Division Contact Info
Educational Services Division
The Santa Cruz/Silicon Valley New Teacher Project BTSA Induction Program
Read an article about the New Teacher Project's use of inquiry to break boundaries and redefine teaching.
Read about a recent breakfast meeting of the SC/SVNTP.
The Santa Cruz/Silicon Valley New Teacher Project (SC/SVNTP) is a collaborative effort among the University of California,
Santa Cruz, Teacher Education Program, the Santa Cruz County Office of Education and approximately thirty-one
school districts and five charter schools in Santa Cruz, Santa Clara, North Monterey and San Benito counties.
SC/SVNTP goals are to:
Key Elements of Participating Teacher Support
1. New Teacher Project Mentor (Advisor, Support Provider)
Participating Teachers have weekly on-site contact during and after school hours with a Mentor, who is an exemplary veteran teacher released full-time specifically to support a small group of teachers. Mentors observe and coach Participating Teachers during their first two years in the classroom, 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 logs and keep interactive journals to enhance communication, problem-solve and reflect. Release time can be arranged by the Mentors to provide time for Participating Teachers to observe veteran teachers. Mentors maintain confidentiality and do not share any evaluative information with department chairs or site administrators.
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. 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 an Individual Induction Plan (IIP), which includes the District Goals/Individual Learning Plan (ILP) and an Individual Professional Development Plan (IPDP) that outlines attendance at professional development events.
The Year-at-a-Glance sequence is:
3. Professional Development for Participating Teachers
Based upon the California Standards for the Teaching Profession (CSTP) and BTSA Induction Program Standards 5 and 6, professional development is designed to: