S A N TA   C R U Z   C O U N T Y   O F F I C E   O F   E D U C AT I O N
SANTA CRUZ/SILICON VALLEY  
NEW TEACHER PROJECT  
INDUCTION PROGRAM
2014-2015
Mentor
Handbook
Santa Cruz/Silicon Valley
New Teacher Project (SC/SVNTP)
Contact Information:
Santa Cruz and
Central Office
at Santa Cruz County Office of Education
400 Encinal Street
Santa Cruz, CA 95060
(831) 466-5840
[email protected]
Silicon Valley
at Santa Clara County Office of Education
1290 Ridder Park Drive MC216
San Jose, CA 95131
(408) 501-7390
[email protected]
"collaboration, reflection, self-assessment, and continuing inquiry into classroom practice"
2014–2015 MENTOR HANDBOOK
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Leadership
1
Overview of Mentoring
History
2
Introduction & Goals
3
Mentor Professional Development Overview
4
Mentor Academy Year 1
6
Forum Norms
7
Formative Assessment and Support (NTC FAS)
8
Working with Participating Teachers
Differentiated Coaching
Roles
9
10
Conversation Protocol
11
Mentor Language Stems
12
Completing Induction Processes
14
Participating Teacher Letter of Commitment (LOC)
17
Teaching Performance Assessment (TPA/PACT)
18
Transferring Participating Teachers Guidelines
19
Early Completion Option (ECO)
20
Veteran Teacher Observations
21
Working with Induction Partners
Conversations with Site Administrators
22
Meeting with Site Administrators
24
Communication with Stakeholders
27
Part-Time Mentor Letter of Commitment
29
Mentor Letter of Commitment
30
SAN TA CRUZ / SI LI CO N VALLE Y N E W T E ACH E R PR OJ EC T
2014–2015 SANTA CRUZ / SILICON VALLEY NEW TEACHER PROJECT MENTOR HANDBOOK
Santa Cruz/Silicon Valley
New Teacher Project Leadership
 
Santa Cruz/Silicon Valley New Teacher Project Leadership:
Director: 
Cynthia Balthaser.........................................cbalthaser@santacruz.k12.ca.us (831) 466-5840
Lead Program Coordinator (Santa Cruz): 
Melissa Roberts............................................mroberts@santacruz.k12.ca.us (831) 466-5840
Program Director (Silicon Valley):
Emily Davis....................................................edavis@newteachercenter.org (408) 501-7390
Lead Program Coordinator (Silicon Valley): 
Steve Sinclair................................................ssinclair@santacruz.k12.ca.us (831) 588-2612
Program Manager, SC/SVNTP: 
Alison Gold....................................................agold@santacruz.k12.ca.us (831) 466-5840
Administrative Assistants, SC/SVNTP: 
Patricia Isaak.................................................pisaak@santacruz.k12.ca.us (831) 466-5840
Raquel Jimenez............................................rjimenez@newteachercenter.org (408) 946-1608
.
Organizational Management Team, SC/SVNTP: 
Leadership from the whole project meets to review policy and procedures, discuss overall project
requirements, and address program issues related to each specific context..
Facilitator: Cynthia Balthaser 
 
Steering Committees, SC/SVNTP: 
District Leadership (superintendents, assistant superintendents and human resources personnel) meet with the Project Directors and Professional Development Coordinators to share project
information on a bi-monthly basis. .
Facilitator: Cynthia Balthaser (Santa Cruz)
Facilitator: Emily Davis (Silicon Valley)
 
New Teacher Center Leadership:
Chief Executive Officer, New Teacher Center; Co-Founder, SC/SVNTP 
Ellen Moir......................................................emoir@newteachercenter.org
SC/SVNTP Program Director, Emeritus 
Wendy Baron................................................wbaron@newteachercenter.org
.
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2014–2015 SANTA CRUZ / SILICON VALLEY NEW TEACHER PROJECT MENTOR HANDBOOK
Santa Cruz / Silicon Valley New Teacher Project & New Teacher Center
History
Santa Cruz New Teacher Project:  
The Santa Cruz New Teacher Project was initially established in 1988 by Ellen Moir, then
Director of Teacher Education at UCSC, in collaboration with Wendy Baron, Supervisor of
Teacher Education at UCSC, and supported by the Chair of the UCSC Teacher Education
Program, Eugene Garcia. In 1988, the Santa Cruz New Teacher Project was among the first
15 California New Teacher Project pilot programs funded by the California Department of
Education (CDE) and the California Commission on Teacher Credentialing (CTC). In 1993, the
legislature approved funding for new teacher support and created legislation for Beginning
Teacher Support and Assessment (BTSA). The Santa Cruz New Teacher Project became one of
California’s initial projects jointly administered by the CDE and CTC.
.
The New Teacher Center (NTC):
The NTC was established in 1998 with support from the Walter S. Johnson and Noyce Foundations. The NTC researches the work of Mentoring and publishes reports about its impact
on student achievement, teacher quality and retention. The NTC designs and disseminates
trainings for Mentors of beginning teachers throughout California and the nation. The NTC
has developed a New Administrator Program that is parallel in scope to the Santa Cruz/
Silicon Valley New Teacher Project. Many of the tools and processes for effective mentoring
have been developed and piloted in the Santa Cruz/Silicon Valley New Teacher Project. For
example, models of the PT action plans from the SC/SVNTP are distributed to other Induction
Programs through Mentor Trainings that the NTC conducts. For more information:
The New Teacher Center
725 Front St., Suite 400, Santa Cruz, CA 95060
(831) 600-2200 • http://www.newteachercenter.org
Santa Cruz/Silicon Valley New Teacher Project: 
The Silicon Valley New Teacher Project was established in 2000, joining with the Santa Cruz
New Teacher Project to become the Santa Cruz/Silicon Valley New Teacher Project, and .
extending the NTP Induction model to over 15 districts in Santa Clara County.
BTSA Induction:
In 2002, the SC/SVNTP became an approved SB 2042 BTSA Induction Program. Eligible Participating Teachers clear their credentials by completing the SC/SVNTP’s induction program
comprised of 1:1 weekly mentoring, formative assessment processes, and professional development opportunities. The SC/SVNTP BTSA Induction program was reviewed by state agencies in 2007 and successfully met all Induction Standards. Commendations included:
1. The program’s ability to effectively integrate multiple components in a manner that allows
for choice around focused work designed to meet the individualized needs of Participating
Teachers.
2. The quality of professional development provided to all stakeholders that incorporates a
research-based seminar design, and is responsive to the development of habits of mind.
3. The fostering of a group of leaders across a large geographic area who are affecting positive
educational reform resulting in powerful learning communities, effective communication,
and aligned collaborative partnerships.
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2014–2015 SANTA CRUZ / SILICON VALLEY NEW TEACHER PROJECT MENTOR HANDBOOK
S anta C ruz /S i li co n Valle y
N e w Te ach e r P r oj ec t  I n duc ti o n
SC/SVNTP Induction Program Introduction & Goals
The Santa Cruz/Silicon Valley New Teacher Project (SC/SVNTP) is a collaborative effort
among the following educational institutions:
uu Santa Cruz County Office of Education.
uu Santa Clara County Office of Education.
uu University of California, Santa Cruz.
uu The New Teacher Center.
uu Approximatelyforty-one school districts and charter schools in Santa Cruz,
Santa Clara, North Monterey 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:
uu
uu
uu
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)..
