1. Silicon Valley New Teacher Project
A California State BTSA
Induction Program

2.  On the whole, the school reform movement has ignored the obvious: What teachers know and can do makes the crucial difference in what children learn. Policies can improve schools only if the people in them are armed with the knowledge, skills, and supports they need. Student learning in this country will improve only when we focus our efforts on improving teaching.
The Report of the National Commission on Teaching and America’s Future

3. What Is Induction? A phase of teacher development
A period of socialization and enculturation
A formal program for beginning teachers

4. Goals of an Induction Program
To support teacher practice that results in high student achievement
To assist new teachers holding a California Preliminary Credential in meeting criteria for the attainment of a Professional Clear Credential within two years
To retain high quality, reflective teachers

5. California’s Learning to Teach System
Preliminary Credential
Preparation
PREL
IMINARY
Professional Clear
Credential Preparation
Continuous Learning P R O F E S I N A L
Blended Program
Subject-Matter Preparation
Professional Preparation
Support and Supervision
Teaching Performance
Assessment on the TPEs
Induction Program
Advanced Curriculum Preparation
Formative Assessment and Support
Frequent , Focused Reflection on Practice
Individual Induction Plan
Application of Prior Learning
Professional
Growth Program
Individual Development Plan
Based on Teacher’s Goals
Advanced Curriculum Studies
Advanced Subject Matter
National Board Certification
Reflection on Practice
Post-Baccalaureate Program
Subject matter Preparation
Professional Preparation
Support and Supervision
Teaching Performance
Assessment on the TPEs
Internship Program
(Subject matter Preparation)
Professional Preparation
Support and Supervision
Teaching Performance
Assessment on the TPEs
March 2006

6. Teacher Retention Data: SCNTP Alumni after 7 Years
94% still in education
88% teaching
38% in same school
72% in leadership roles
[1998/99 Retention Study conducted on 1992/93 SCNTP participants]

7. NTC Direct Services Partnerships Dissemination Policy Research
Professional
Development
NTC
Partnerships
Dissemination
Research
Policy

8. Silicon Valley New Teacher Project

9. Santa Cruz/Silicon Valley New Teacher Project BTSA Induction Program
COMPONENTS:
Complete program components each year for two years
Weekly Meetings with NTP Mentor
NTC Formative Assessment System
Professional Development: Seminar Series and Related Applications

10. Weekly Meetings with Mentor
Full release model: 1/15 caseload
Impact on students
Non-evaluative support
Focus on Standards
Student Content Standards
California Standards for the Teaching Profession
BTSA Induction Program Standards

11. NTC Formative Assessment System

12. FAS Training First Year Mentors: Second Year Mentors
4 Full Day Trainings:
Foundations in Instructional Mentoring
Content and Pedagogy, Standard 15
Mentoring for Special Populations Success Induction Standard 20
Second Year Mentors
3 Full Day Trainings:
Mentoring for Language Learner Success, Induction Standard 19
Mentoring for Equity, Induction Standard 17
Third Year + Mentors
3 Trainings:
Literacy in Content Areas

13. Forum Logistics When : 8:30–11:45 a.m. Where: UCSC Extension
How Often: 3 times a month
Expectation: All mentors attend
Field Friday: Once a Month
Mentors independently pursue professional development activities:
Mentor Shadowing
Meeting with Steering Committee Representative
District Mentor Team Meeting
Planning/Debriefing a District Seminar
Project Seminar Planning

14. Mentor Learning Community -- Mentor Forums --
Mentor Forums serve important purposes:
Provide a collaborative community of practice for mentors
Deepen mentoring skills and advance induction practice
Support program implementation
Provide mentor accountability in a supportive environment
Support each mentor’s emerging leadership capacity

15. Peer Coaching Coaching Partners within and outside of Forums
Veteran mentor coaches a new mentor
Using an Advisor Collaborative Log
Mentor Shadowing
A two-way cycle of peer observation
Cohort Groups
Several mentors from 5-6 different districts make up a cohort group. They meet to support and learn from one another.

16. Benefits to Mentors Expand repertoire of teaching strategies
Increased sense of professional efficacy
Broader perspective on teaching and learning
Greater likelihood to emerge in leadership roles
Increased appreciation for collaboration and reflective practice
Heightened commitment to teaching profession
Renewed professional vigor

17. Benefits to the School Culture
Recruitment of the best and brightest mentors
Teachers hungry for new leadership roles
Retired teachers who want to give back to their profession
Induction Program that seeks to transform classroom practice and school culture

18. Silicon Valley New Teacher Project

19. Professional Development: Induction Program Standards 15-20
15: K-12 Core Academic Content and Subject Specific Pedagogy
16: Using Technology to Support Student Learning
17: supporting Equity, Diversity, and Access to the Core Curriculum
18: Creating a Supportive and Healthy Environment for Student Learning
19: Teaching English Learners
20: Teaching Special Populations

