Educational Services Division
Santa Cruz/Silicon Valley New Teacher Project Support Components
1. SC/SVNTP Mentor (Support Provider)
Participating Teachers have weekly on-site contact during and after school hours (averaging six hours per month) 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 teaching support for those who have been interns or pre-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, provide curriculum resources, facilitate communication with the site administrator and parents, and provide assistance in regards to requirements for earning a Professional Clear Credential.
- Mentors and Participating Teachers complete weekly Collaborative Assessment Logs, reflect upon practice, and conduct Cycles of Inquiry. Release time can be arranged by the Mentors to provide time for Participating Teachers to observe veteran teachers.
- Mentors maintain a confidential professional relationship and do not share information contributing to evaluation with administrators or department chairs.
2. Formative Assessment System
Participating Teachers and Mentors use the New Teacher Center Formative Assessment System (NTC FAS) processes and tools based on the professional development needs of the Participating Teacher, and leading to a California Clear Credential.
- Participating Teachers and Mentors collaboratively assess teaching practice in relation to the California Standards for the Teaching Profession (CSTP) and Induction Program Standards 4 (Formative Assessment System), 5 (Pedagogy) and 6 (Universal Access: Equity for All Students).
- Professional goals, analyses of student work, observations, lesson plans and weekly Collaborative Assessment Logs guide professional development and support activities.
- Together, the Mentor and Participating Teacher complete plans for individualized learning and professional development.
The Year-at-a-Glance sequence is:
- Assess and Understand Learning Context
- Set and Reflect on Professional Goals
- Examine Practice Through Inquiry (Plan–Teach–Reflect–Apply)
Above all, NTC FAS processes are designed to help Participating Teachers grow professionally by supporting them to construct knowledge in their own classrooms on a day-to-day basis. The patterns of establishing professional habits and dispositions for collaboration, goal-setting and reflection, data-driven instruction, and ongoing learning are meant to influence practice and encourage ambitious teaching from the very start.
3. Professional Development for Participating Teachers
Based upon the California Standards for the Teaching Profession (CSTP), Academic
Content Standards and BTSA Induction Program Standards 5 and 6, professional development is designed to:
- Build a support network, collegial collaboration, and ongoing professional dialogue among Participating Teachers
- Assist teachers with meeting the needs of a culturally and linguistically diverse student population
- Focus on content and pedagogy in classroom practice
- Support development of effective teaching strategies, particularly related to designing an effective learning environment, teaching English Learners, working with special populations, integrating technology, addressing student health and safety, and promoting equity in diverse classroom settings
- Provide a structure for applying learning to practice and for reflecting on learning and applications
- Provide content which will enable the teacher to demonstrate application of BTSA Induction Program Standards 5 and 6 in the classroom
- Arrange for the opportunity to purchase university units of credit towards salary advancement