SC/SVNTP Goals: 
Develop teacher capacity and competence as defined in the California Standards for the
Teaching Profession (CSTP) and Induction Standards 5 and 6
uu Provide advisement and assistance to qualified Participating Teachers so they may .
complete requirements for their California Professional Clear Credential.
uu Direct support toward improving student achievement.
uu Use formative assessment practices to inform support and guide teacher .
professional development.
uu Document teacher professional growth over time.
uu Model and encourage ongoing self-assessment and reflection.
uu Foster collaboration and leadership among teachers.
uu Build partnerships with district stakeholders to support Participating Teachers .
in their work with students.
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2014–2015 SANTA CRUZ / SILICON VALLEY NEW TEACHER PROJECT MENTOR HANDBOOK
Mentor Professional Development Overview
Purpose: A core value of the Santa Cruz/Silicon Valley New Teacher Project (SC/SVNTP) is a
commitment to high quality job-embedded professional development for every Mentor in the
project. A major objective is to build capacity and to support and advance leadership and coaching skills for all Mentors.
Mentor Professional Development within the SV/SCNTP contains
these three elements:
1. A Curriculum of Professional Development Academies in Mentoring Skills
Concepts include:
uu
uu
uu
uu
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uu
Developing productive and supportive relationships.
Applying professional standards (CSTP and Induction Standards).
Supporting teachers in demonstrating application of Induction Standards 5 and 6.
Using formative assessment strategies and tools (NTC FAS).
Collecting and analyzing observation data.
Using student work/data to guide instruction.
Creating learning opportunities for adults.
Building leadership capacity and skills.
Assessing Participating Teacher development.
Academy Series
Year 1 Mentors
uu
uu
uu
Orientation to Mentoring
Foundations in Instructional Mentoring – 1 day
Inquiry Into Practice: Observing and Conferencing, Analyzing Student Work, Planning
Instruction –1 day
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2014–2015 SANTA CRUZ / SILICON VALLEY NEW TEACHER PROJECT MENTOR HANDBOOK
Mentor Professional Development Overview (continued)
2. Mentor Learning Community
Mentor Forums, which all Mentors are expected to attend, are used to:
uu
uu
uu
uu
uu
uu
uu
uu
uu
uu
uu
uu
Create a collaborative community of practice for mentors.
Build mentor capacity and leadership skills.
Meet immediate needs through use of the Problem Pose/Problem Solve protocol.
Complete a series of processes of self-assessment, goal-setting, and reflection parallel to
those of Participating Teachers.
Provide feedback to guide future Forum planning and improvement.
Support program implementation and communication.
Increase knowledge about induction requirements and advance induction practices.
Deepen understanding of the NTC FAS tools and resources.
Assess and analyze Participating Teachers’ Evidence of Application.
Support communication with districts, Administrators, and other stakeholders. Provide for mentor accountability in a supportive environment.
Gather and store data to complete the SC/SVNTP Mentor Growth and Assessment
(MGA).
3. Peer Coaching
Mentor Coaching Partners work within and outside of Forums to:
uu
uu
uu
uu
Co-construct and/or process learning.
Support and advance leadership and coaching skills.
Problem solve and reflect on mentoring skills and teacher needs.
Complete Mentor Field Observation, a two-way series of peer observations of Mentors
working with teachers, paralleling the Participating Teacher’s plan-teach-reflect cycle.
Field Observation, with pre- and post-conferences, provides validation and encouragement in reaching a higher level of mentoring skills..
5
2005, 200 7, 2008, 2009, 2010, 2011
New Teacher Center
6
goal setting to move practice forward
participating teachers
effective partnerships with families
giving strategic feedback and suggestions
observation data based on standards
student learning needs in order to design
flexible instructional groups
In Plan
Cycle Action Plan
an Inquiry
Action
supporting teacher development
student work to identify learning needs
and addressing the diverse needs of
their students
instruction that is aligned with student
content standards and differentiated
to meet the assessed learning needs
of students
school and community context and
student learning
supporting teacher development
support based on teacher needs
based on trust
inquiry cycle: Plan-Teach-Reflect-Apply
Outcomes
Outcomes
participating teacher needs
Inquiry into Practice is a 2-day Academy that
assists mentors in expanding and refining
their ability to support participating teachers
in an inquiry-based formative assessment
system. The training develops mentor practice
in observing and conferencing, analyzing
student work and planning instruction.
Inquiry Into Practice: Observing and
Conferencing, Analyzing Student
Work, Planning Instruction
Foundations
in Instructional Mentoring is
1
a 2-day Academy that supports mentors in
responding to each teacher’s developmental
and contextual needs and promotes the
ongoing examination of classroom practice.
The training addresses the role of the mentor
and principles of coaching and formative
assessment processes.
Foundations in Instructional
Mentoring
and resources that promote teacher
development
Induction requirements for credentialing
and local expectations for mentors and
participating teachers
trust as the foundation of mentoring
community
Outcomes
This half day Academy is for new mentors
only. It introduces mentors to concepts of
mentoring, formative assessment and local
program expectations.
Orientation to Mentoring
2014–2015
CA FAS Mentor Academy for Year 1 Mentors
2014–2015 SANTA CRUZ / SILICON VALLEY NEW TEACHER PROJECT MENTOR HANDBOOK
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2014–2015 SANTA CRUZ / SILICON VALLEY NEW TEACHER PROJECT MENTOR HANDBOOK
Santa Cruz/Silicon Valley
Mentor Forum Engaged Participant Norms
In order to sustain a professional culture that is built on honesty, respect, and kindness for .
others, we as individuals and as a group, take responsibility for upholding our norms:
Paying Attention to Self and Others
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Be aware of your own and others’ thoughts and feelings.
Treat each other with kindness and respect.
Set and test consensus/working agreements.
 
Active Listening
uu
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Deepen understanding by allowing think time, creating opportunities for
paraphrasing, clarifying and questioning.
Practice collaborative inquiry.
 
Equity of Voice
uu
uu
uu
uu
uu
Be conscious of yourself and others’ level of participation.
Value others’ ideas.
Pursue a balance between advocacy and inquiry.
When putting ideas on the table, monitor how often and how long you speak
so that others can also join the conversation.
Open the door for others to speak.
 
Safety and Confidentiality
uu
uu
uu
Honor all opinions.
Practice compassion and empathy.
Respect confidentiality.
 
Technology
uu
uu
Monitor laptop/texting use.
Turn off cell phones prior to forum.
 
Accountability
uu
uu
uu
uu
Hold yourself and our group responsible for upholding our norms.
Be present and prepared.
Participate fully, stay on topic.
Give honest feedback and suggestions for improvement.
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2014–2015 SANTA CRUZ / SILICON VALLEY NEW TEACHER PROJECT MENTOR HANDBOOK
New Teacher Center
Formative Assessment and Support (NTC FAS)
The New Teacher Center Formative Assessment and Support (NTC FAS) 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.
NTC FAS 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 NTC FAS tools are part of the Participating Teacher’s MidYear and End-of-Year Evidence of Application of the Induction Standards.
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 Induction Standards 5 and 6. For each NTC FAS process, the focus, content, and pacing are determined by the Mentor and Participating Teacher in light of the teacher’s self-assessed needs.
