on teaching practice. This easy to use and secure system that will allow mentors and new teachers to harness the power of this technology. If you wish to learn more about Talent, here is the link to a brief YouTube video on the subject: https://www.youtube.com/watch?v=7pR3-8iv0lAhttps://www.youtube.com/watch?v=7pR3-8iv0lA
Mentors and Participating Teachers may also use Talent to film veteran teachers’ classrooms and review them together as part of the Mentor Facilitated Observation process. Observing veteran teachers to learn more about successful strategies for building effective learning environments and to enhance their instructional skill set is a highly valuable component of the Induction process. While in-person observations are best, we recognize that with our ongoing substitute shortage in California, it may not be possible for new teachers to leave their classrooms to observe others. Using Talent to record a consenting veteran teachers’ classroom and then review it together may be a positive alternative in these cases.
For more information about Talent, please do not hesitate to ask a mentor in your building or SC/SVNTP Leadership. Below, you can find and download a letter explaining Talent.
The Santa Cruz/Silicon Valley New Teacher Project is continuing to using Talent to enhance the work of Participating Teachers and their Mentors this year. Talent is a secure web-based platform for uploading and annotating video to improve teacher practice. Using Talent, Participating Teachers will periodically be filming in their classrooms as part of their Induction work. Talent is a password-protected site that prevents video from being viewed by anyone other than the mentor and teacher.
We know that video has the potential to have a powerful impact on teaching practice. This easy to use and secure system that will allow mentors and new teachers to harness the power of this technology. If you wish to learn more about Talent, here is the link to a brief YouTube video on the subject: https://www.youtube.com/watch?v=7pR3-8iv0lAhttps://www.youtube.com/watch?v=7pR3-8iv0lA
Mentors and Participating Teachers may also use Talent to film veteran teachers’ classrooms and review them together as part of the Mentor Facilitated Observation process. Observing veteran teachers to learn more about successful strategies for building effective learning environments and to enhance their instructional skill set is a highly valuable component of the Induction process. While in-person observations are best, we recognize that with our ongoing substitute shortage in California, it may not be possible for new teachers to leave their classrooms to observe others. Using Talent to record a consenting veteran teachers’ classroom and then review it together may be a positive alternative in these cases.
For more information about Talent, please do not hesitate to ask a mentor in your building or SC/SVNTP Leadership. Below, you can find and download a letter explaining Talent.
| SC/SVNTP SA Talent Letter 16-17 |
Important SC/SVNTP Policies to Know
1. What happens if a Participating Teacher (PT) misses meetings with his/her mentor?
Regular meetings between PTs and their mentors is at the heart of our program. Therefore, it is important that PTs make every effort to be present at all meetings scheduled with his/her mentor. We recognize that unexpected issues arise and that PTs and mentors may need to reschedule meetings. However, if a PT repeatedly misses meetings without notifying the mentor in a timely manner, the PT may be in danger of NOT meeting induction requirements.
2. What happens when a PT needs to take more than four weeks off during a semester?
Regular opportunities to work with a mentor and to employ new ideas in his/her classroom is central to successfully completing Induction. When a PT misses more than four weeks of school, he/she does not have the opportunity to participate in Induction in a meaningful way and, therefore, is ineligible to participate in the SC/SVNTP program for that semester. Upon the PT’s return, the Program Director will customize an Induction Plan for the PT to follow.
3. What happens if a PT and mentor 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 either the PT or mentor have significant concerns about their relationship, they are expected to follow the steps below:
Regular meetings between PTs and their mentors is at the heart of our program. Therefore, it is important that PTs make every effort to be present at all meetings scheduled with his/her mentor. We recognize that unexpected issues arise and that PTs and mentors may need to reschedule meetings. However, if a PT repeatedly misses meetings without notifying the mentor in a timely manner, the PT may be in danger of NOT meeting induction requirements.
- The expectation is that the PT will inform his/her mentor in a timely manner of any meeting that will be missed.
