a Credentialing-accredited Induction program
The Santa Cruz/Silicon Valley New Teacher Project (SC/SVNTP) is a collaborative effort between the Santa Cruz County Office of Education and approximately forty school districts and charters in Santa Cruz, Santa Clara and San Benito counties.
The SC/SVNTP is a California Commission on Teacher Credentialing-accredited Induction program for both general education teachers and education specialists holding a preliminary credential. The primary goal of this consortium is to provide non-evaluative-embedded support and serve as a pathway to clear a professional teaching credential. The focus of the SC/SVNTP is to improve Participating Teachers’ classroom practice, to ensure student academic success, and to develop reflective teachers who are responsive to the diverse, cultural, social, academic, and linguistic backgrounds of all students.
The Santa Cruz/Silicon Valley New Teacher Project (SC/SVNTP) believes that every student deserves a quality teacher. To achieve this goal, the SC/SVNTP collaborates with participating districts to partner highly trained mentors with teachers in order to earn their California Clear Teaching Credential.
The SC/SVNTP is built on the core values of equity, responsiveness, positive presupposition, reflective dialogue, and inquiry stance. Through an individualized goal-focused approach, the SC/SVNTP guides teachers and mentors in strengthening best practices within and beyond the classroom as outlined in the California Standards for the Teaching Profession (CSTP) to ensure the growth of all students.
Key Elements of Participating Teacher Support
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. Release time can be arranged by the Mentors to provide time for Participating Teachers to observe veteran teachers. Mentors maintain confidentiality and are non-evaluative.
Job-Embedded Professional Development for Participating Teachers
Participating Teachers and Mentors collaboratively assess teaching practice in relation to the California Standards for the Teaching Profession (CSTP). 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 Learning Plan (ILP) that serves as the Participating Teacher’s road map for the candidate’s induction work.
Job-Embedded Professional Development is designed to:
- Build a support network and ongoing professional dialogue amongst Participating Teachers
- Assist teachers with meeting the needs of a culturally and linguistically diverse student population
- Focus on content and pedagogy in classroom practice