Each NTC FAS 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 Collaborative Assessment Log is the central tool of the NTC FAS process. It provides a framework for
focused and relevant conversations between the Mentor and the Teacher.
During each meeting and classroom visit, the Collaborative Assessment Log
serves to
Celebrate classroom successes.
Identify and prioritize challenges.
uu
Commit to specific next steps for the teacher and Mentor.
uu
Direct the use of formative assessment tools.
uu
Document professional growth.
uu
Record the impact of instructional decisions.
uu
Keep a record of the collaborative work. 
uu
uu
8
SANTA CRUZ / SILICON VALLEY NEW TEACHER PROJECT9BTSA INDUCTION PROGRAM
observation data
Pose questions that clarify and
deepen the teacher’s thinking
practice
Analyze examples of student
work together
Reference current research
solution
Share thinking that leads to a
differentiate instruction
Offer a menu of ways to
debrief together
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Listen as the teacher analyzes
Problem solve issues of
Co-observe another teacher;
they assess student work
curriculum unit
Model an instructional strategy
Facilitate a group of teachers as
Co-develop a lesson or
Share a process for analyzing
student work
Examples:
Facilitative
self-prescribes
Teacher self-assesses and
teacher's thinking and
problem-solving
Coach acts as a facilitator of the
information
Teacher actively directs the flow of
Examples:
Collaborative
solutions and material
Coach and teacher co-construct
necessarily controlling it
Coach guides interaction without
Examples:
Instructive
solutions with rationale
Coach offers suggestions and
about teaching or procedures
Coach provides information
based on assessed needs
Coach directs the interaction
Differentiated Coaching
A Conceptual Framework for
2014–2015 SANTA CRUZ / SILICON VALLEY NEW TEACHER PROJECT MENTOR HANDBOOK
2009–2010 MENTOR HANDBOOK
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2009–2010 MENTOR HANDBOOK
District Evaluation/
Credential Support
Collaborator
Trusted Listener
& Coach
Facilitator
Advocate
Leader
Learner
Assessor
Professional
Developer
Teacher
Resource
Problem-Solver
Mentor Roles
2014–2015 SANTA CRUZ / SILICON VALLEY NEW TEACHER PROJECT MENTOR HANDBOOK
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SANTA CRUZ / SILICON VALLEY NEW TEACHER PROJECT BTSA INDUCTION PROGRAM
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2.1
2014–2015 SANTA CRUZ / SILICON VALLEY NEW TEACHER PROJECT MENTOR HANDBOOK
11
2014–2015 SANTA CRUZ / SILICON VALLEY NEW TEACHER PROJECT MENTOR HANDBOOK
Mentor Language (stems)
Paraphrasing
Clarifying
Paraphrasing communicates that the listener
has…
Clarifying communicates that the listener
has…
Paraphrasing involves either:
Clarifying involves ASKING A QUESTION
[direct or implied} to
1. Gather more information
2. Discover the meaning of language used
3. Get clarity about the speaker’s reasoning
4. See connections between ideas
5. Develop or maintain a focus
HEARD what the speaker said,
UNDERSTOOD what was said, and
CARES
HEARD what the speaker said,
BUT does
NOT fully UNDERSTAND what was said.
RESTATING in your own words, or
SUMMARIZING
Some possible paraphrasing stems include the
following:
Some possible clarifying stems include the
following;
Would you tell me a little more about…?
Let me see if I understand…
I’d be interested in hearing more about…
It’d help me understand if you’d give me an example
of…
So, are you saying/suggestion…?
Tell me what you mean when you…
Tell me how that idea is like (different from)…
To what extent…?
I’m curious to know more about…
I’m intrigued by…/ I’m interested in…/ I wonder…
So…
In other words…
What I’m hearing then…
What I hear you saying…
I’m hearing many things…
As I listen to you I’m hearing…
NOTE: “Why” tends to elicit a defensive response.
Mediational Questions
Non-Judgmental Responses
Mediational questions help the colleague
HYPOTHESIZE what might happen,
ANALYZE what worked or didn’t
IMAGINE possibilities
COMPARE & CONTRAST what was planned
with/what ensued
Some mediational question stems include…
What’s another way you might…?
What would it look like if…?
What do you think would happen if...?
How was…different from (like)…?
What’s another way you might…?
What sort of an impact do you think…?
What criteria do you use to…?
When have you done something like…before?
What do you think…?
How did you decide…(come to that conclusion?)?
What might you see happening in your classroom
if…?
Non-judgmental responses help to…
Build trust
Promote an internal focus of control
Encourage self-assessment
Develop participating teacher autonomy
Foster risk-taking
Possible examples:
Identify what worked and why
I noticed how when you…the students really…
Encourage
It sounds like you have a number of ideas to try out!
It’ll be exciting/interesting/great to see which works
best for you!
Ask the teacher to self-assess
Ask the teacher to identify her or his role
Listen
Ask sincere questions
Show enthusiasm for and interest in the
teacher’s work and thinking
How do you think the lesson went and why?
What did you do to make the lesson so successful?
I’m interested in learning/hearing more about…
I’m really looking forward to…
New Teacher Center @ UCSC
All rights reserved
12
2014–2015 SANTA CRUZ / SILICON VALLEY NEW TEACHER PROJECT MENTOR HANDBOOK
Mentor Language (stems) (continued)
Suggestion Stems
Suggestions
“OPEN” suggestions…
•
• Are expressed with invitational,
positive language and voice tone
Raise a possibility (include words such
as perhaps, might, could wonder)
What I was thinking was that maybe if you had the
vocabulary words…
•
• Offer choices to encourage
ownership
Pose a question
When you record those on the board, or are you
going to…? Is there something you could do to
assess individual understanding of a plot or
storyline?
• Are often expressed as a question
[or include a “tag question”] to
invite further thinking
•
• Are achievable—enough to
encourage, but not to overwhelm
Recount an anecdote or idea seen, read
or heard about elsewhere (testimonial or
anecdote)
Last week I saw another teacher… I wonder if that
might work for you?
• May provide information about the
mentor’s thinking and decisionmaking
•
Reformulate or paraphrase the BT’s idea
or techniques and ask a question
So, you’re going to use that as the model for the
parts of the myth and they’ll do the rough draft. Are
they also going to do some peer editing?
•
Offer a direct suggestion with a rationale
If you are going to do literature circles, it’s
important to….
Teachable Moments
Attitudes for Effective Listening
• Teachable moments are spontaneous
opportunities that offer the mentor a chance
to:
• You must truly want to hear what
the other person has to say.
– Fill in instructional gaps
– Help the new teacher make good choices
– Help the new teacher to take “the next
step”
• You must view the other person as
separate from yourself with
alternative ways of seeing the world.
–
–
–
–
• You must genuinely be able to
accept the other person’s feelings,
no matter how different they are
from your own.
• When taking advantage of a teachable
moment, it’s important to:
Share in the spirit of support
Be brief—focus on the essential
Be strategic
Avoid using jargon or sounding pedantic
• Some possible stems include the following:
One thing to keep in mind is…
If you’re interested in ___, it’s important
to…
What I know about ___ is…
It’s sometimes/usually helpful to ___ when…
New Teacher Center @ UCSC
All rights reserved
13
• You must trust the other person’s
capacity to handle, work through,
and find solutions to his/her own
problems.