- After a second missed meeting, the mentor will contact the Program Director, who will contact the PT to clarify the reason for the missed meetings.
- After a third missed meeting, the Program Director will notify the PT and the appropriate district representative in writing that due to missed mentor meetings, the PT is in jeopardy of NOT clearing his/her credential. An intervention plan will be developed.
- Further missed meetings may mean that the PT does NOT receive credit for the semester of induction work and may be required to repeat the semester at his/her own expense.
2. What happens when a PT needs to take more than four weeks off during a semester?
Regular opportunities to work with a mentor and to employ new ideas in his/her classroom is central to successfully completing Induction. When a PT misses more than four weeks of school, he/she does not have the opportunity to participate in Induction in a meaningful way and, therefore, is ineligible to participate in the SC/SVNTP program for that semester. Upon the PT’s return, the Program Director will customize an Induction Plan for the PT to follow.
3. What happens if a PT and mentor 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 either the PT or mentor have significant concerns about their relationship, they are expected to follow the steps below:
- Either the PT or the mentor initiates an honest conversation about what is and is not working in the relationship. Most issues stem from misunderstandings and addressing the situation openly can lead to the resolution of most differences.
- If the conversation between PT and mentor does not resolve the issue, either PT or mentor may contact the Program Director. S/he will work with PT and mentor in an attempt to resolve the situation.
- If the situation cannot be resolved, the Program Director will work to place the PT with another mentor as soon as possible.
Glossary
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AoC
CCTC COE Completion Continuum CSTP ECO EL ILP Induction Mentor (MT) MGO NTC PT RE SB 2042 SC/SVNTP SC/SVNTP Induction Toolkit Talent |
Assessment of Completion The SC/SVNTP assesses each Participating Teacher’s Required Evidence twice a year.
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: Meetings with Mentor, completion of SC/SVNTP Induction processes, professional development attendance and demonstration of classroom application of the CSTPs. The Continuum of Teaching Practice. A table showing the range of teaching abilities based on the CSTP and the Induction Standards. 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. Early Completion Option A 1-year Induction experience for "experienced and exceptional" teachers. Eligibility and requirements determined by SC/SVNTP based on application and recommendations. English learner Individualized Learning Plan The individual Induction plan each Participating Teacher creates in collaboration with the Mentor, in consultation with Site Administrators, that includes the Continuum of Teacher Practice and Goals. Induction 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. Induction is required in order to earn a Professional Clear Credential. Mentor Exemplary experienced teacher released from his/her classroom full time to support and advise new teachers. Also referred to as Advisor or Support Provider. Mentor-Guided Observation As part of their RE, Mentors arrange for Participating Teachers to observe veteran colleagues. They may be provided with release time to observe the teaching of an experienced colleague or observe using other means. NTC The New Teacher Center researches and disseminates the induction model and practices used by the SC/SVNTP Induction Program. Participating Teacher A teacher enrolled in Induction. Required Evidence Documentation that shows growth over time in professional goals, student work, lesson plans, written reflections, weekly logs, video tape, data from Mentor observations, and SC/SVNTP Induction tools. Senate Bill 2042 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 37 districts and charters across three counties. SC/SVNTP Induction Toolkit Processes and tools Mentors and Participating Teachers collaborate on for the purposes of on-going assessment of teaching practice and student learning. Talent The secure web-based platform Mentors and Participating Teachers use for uploading and annotating video to improve teacher practice. |
4. Induction Completion
In order to satisfy requirements for Induction completion and be eligible to file for a Professional Clear Credential, each Participating Teacher must complete the following each year for two years, in partnership with his/her Mentor:
1. On-going Collaboration with a Mentor:
2. Evidence of Application of Induction Standards:
3. Participating Teacher Professional Development:
University Credit Option:
1. On-going Collaboration with a Mentor:
- Weekly contact between Mentor and Participating Teacher, averaging not less than one hour per week, for two years.