20. Professional Development Curriculum: Seminar Series and Related Applications
Year One
Program Orientation
Content & Pedagogy
Healthy Classroom Environment
Teaching Special Populations
Year Two
Launching Your Second Year
Teaching English Learners
Technology
Supporting Equity, Diversity, and Access to Core Curriculum

21. Professional Development Model for Teachers

22. A Comprehensive System of Professional Development
Level I Preparation
Preliminary Credential
Pre-service Study/
Student Teaching
Concurrent Study
(Internship Program)
Alternate Certification
(Teach for America,
Transitions to
Teaching, etc.)
Out-of-State Teachers
Level II Preparations
Clear Credential
BTSA Induction
(1-2 years)
Application of Prior
Learning
Formative
Assessment and
Support
Individual Induction
Plan
Frequent Reflections
on Practice
Development of Teaching Practice for
Experienced Teachers
Based on Teacher’s
Goals
Based on Site/District
Advanced Curriculum
and Subject Matter
Studies
Instructional Leadership
Intern and/or BTSA
Mentor
Content Specialist/
Coach
Administrator
Development
National Board
Certification
Union Leadership
New Teacher 2007

23. Self Assessment Summary

24. Induction Standard Action Plan

25. Choice Board for Action Plans

26. Benefits to New Teachers
Increased sense of professional efficacy
Stronger skills in working with English Language Learners
Higher retention rate
Greater job satisfaction
Improved ability to articulate and document professional growth
More frequent professional collaboration
Increased willingness to assume leadership roles

27. Benefits to Schools Better classroom instruction
Heightened attention to issues of diversity and responsive pedagogy
Sanctioned time for reflection and observation
Improved teacher morale
Increased collaboration
Positive impact on school culture

28. Silicon Valley New Teacher Project

29. Who Are the “Leavers”?
Beginning teachers who do not participate in an induction program are twice as likely to leave as those who do participate.
The teachers who choose to leave are the brightest, as measured by their college entrance exams.
Novice teachers who are dissatisfied with student discipline and the school environment are twice as likely to leave.
—Susan Moore Johnson, 2005

30. High Costs of Turnover and Attrition: SCHOOLS
Loss of public teacher preparation and investment
Cost of hiring, preparation and replacement
Churning loss of continuity and coherence
Lost professional development investments
Undercutting of school reforms
No Dream Denied
National Commission on Teaching and America’s Future, January 2003

31. High Costs of Turnover and Attrition: STUDENTS
Low Income Students Lose the Most
Highest turnover
Highest number of first year teachers
Highest number of out-of-field teachers
Fewest accomplished teachers
No Dream Denied
National Commission on Teaching and America’s Future, January 2003

32. Direct Services to SV Districts
Direct Coaching to Novice Administrators
Clear Credential Program
Coaching to Experienced Administrators
Professional Development for School Leaders (Improving Student Achievement Through Teacher Observation and Feedback)
Establishing Professional Learning Communities
Establishing Leadership Coaching Capacity & Programs
Support for District Office Leadership

33. NTC’s Leadership Development Services

34. RESULTS: Case Study Comparisons of Supported vs. Unsupported Principals
Reactive, problem driven
Receive limited feedback
Engage in little reflection
Receive sporadic assistance
SUPPORTED
Focus on instructional issues
Engage in deliberate planning
Receive feedback and engage in reflective conversations
Receive consistent assistance

35. Impact of ISA in WCC and GUSD: As a result of work w/NTC, to what extent have you...

36. A Direct Impact on Teaching & Learning
“Principals I spoke with discussed how their evaluation of teaching is qualitatively different as a result of the NTC large group/coaching work. They spoke of the support they have felt from NTC coaches to tackle difficult issues with teachers who are performing in substandard ways, and how the NTC work has enabled them to have the tools and language necessary to help teachers to improve, or in other cases, to help remove poor instructors from the classroom. These are results that building leaders clearly see having a direct impact on teaching and learning on a daily basis, and among the most powerful evidence of the work that I uncovered.”
Michael Copland - University of Washington
External Evaluator

37. Silicon Valley New Teacher Project

38. single most important thing in turning lives around is the
Many studies show that the
single most important thing in turning lives around is the
ongoing presence of
a caring adult.
Nell Noddings
Professor, Stanford University
Former K-12 Math Teacher

39. The stakes are high. Every day, we wager the future of this country on our teachers. We are daily entrusting the dreams of our young people to those who teach them. Whether those dreams are delayed, denied, or fulfilled is ours [as leaders] to decide.
No Dream Denied
National Commission on Teaching and America’s Future, January 2003