2014–2015 SANTA CRUZ / SILICON VALLEY NEW TEACHER PROJECT MENTOR HANDBOOK
Guidelines for Getting Started:
Completing Important Induction Processes
Introducing
Important Induction Processes
 
.
When you first meet with a Participating Teacher:
uu State the purpose of completing Induction in order to earn a Clear Credential.
uu Clarify the PT’s responsibilities while in the Induction program.
uu Identify the professional development plan that will lead to them earning a Clear
Credential.
.
Ask your PT about experiences in his/her teacher preparation/credential program. .
Possible topics include:
uu Courses he/she found particularly useful or meaningful.
uu Teacher Performance Assessment (TPA) strengths and areas of growth.
uu Student teaching experience (classes, students, schools).
uu Areas of focus this year.
uu Acknowledgment of the PT’s hard work and efforts in earning a Preliminary Credential.
Honor the knowledge and experiences she/he brings to our profession. Let the PT know that as
an Induction program, our purpose is to support him/her with applying theory and knowledge
developed in the credential program to his/her teaching practice in his/her classroom. Through
a process of goal-setting and ongoing formative assessment, we individualize meaningful and
ongoing support for each PT’s continued professional growth and development.
Participating Teachers with prior professional teaching experience:
uu
uu
uu
uu
Ask your PT: Other than student teaching, do you have any teaching experience? .
If so, tell me about those experiences. Where and for how long did you teach? Did you participate in a California Induction Program? (If so, refer to .
“Participating Teachers Transferring from Other Induction Programs: Guidelines”).
What credential(s) do you currently hold (e.g., a California Preliminary Teaching .
Credential and/or an out-of-state credential)? Do you hold a BCLAD and/or .
Supplemental Authorization(s)?
Early Completion Option (ECO). A teacher may qualify for the Early Completion .
Option for Induction if she/he has one of the following:
•Three (3) or more years of experience teaching in a private school. •A credential from out-of-state and has taught for one year with that credential.
•Completion of a California Intern program.
If so, refer to “ECO Overview,” “ECO Application,” and the “ECO Agreement” that the Program
Director will complete after approving the ECO Application and documents.
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2014–2015 SANTA CRUZ / SILICON VALLEY NEW TEACHER PROJECT MENTOR HANDBOOK
Guidelines for Getting Started: Completing Important Induction Processes (continued)
Processes to Address
The following processes are necessary for Induction state or local requirements, and should be
completed by Participating Teachers (PTs) with their Mentor’s support, per project timelines and
instructions:
1. Eligibility Form (EF) (All PT1, New PT2)
Each Participating Teacher must complete an Eligibility Form. Generally, the teacher completes .
the form during the District’s Human Resources hiring process, and the District sends it to the .
SC/SVNTP office. Information given on this form, along with a copy of the PT’s Preliminary .
Credential, is assessed to determine a PT’s eligibility for program participation. A teacher is .
considered enrolled in the program after the Eligibility Form and a copy of the PT’s Preliminary
Credential are on file with the SC/SVNTP Central Office and the PT’s information is entered into
the database.
Mentor’s Role:
uu
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Be sure each of the PT1s on your caseload has completed an EF. Verify PT1 and PT2 information that you receive from Central Office and turn .
in corrections.
Carry some blank EFs with you; if you find a teacher who might be eligible for support,
have him/her complete an EF and fax it to the SC/SVNTP Central Office.
2. Participating Teacher Letter of Commitment (PT1 and PT2)
The PT LOC outlines the PT’s responsibilities for program participation. Each PT reads and signs
the letter on paper, indicating that s/he has read and understood the content and expectations.
Mentor’s Role:
uu
uu
uu
uu
First, determine whether the PT has completed the Letter of Commitment at Orientation/
Launch. If the PT is completing the Letter of Commitment with the Mentor, explain to them (PT1
and PT2) that the Letter of Commitment outlines each PT’s responsibilities as a participant
in our SC/SVNTP BTSA Induction Program. .
•Give the PT a few minutes to read the letter; ask for any questions or clarifications. Ask the PT to sign the letter, indicating that she/he has read and understood its contents..
•Make a copy of the Letter of Commitment and leave the original with the PT. PT turns in the Letter of Commitment with the Evidence of Application.
If the Letter of Commitment has already been turned in, go over the outlined responsibilities, as well as the Evidence of Application, and professional development plans with the
PT, and help clarify them.
Units: Explain that PTs may purchase either 5 or 10 quarter units of credit (which last year
cost $250 and $500, respectively). Information on how to purchase units will be available
soon. 3. Closure
uu
uu
uu
uu
Thank the PT for completing these important processes, and welcome him/her to the .
profession, and to your work together in SC/SVNTP.
Reassure your PT of our program’s positive intentionality in supporting her/his .
development as a professional teacher, and her/his students’ success.
Verify PT contact information including home, cell, and classroom phone numbers, .
current email address, and best way to make contact, as well as daily schedule.
Note: It is helpful for you to create a record of PT contact information and meeting time
preferences for your caseload.
15
2014–2015 SANTA CRUZ / SILICON VALLEY NEW TEACHER PROJECT MENTOR HANDBOOK
Guidelines for Getting Started: Completing Important Induction Processes (continued)
Important Due Dates
Item
Due By
Where
PT1 and new PT2
As hired and/or
identified
.
Sent by District to
Central Office
PT Letter of
Commitment
All PTs
Mid-Year .
Evidence of .
Application
Induction  
Program  
Transfer  
Information
Obtained by .
Central Office .
from prior .
Induction .
program
ASAP
Central Office
ECO  
Application
Qualified PT 1
October 1
SC/SCVNTP .
Program Directors
SC/SVNTP  
Eligibility Form
By Whom
16
One copy to .
Mentor, one kept
by PT for EoA
2014–2015 SANTA CRUZ / SILICON VALLEY NEW TEACHER PROJECT MENTOR HANDBOOK
Santa Cruz/Silicon Valley New Teacher Project
Induction Program
2014-2015
Letter of Commitment:
PARTICIPATING TEACHERS
A core value of the Santa Cruz/Silicon Valley New Teacher Project [SC/SVNTP] is a commitment to
high quality individualized professional growth for every teacher in the project. Major objectives
include supporting teachers to improve teaching practices and student learning based on using the
California Standards for the Teaching Profession [CSTP] and Induction Program Standards, and to
complete requirements towards earning a California Professional Clear Credential. Each
Participating Teacher plays a key role in the development of a successful partnership with the
SC/SVNTP.
My responsibilities as a Participating Teacher in the
SC/SVNTP Induction Program:
! Become familiar with specific credentialing requirements printed on my
credential.
! Complete SC/SVNTP Induction Program requirements each year for
two years.
! Develop an ongoing confidential collaborative relationship with my
mentor based upon reflection on teaching practice.
! Meet with my SC/SVNTP mentor for an average of six hours per month
(or one and one-half hours weekly) as a project requirement.
! Complete and meet criteria for the Evidence of Application by the
designated deadlines.
! Attend Professional Development events as per local program (Santa
Cruz or Silicon Valley) requirements.
! Communicate questions or concerns about the SC/SVNTP Program to
the program director or my mentor.
! Share relevant documentation from my teacher preparation program as
necessary, including the Teaching Performance Assessments.
! Complete the online SC/SVNTP Induction Program survey.
I have read the Participating Teacher responsibilities as described above and agree to follow them.
I agree to participate fully in the SC/SVNTP Induction Program this year.