- Mentoring sessions balanced between in-class time with students and outside-of-class time.
- Mentoring sessions documented on SC/SVNTP Induction tools.
2. Evidence of Application of Induction Standards:
- Focus on making progress towards mastery of the California Standards for the Teaching Profession (CSTP)
- At mid-year and end-of-year, submit Required Evidence related to application of the CSTP.
- Using identified criteria, SC/SVNTP Mentors and program leaders review submitted evidence of practice, required SC/SVNTP Induction tools and reflections, 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 Teacher Professional Development:
- Attend SC/SVNTP orientation/launch, and colloquium/site share.
- Attend group mentoring sessions as appropriate.
- Engage fully in district-sponsored professional development.
University Credit Option:
- 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.
- Credits are earned based on hours spent outside of teaching time to complete requirements.
- Information will be available in the spring.
Steps for Clearing Credentials
The teacher should read the Preliminary Credential carefully and become familiar with the requirements to clear. To view a credential, go to http://www.ctc.ca.gov/
All induction requirements must be completed by the close of the school year of the second year of participation in Induction.
SC/SVNTP Induction Process completion and Professional Development attendance 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.
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.
Once all induction requirements have been met, the following will occur:
Maintain evidence of completion of the Induction Program, including Formative Assessment System processes and Professional Development reflections, for five years.
All induction requirements must be completed by the close of the school year of the second year of participation in Induction.
SC/SVNTP Induction Process completion and Professional Development attendance 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.
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.
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 faxed 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 then notify the teacher via email address with instructions for the next steps, including payment, towards receiving the Clear Credential.
Maintain evidence of completion of the Induction Program, including Formative Assessment System processes and Professional Development reflections, for five years.
5. Partners for Teacher and Student Success
The Role of the Site Administrator in Induction
The revised California Induction Standards call out a very specific role for Site Administrators in the Induction process. Specifically, Site Administrators are asked to consult with Mentors in the development of Participating Teacher's Individual Learning Plans.
In addition to this requirement, Site Administrators can:
Teacher Assignments
Site Support
In addition to this requirement, Site Administrators can:
- Support Participating Teachers to meet all legislative requirements enabling them to receive their Professional Clear Credential.
- Participate in consortium events to understand program goals and to facilitate an integrated induction program within the site/district context.
- Communicate questions/concerns about the program with Mentors, program director or district liaison who sits on the SC/SVNTP Steering Committee.
- Participate in the program evaluation process by completing the SC/SVNTP Induction Survey.
- Meet with Mentor(s) who are supporting Participating Teachers at the site at least quarterly for the purpose of consulting on goal-setting, alignment, and ongoing communication.
- Respect the confidentiality between Mentor and Participating Teacher.
- Take part in triad meetings with Participating Teacher and Mentor, at least once a year or as necessary/requested, to discuss observations of successes and concerns.
Teacher Assignments
- Assign new teachers within the area of their pre-service preparation.
- Review the new teacher’s class list(s) to ensure department/grade level team assignments are balanced, in relation to students with special needs, English Learners, and student performance levels.
- Place new teachers in situations that offer the most opportunity for success (e.g. avoid split grade levels, limit movement between classrooms, and assign productive prep periods with colleagues.)
Site Support
- Conduct an initial site orientation for Participating Teachers, perhaps in collaboration with mentor(s) (refer to Site Orientation checklist.)
- Provide necessary materials, resources, and equipment.
- Build a school culture of valuing new staff and sharing effective practices.
- Encourage a community of learning that focuses on the State-adopted academic content standards, performance levels for students, and the California Standards for the Teaching Profession.
- Facilitate opportunities for Participating Teachers to observe experienced teachers.
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For more information about how Site Administrators can support Induction for Participating Teachers, please see the Site Administrator Letter and the Administrator page of this website.