I understand that all program requirements must be fulfilled within two years in order to receive a
recommendation for a California Professional Clear Credential. If I am unable to fully complete
program requirements in two years, I understand that I will need to contact my mentor, the program
director, and my site administrator, and that it will be my responsibility to pay the costs for any
remaining requirements.
Print Name _________________________________ Signature______________________________ Date_________
After signing the Letter of Commitment, please give one copy to your mentor and submit one copy with
your Evidence of Application (EoA). A copy will be kept on file in the SC/SVNTP office
SC/SVNTP PT LOC
Rev. 7/7/14
17
2014–2015 SANTA CRUZ / SILICON VALLEY NEW TEACHER PROJECT MENTOR HANDBOOK
Teaching Performance Expectations (TPE)
Teaching Performance Assessment (TPA)
Information
Teaching Performance Expectations (TPEs) are utilized by teacher preparation programs
to support the developmental readiness of each candidate. The TPEs describe an integrated set
of pedagogical tasks, knowledge, skills and abilities that is significantly related to a major segment of a teaching job, and that Preliminary Credential candidates should know and be able to
do. The TPEs are aligned with the CSTP and K-12 State-Adopted Academic Content Standards.
The Teaching Performance Assessment (TPA) is a set of performance tasks, often includ-
ing video, designed to measure aspects of the TPEs and to assess, both formatively and summatively, what candidates know and are able to do before being recommended for a Preliminary
Credential.
Three TPA models have been approved by the California Commission on Teacher Credential-
ing (CCTC) and are currently being utilized by teacher preparation programs to assess the TPEs:
uu CalTPA – The CCTC’s model.
• The CalTPA consists of four performance tasks:
– Subject-Specific Pedagogy..
– Designing Instruction. .
– Assessing Learning. .
– Culminating Teaching Experience. .
• For more information, see http://www.ctc.ca.gov/educator-prep/TPA-files/
CalTPA-general-info.pdf
uu
uu
PACT – Performance Assessment for California Teachers; developed by Stanford
University, and used by SJSU, CSUMB, UCSC and others. .
• The PACT includes a portfolio assessment, with tasks documenting a brief segment of learning:
– Context. .
– Planning. .
– Instruction..
– Assessment..
– Reflection. .
– Academic Language. .
• For more information, see http://www.pacttpa.org/
FAST - Fresno Assessment of Student Teachers
• For information, see http://www.ctc.ca.gov/educator-prep/TPA-files/FAST-flyer.pdf
Discussing TPAs with induction program participants provides  
the opportunity to:
uu
uu
uu
uu
Acknowledge each teacher’s efforts in her/his teacher preparation program.
Identify each teacher’s strengths and areas for growth.
Support each PT in planning work with their Mentor that takes them from where they
are and deepens their work via classroom applications.
Promote a professional way of thinking and habit of mind regarding career development
over time.
18
2014–2015 SANTA CRUZ / SILICON VALLEY NEW TEACHER PROJECT MENTOR HANDBOOK
Participating Teachers Transferring from Other State Approved
Induction Programs:
Guidelines
There may be PT2s on caseloads that have transferred from other California Induction .
Programs. Please read the guidelines and follow the steps to assist you as you support these
teachers to complete their induction requirements:
uu
uu
1. A Year-2 PT transferring into our program will complete the SC/SVNTP FAS Year-2 requirements irrespective of formative assessment work completed in their former program.
2. The program director will develop an appropriate Transfer Induction Plan to assure that the PT completes Induction Standards 5 (Pedagogy) and 6 (Universal Access) by the end of the year.
Steps: 
uu
uu
uu
uu
Central Office will obtain a transcript of work from the PT’s previous Induction
program (the transcript should describe the FAS and professional development .
completed in the first year of participation). Program Directors will review the transcript and develop a Transfer Induction
Plan to meet the teacher’s needs in fulfilling program requirements for a Professional
Clear Credential.
The Transfer Induction Plan will be shared with both the Mentor and the PT, in order
to identify Professional Development needs. A copy of the signed Transfer Induction Plan will be submitted to the Central
Office and will be kept on file.
19
2014–2015 SANTA CRUZ / SILICON VALLEY NEW TEACHER PROJECT MENTOR HANDBOOK
Santa Cruz/Silicon Valley New Teacher Project Induction
Early Completion Option – ECO
Program Purpose:
SB 57 is legislation that allows an accelerated program option for exceptional experienced
teachers who meet the eligibility requirements to complete the Induction program at .
an advanced level.
Who may qualify (all candidates must be holders of a California Preliminary Credential):
uu
uu
uu
Teachers with 3 or more years of full-time experience at an accredited private school
Teachers who have completed a California Intern program
Teachers who have a credential from another state and who have taught for one year
with that credential
Criteria for acceptance into the ECO (all areas must be met):
uu
uu
uu
uu
Submit at least two satisfactory teacher performance evaluations. One must have been.
conducted within the last two years.
Submit �����������������������������������������������������������������������
two recommendations (one from a principal and one from another administrative officer) attesting to the appropriateness for ECO. Please be sure that the following areas are addressed in either the evaluations or the letter of recommendation:
• Demonstrates teaching strategies that motivate all students to engage in .
the learning
• Demonstrates the ability to establish and maintain high standards for .
student behavior
• Demonstrates deep knowledge of the subject taught and the use of appropriate instructional strategies that promote student understanding
• Demonstrates an ability to evaluate and assess student achievement
• Demonstrates an ability to communicate effectively by presenting ideas and instructions clearly and meaningfully to all students
• Demonstrates pursuit of opportunities to grow professionally
Interns: Teacher Performance Assessment summary from pre-service program (either
TPA or PACT) as available
Submit ��������������������������������������������������������������������������������
a portfolio of work that substantiates experience and exceptionality. This portfolio may include a resume, certificates of completion from professional development
courses, lesson plans and adjunct duty descriptions.
Procedure for application into the Early Completion Option:
uu Eligible teachers will submit Application for ECO and supporting documents .
(listed above) to the SC/SVNTP Program Director no later than October 1.
uu 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 for competion based on an assessment of prior experience.
uu The ECO candidate will then sign an agreement that lists the requirements for .
program completion, timelines and monitoring procedures.
20
2014–2015 SANTA CRUZ / SILICON VALLEY NEW TEACHER PROJECT MENTOR HANDBOOK
Veteran Teacher Observations:
All Year 1 and Year 2 Credentialed Participating Teachers
NOTE: It is
recommended
that classroom
observations of
veteran teachers
be completed
prior to standardized testing
dates
Considerations for arranging VTOs:
1. Discuss with your Participating Teachers (PTs) the area of curriculum or focus .
for the observation; it would be preferable to connect it to their Goals/ILP .
content area. Determine a CSTP or Induction Standard focus that they would
like to see. Ask if there are any teachers who have been referred to them by their
administrators or colleagues. Determine appropriate teachers who are candidates
for observation..
2. Using the generated list of recommended veteran teachers and/or any teachers .
requested by the individual PT, contact the veteran teachers at their sites. Leave
a message introducing yourself, the purpose of the observation, and a request to
visit their classroom. .
.
Ask if there are certain days and times that are preferable for observing the particular instructional activity/program..
3. After receiving information from the veteran teachers, try to group grade/contentalike PTs and select three choices of possible dates to visit the classrooms. Book as
early as possible so your PTs can request their substitutes..
4. The SC/SVNTP will provide funding for a substitute..
5. Find out district/site procedures for procuring a substitute so your PT can arrange for a substitute for the date chosen. Fill in one Reimbursement Form for
each teacher you are taking on an observation, and give the form(s) to the school
secretary. The secretary will subsequently send the form(s) to the district office so
the project can be billed for substitute costs..
6. Once the date is established, contact the veteran teacher to confirm and let him/
her know exactly when you are coming and how many PTs will be with you..
7. Confirm with the PT(s) and arrange to meet. Be sure to arrive at the school office at
least 15 minutes prior to the observation to sign in and get a school map if necessary. Remind the teacher(s) to bring a clipboard for notetaking..
8. After the observation and the follow-up meeting, be sure to send a thank you card
to the veteran teacher with a note from you and the Participating Teacher.
Helpful hints: 
uu
uu
uu
Take thank you notes with you on the day of the observation and, if time, write the
notes with your PTs on that day. 
Take a camera with you to take pictures of bulletin boards, projects, etc. for your new
teachers. Be sure to ask permission, of course! 
If possible, plan to observe in the morning and take the teacher(s) to lunch. This is a
rare treat for them and sets the tone for reflection and planning that can take place in
the afternoon.
21
2014–2015 SANTA CRUZ / SILICON VALLEY NEW TEACHER PROJECT MENTOR HANDBOOK
Conversations with Site Administrators
Introduction & Purposes:
Mentors support their teachers in meeting induction standards in a high quality manner that
will support the success of their students.
Mentors address the details of program implementation and communicate fully with district
staff and leaders so that the office, leadership teams, and the regional and state programs will
know that each Participating Teacher is receiving and participating in high quality induction.
School site administrators provide the structure and create a positive climate for an induction program’s intensive support and formative assessment activities. Building partnerships
with site administrators ultimately supports teachers’ successes and current work. Regular
check-ins provide the site administrator with important information about the Participating
Teacher’s professional development and enable the principal to collaborate on best instructional practices. Despite site administrators’ busy schedules, nearly all report that they value
and depend upon regular communication with Mentors.
Rationale for Meeting with the Site Administrator at Least Every 4-6 Weeks
The purposes of regular meetings with site administrators are to:
uu Explain the SB 2042 Induction Program
uu Clarify program components and build knowledge of program practices together
uu Clarify Mentor role and boundaries
uu Introduce the FAS system
uu Build a trusting, collaborative relationship
uu Establish a partnership to support the PT
uu Develop a forum to advocate for Participating Teacher working conditions
uu Learn the school context and clarify the site’s priorities
uu Enhance the support provided to Participating Teachers
uu Generate support for the SC/SVNTP program
Steps to Process
1.
2.
3.
4.
5.
6.
7.
Preparing your Participating Teacher(s)
Getting Started
Checking-In
Highlighting Project Processes and Program Information
Providing Participating Teacher Updates
Seeking Administrator Input
Bringing Closure and Determining Next Steps
Expectations of Mentors
uu
uu
uu
uu
uu
Arrange a formal meeting with an administrator(s) approximately every 6 weeks
Coordinate site administrator meetings with other Mentors on site, as appropriate
Follow meeting guidelines
Complete an Administrator-Mentor Conversation Log (file as per project directions)
Maintain Confidentiality
22
2014–2015 SANTA CRUZ / SILICON VALLEY NEW TEACHER PROJECT MENTOR HANDBOOK
Conversations with Site Administrators (continued)
Success Tip #1: Group Strategy
When Mentors meet together as a group with an administrator, it saves time and shows the
relationship among Mentors towards supporting all teachers and all students. If there is
more than one Mentor working at your site, review these first meeting guidelines together
and plan to meet as a team with the site administrator. Delegate different sections of this
first meeting to address with the site administrator.
Success Tip #2: Possible Stems to use when working with a
Site Administrator
I have some data that shows …
I guess the question I would ask is…
One thing that might help…
It sounds like….
So I understand…
Let me clarify the process…
Let’s step back for a moment…
I’d love to get some background on what’s already been done…
Success Tip #3: Possible questions for the Site Administrator
Is there any way I can support the…?
So what direction to the teachers has been given about_______?
Would it be possible for the ______ grade/department team to meet as a group?
Have you had the opportunity to (observe) or ______________?
Is there ____ that we can get for him/her?
May I ask how that was addressed?
Is there some way I could support you?
What might be a question a teacher might have?
Might we meet as a triad?
23
2014–2015 SANTA CRUZ / SILICON VALLEY NEW TEACHER PROJECT MENTOR HANDBOOK
Guidelines for Meeting with Site Administrators
STEP 1: Preparing your Participating Teachers
Let your Participating Teacher(s) know you will be meeting with their Administrator and
determine if there is anything they would like to have highlighted or avoided in the conversation.
uu
Inform your Participating Teacher(s) that principal visits are for the purpose of aligning
support, maintaining good communication on their behalf, and communicating general
project goals.
uu
Reassure your Participating Teacher(s) that your relationship with them will remain
confidential and that in your visits to principals and/or evaluators, your purpose is not to
share any confidential information about them or their practice.
uu
STEP 2: Getting Started
Make and confirm appointment with administrator(s) and other Mentors, if applicable.
uu
Plan topics for discussion.
uu
Collect materials, as needed:.
• SC/SVNTP Administrator Handbook.
• Administrator/Mentor Conversation Log.
• Scope of Mentor Responsibilities .
• PTPD Calendar.
• Caseload information.
• PT Letter of Commitment.
• Mentor Letter of Commitment.
• NTC FAS tools.
• Site Orientation checklist
uu
November: Collect materials, as applicable:
• Context Reflections questions.
• Mid-Year Evidence of Application.
• Veteran Teacher Observation.
• Analysis of Student Work, Lesson Planning, and Observation Tools
January: Collect materials, as applicable:
• Inquiry Action Plan.
• Survey dates
March: Collect materials, as applicable:
• End-of-Year Evidence of Application.
• Inquiry Action Plan Reflections
May: Collect materials, as applicable:
• Professional Growth Reflections
• Project completion status of Year 1 and Year 2 Participating Teachers
• End of the year Colloquium and celebration dates.
• Site Orientation checklist
24
2014–2015 SANTA CRUZ / SILICON VALLEY NEW TEACHER PROJECT MENTOR HANDBOOK
Guidelines for Meeting with Site Administrators (continued)
STEP 3: Checking-in with Office Staff
Sign-in.
uu
Make introductions.
uu
Let Office Staff know you have appointment with the Administrator
uu
Discuss frequency of meeting times.
uu
Thank Office Staff for their help in arranging meetings.
uu
STEP 4: Highlighting Project Processes and Program Information
As you meet, thank Administrator for agreeing to meet.
uu
Discuss frequency of meeting times.
uu
Discuss purpose and outcomes of meeting.
uu
Remind Administrator that two years of Induction are required for credential clearing.
uu
Remind Administrator of the confidentiality of your work with teachers.
uu
Let Administrator know that you will be taking notes for the meeting on a log for your
own purposes.
uu
Bring forward timely information on processes, program updates, calendar events and
pertinent documents.
uu
Provide the PTPD Calendar. Extend an invitation to attend events.
uu
Discuss how the Mentor supports site/district goals.
uu
Discuss and provide a handout of “What You Can Expect from Your Mentor.”
uu
Provide electronic copy of SC/SVNTP Administrator Handbook.
uu
Offer to provide a paper version of the Administrator Handbook..