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Mentor’s Responsibilities in working with the Site Administrator
Beyond the SC/SVNTP Mentor’s Responsibilities
- Consult with the Site Administrator about Participating Teacher's Individual Learning Plan (ILP) development
- Participate in discussions about how the Mentor might assist with the goals the site administrator has for the teacher.
- Discuss formative assessment and induction processes.
- Advocate for conditions that support teacher success and enhance student performance.
- Participate in a triad conversation at least once/year and when appropriate, with administrator, teacher and Mentor, in support of the teacher.
Beyond the SC/SVNTP Mentor’s Responsibilities
- Provide evaluative feedback to administrator.
- Substitute for an absent staff member.
- Act as a supervisor/evaluator.
- Use subjective or evaluative language in discussing a teacher.
- Coach a struggling veteran teacher.
- Act as a “go-between” with principal and teacher.
- Facilitate faculty meetings.
Other Partners in Induction for Student Success
Human Resources’ Contributions
School Board’s Contributions
Steering Committee Contributions
Human Resources’ Contributions
- Identify teachers who are eligible for SC/SVNTP support, and notify the SC/SVNTP with required documentation as soon as possible.
- At the point of hiring, inform all eligible teachers of their responsibility to enter an Induction program in their first year of teaching.
- Remain in close contact with the SC/SVNTP office regarding Participating Teachers’ induction progress and completion of credential requirements.
School Board’s Contributions
- Ensure full cooperation and participation of district staff in program activities.
- Participate in informational events such as the Fall Administrator Breakfast, Spring Induction Summit, and New Teacher Center National Symposium, as well as celebratory events such as the SC/SVNTP New Teacher Celebration and Colloquia.
- Approve district teacher assessment and staff development programs that reflect the California Standards for the Teaching Profession (CSTP) and the Induction Program Standards and encourage a culture and community of professional learning.
- Approve district participation in Induction program evaluation activities.
- Take budgetary and organizational action to insure that the new teacher support program is sustained.
- Communicate questions or concerns about the program with the program director.
Steering Committee Contributions
- Oversee all aspects of the SC/SVNTP Induction Program to fully implement the program design and to ensure program success in the district. Measurable progress will be demonstrated in order to continue the partnership.
- Ensure that Participating Teachers have every opportunity to successfully complete the induction program to receive their Professional Clear Credential.
- Facilitate designation of district in-kind funds to support the program as required by the guidelines.
- Attend all quarterly Steering Committee meetings, comprised of project, district and site administrators, university faculty, and human resource directors, or send a district office alternate when unable to attend.
- Ensure full cooperation and participation of district staff in program activities to include:
- Mentors attending mandatory trainings and professional development such as Mentor Forums
- Participating Teacher collaboration with Mentors and attendance at mandatory professional development
- District office administrators (including curriculum and instruction, human resources, and site administrators) attending SC/SVNTP network activities, trainings and meetings.
- Discuss program implementation and provide updates at district Leadership Team meetings and at Board meetings.
- Ensure a cadre of experienced new teacher Mentors is in place, each supporting a caseload of Participating Teachers.
- Create district teacher assessment and staff development programs that reflect the California Standards for the Teaching Profession (CSTP), the Induction Program Standards and encourage a culture and community of professional learning.
- Conduct and participate in program evaluation and research activities, including the Induction Survey, district assessment and other data, and other appropriate activities.
- Take budgetary and organizational action to ensure that the new teacher support program is sustained.
- Communicate questions or concerns about the program with program director.
Site Orientation
Guiding Principals
- A period of teacher induction is important for all new teachers.
- New teachers benefit from opportunities to collaborate with veteran colleagues.
- The needs for beginning teachers are different from those of veteran teachers.
- The relationship between the new teacher and the mentor is key to the success of the induction program (and the mentor).
- New teacher support and assistance must be tailored to the assessed needs of the individual teacher.
- Professional norms are established during the first few years of teaching.
- Teacher development is ongoing over a professional lifetime.
- Veteran teachers improve their skills from working with new colleagues.