Review the Santa Cruz/Silicon Valley New Teacher Project webpages, which include .
extensive material to support Administrators in supporting new teachers..
http://www.santacruz.k12.ca.us/ About the SCCOE.
Santa Cruz/Silicon Valley New Teacher Project
November
• Review process of goal-setting on Continuum of Teaching Practice and focus on Essential Elements of the CSTP.
• Share Mid-Year Evidence of Application and the development of an inquiry question.
• Discuss Mid-Year Assessment of Evidence of Application. .
• Foreshadow the Inquiry Action Plan.
• Review Veteran Teacher Observation process..
• Tell about mid-year Induction Survey – purpose, dates, etc.
January
• Clarify and introduce Inquiry Action Plan through Inquiry Cycle (Plan-Teach-Reflect-
Apply)..
• Highlight the value of Administrator’s response to the Induction Survey .
toward improvement of local Induction.
March
• Provide update on Veteran Teacher Observation..
• Review Evidence of Application processes and Inquiry Action Plan..
May
• Review End-of-Year Evidence of Application processes. .
• Share NTC FAS Tool: Professional Growth Reflections.
• Suggest the use of the Site Orientation checklist for future new hires.
uu
25
2014–2015 SANTA CRUZ / SILICON VALLEY NEW TEACHER PROJECT MENTOR HANDBOOK
Guidelines for Meeting with Site Administrators (continued)
STEP 5: Providing Participating Teacher Updates
Share any updates about caseload names and numbers.
uu
Summarize current work with Participating Teacher(s).
uu
Advocate for any immediate needs related to Participating Teacher working conditions.
November
• Review timeline for completion of Induction for PT1(s), PT2(s), ECO(s).
• Share Induction Standard on which each PT is focusing.
January
• Look at NTC FAS tools that are a part of the Inquiry Action Cycle.
• Share PTPD updates..
• Continue advocacy (resources, materials, working conditions).
March
•Look at NTC FAS tools, including Inquiry Action Plan Reflections, that are part of the Inquiry Action Cycle. • Share PTPD updates.
May 
• Update Administrator on progress of PT1(s) and PT2(s) toward completion of Induction.
uu
STEP 6: Seeking Administrator Input
Glean information about site-specific academic or other site focus areas, evaluation cycle
and Administrator observation information, site professional development, etc.
uu
Ask for suggestions for veteran teachers to observe.
uu
Ask if there is anything on which the Administrator would like you to focus with PT(s).
February
• Clarify standardized testing dates/procedures. .
• Discuss procedures/dates for final evaluations..
• Discuss status of rehire or non-re-elect, as applicable..
• Determine retention notification process for students, as applicable..
May
• Discuss assignments for following year..
uu
STEP 7: Bringing Closure and Determining Next Steps
Review any agreements/next steps/timelines.
uu
If possible, calendar your next appointment(s).
uu
Thank the Administrator for the time given and support given to Induction and PTs.
September
• Exchange business cards and determine best means to communicate with each other.
May
• Invite Administrator to End-of-the-Year Celebration.
uu
26
2014–2015 SANTA CRUZ / SILICON VALLEY NEW TEACHER PROJECT MENTOR HANDBOOK
The following are possible ways to maintain communication with various stakeholders.
Please check in with your Program Director regarding requirements and procedures.
Communication with Stakeholders
Communication with the Board of Trustees
Possible Elements of School District Board Presentations
Introduce list of Participating Teachers.
uu
Explain the intent of the Induction Program.
uu
Acknowledge the Steering Committee representative(s) for the district.
uu
Request display space in the Board Room (display photos of PTs and student work).
uu
Explain Participating Teacher Professional Development (PTPD) curriculum (Standards 5 & 6).
uu
Share key NTC FAS documents (Collaborative Log, Lesson Planning, Inquiry Cycle .
Action Plan.
uu
Consider inviting a second year Participating Teacher to provide a testimonial of NTC FAS
benefits.
uu
Invite school district board members to attend a professional development event.
uu
View an NTC video which provides an overview of the induction program.
uu
At the end of the year (April or May)…
Invite the members of the board to the Colloquium that celebrates Participating .
Teachers’ accomplishments.
uu
Provide time for PTs to share student work and other artifacts that represent .
professional growth.
uu
Communication with Human Resources Personnel
Establish a trusting relationship with HR personnel.
uu
Provide oversight for the July- August distribution of Eligibility Forms that occurs through .
the HR office.
uu
Provide oversight for Participating Teacher Welcome Letter and Orientation information that
may be distributed by HR when the teacher is hired (July and August).
uu
Secure credential information from HR personnel.
uu
Encourage HR personnel to attend the SC/SVNTP Steering Committee meetings.
uu
Invite HR personnel to the Colloquium that celebrates Participating Teachers’ accomplishments. .
uu
Communication with Site Leadership re:
Mentor Participation in Site Processes
Speak to site administrator about the advantages of having  
Mentors attend:
Department Meetings.
uu
Team Meetings.
uu
uu
Grade Level Meetings.
.
Emphasize the benefits of NTC FAS process for veteran teachers (class profile, analysis of student
work, case study student) at site leadership meetings.
27
2014–2015 SANTA CRUZ / SILICON VALLEY NEW TEACHER PROJECT MENTOR HANDBOOK
Communication with Stakeholders (continued)
Partnership with Steering Committee Representatives
Steering Committee representative shares SC/SVNTP business at Principals’ .
Meetings.
uu
Steering Committee representative attends several SC/SVNTP professional .
development events.
uu
Steering Committee representative advocates for the SC/SVNTP project..
• Encourages all new administrators and district teams to attend the Information
Breakfast and other workshops..
•Promotes completion of the Induction Survey by site administrators. .
•Promotes the NTC Symposium (February) and encourages site administrators’ attendance. .
•Provides opportunities for Mentors to share the good work of Participating Teachers and the SC/SVNTP.
uu
Communication with District Content Coaches
Invite content coaches to participate in PT Learning Communities (as co-facilitator or
guest speaker).
uu
Invite content coaches to attend NTC FAS trainings and the NTC Symposium.
uu
Schedule collaboration time with content coaches and Participating Teachers.
uu
Invite content coaches to the Colloquium.
uu
Communication with Union Representative(s)
Build trust with district union representative(s).
uu
Communicate with union representatives about working conditions that support .
new teacher success.
uu
Provide induction program information and share program requirements for .
Participating Teachers.
uu
Invite union representative(s) to the Induction Summit and Information Breakfast.
uu
Communication with Parent Leadership
Present at the site’s PTA or Home & School Club meeting.
uu
Present at President’s Council (meeting of all PTA or Home & School Club presidents .
in the district).
uu
Write an article about BTSA Induction for site newsletters to parents (share the stories
that celebrate our work).
uu
Include SC/SVNTP information on a district’s web site.
uu
28
2014–2015 SANTA CRUZ / SILICON VALLEY NEW TEACHER PROJECT MENTOR HANDBOOK
Santa Cruz/Silicon Valley New Teacher Project
Induction Program
2014-2015
Name ____________________________
District ____________________________
Letter of Commitment: PART-TIME MENTORS
A core value of Santa Cruz/Silicon Valley New Teacher Project (SC/SVNTP) Induction Program is a commitment to high quality
professional development for every mentor in the project. A major objective is to support and advise the leadership skills and coaching
skills of all mentors. As with any partnership, each member contributes to the effectiveness of the results of a shared endeavor and, as
such, you play a key role in the development of a successful partnership with the SC/SVNTP on behalf of Participating Teachers and
their students achieving to their highest potential.
My responsibilities as a part-time SC/SVNTP mentor:
1.
2.
3.
4.
Contributing to Mentor and Participating Teacher Professional Development
• Participate in the mentor orientation, all forums (as designated), and attend all mentor professional development events,
including those trainings dedicated to enhancing mentor skills and knowledge.
• Plan, participate in and facilitate support and training activities for Participating Teachers as determined by your part-time
agreement. This may include some of the following: Orientation, Launch, workshops/seminars and collaborative learning
events (may be held into early evening hours), veteran teacher observations, and an end-of-year colloquium or site share of
Inquiry.
• Actively contribute to the success of overall program goals by building personal leadership capacity and assuming leadership
responsibilities.
• Participate in and complete the mentor formative assessment process and collaborate with a coaching partner.
Working with Participating Teachers
• Be willing to spend 1.5 – 3 hours with each Participating Teacher before school starts to assist with classroom set up and
planning, if possible.
• Develop a trusting, confidential and reflective professional partnership with the Participating Teachers on my caseload.
• Review my Participating Teachers’ eligibility for the Induction Program, monitor and support teachers on my caseload in their
progress towards credentialing, if necessary, refer PT to a district/county credential analyst and to the SC/SVNTP Program
Manager for specific information.
• Provide weekly, on-site support to each Participating Teacher (an average of 6 hours per month) using a variety of support and
assessment strategies focused on Participating Teachers’ needs.
Using the Formative Assessment System
• Assist Participating Teachers in setting goals based on The California Standards for the Teaching Profession (CSTP) and their
districts’ goals processes. Support the teachers in making periodic adjustments based on feedback from formative assessments
and similar sources.
• Assist each teacher in developing and completing a professional development plan.
• Assist each teacher in developing and maintaining documentation of Formative Assessment System processes to meet
SC/SVNTP Induction Program requirements and to be used as evidence of the teacher’s professional growth activities.
Facilitating Communication and Program Support
• Maintain records of PTs’ Formative Assessment System processes.
• Participate in processes for assessing PTs’ Demonstration of Application of Induction Standards 5 and 6.
• Communicate regularly (at least 1x every 4 – 6 weeks) with Site and District Administrators regarding program information, the
Formative Assessment System, progress in credentialing, and Participating Teacher working conditions.
• Participate in making reports on the SC/SVNTP Induction Program to district/site administrators, the school board, and/or the
union association at least once per year.
• Coordinate with other teacher training/professional development programs and initiatives in the PTs’ district(s) as appropriate.
• Participate in the program evaluation process (SC/SVNTP Program Induction survey) and comply with district and project
reporting procedures.
• Communicate concerns regarding program effectiveness of the SC/SVNTP to project directors as necessary.
As a mentor, I have read the responsibilities described above and agree to follow them.
I agree to participate fully in the SC/SVNTP Induction Program this year.
I understand that I am responsible for fulfilling all mentor requirements, including attendance at all designated Mentor
Forums and trainings and documentation required by the program.
Print Name ______________________________Signature_____________________________ Date_________
After signing the Letter of Commitment, please return it to your local project.
SC/SVNTP Part-Time MT LOC
Rev. 7/8/14
29
2014–2015 SANTA CRUZ / SILICON VALLEY NEW TEACHER PROJECT MENTOR HANDBOOK
Santa Cruz/Silicon Valley New Teacher Project
Induction Program
2014-2015
Name _______________________________
District _______________________________
Letter of Commitment: FULL-TIME MENTORS
A core value of Santa Cruz/Silicon Valley New Teacher Project (SC/SVNTP) Induction Program is a commitment to high quality
professional development for every mentor in the project. A major objective is to support and advise the leadership skills and coaching
skills of all mentors. As with any partnership, each member contributes to the effectiveness of the results of a shared endeavor and, as
such, you play a key role in the development of a successful partnership with the SC/SVNTP on behalf of Participating Teachers and their
students achieving their highest potential. My responsibilities as a full-time SC/SVNTP mentor:
1.
2.
3.
4.
Contributing to Mentor and Participating Teacher Professional Development
• Participate in the mentor orientation, all forums, and attend all mentor professional development events, including those
trainings dedicated to enhancing mentor skills and knowledge.
• Plan, participate in and facilitate support and training activities for Participating Teachers, which may include Orientation,
Launch, workshops/seminars and collaborative learning events (may be held into early evening hours), veteran teacher
observations, and an end-of-year colloquium or site share of Inquiry.
• Actively contribute to the success of overall program goals by building personal leadership capacity and assuming leadership
responsibilities.
• Participate in and complete the mentor formative assessment process and collaborate with a coaching partner.
Working with Participating Teachers
• Be willing to spend 1.5 – 3 hours with each Participating Teacher before school starts to assist with classroom set up and
planning, if possible.
• Develop a trusting, confidential and reflective professional partnership with the Participating Teachers on my caseload.
• Review my Participating Teachers’ eligibility for the Induction Program, monitor and support teachers on my caseload in their
progress towards credentialing, if necessary, refer PT to a district/county credential analyst and to the SC/SVNTP Program
Manager for specific information.
• Provide weekly, on-site support to each Participating Teacher (an average of 6 hours per month) using a variety of support and
assessment strategies focused on Participating Teachers’ needs.
Using the Formative Assessment System
• Assist Participating Teachers in setting goals based on The California Standards for the Teaching Profession (CSTP) and their
districts’ goals processes. Support the teachers in making periodic adjustments based on feedback from formative assessments
and similar sources.
• Assist each teacher in developing and completing a professional development plan.
• Assist each teacher in developing and maintaining documentation of Formative Assessment System processes to meet
SC/SVNTP Induction Program requirements and to be used as evidence of the teacher’s professional growth activities.
Facilitating Communication and Program Support
• Maintain records of PTs’ Formative Assessment System processes.
• Participate in processes for assessing PTs’ Demonstration of Application of Induction Standards 5 and 6.
• Communicate regularly (at least 1x every 4 – 6 weeks) with Site and District Administrators regarding program information, the
Formative Assessment System, progress in credentialing, and Participating Teacher working conditions.
• Participate in making reports on the SC/SVNTP Induction Program to district/site administrators, the school board, and/or the
union association at least once per year.
• Coordinate with other teacher training/professional development programs and initiatives in the PTs’ district(s) as appropriate.
• Participate in the program evaluation process (SC/SVNTP Program Induction survey) and comply with district and project
reporting procedures.
• Communicate concerns regarding program effectiveness of the SC/SVNTP to project directors as necessary.
As a mentor, I have read the responsibilities described above and agree to follow them.
I agree to participate fully in the SC/SVNTP Induction Program this year.
I understand that I am responsible for fulfilling all mentor requirements, including attendance at all Mentor Forums and
trainings and documentation required by the program.
Print Name ______________________________Signature_____________________________ Date_________
After signing the Letter of Commitment, please return it to your local project.
SC/SVNTP FT MT LOC
Rev. 7/7/14
30