Type: Advocacy/Policy, Other

Target audience: Teachers, Organizations, Administrators, Schools, Policymakers

Teacher Induction Model

Description: The NTC Induction Model is based upon the nearly two decades of experience drawn from the Santa Cruz/Silicon Valley New Teacher Project that has served more than 2,500 first and second-year teachers in over two dozen school districts in the University of California, Santa Cruz service area. The NTC Induction Model has regular, one-on-one mentoring by a carefully selected and highly trained mentor as the central element. Additional components are designed to create a network of support for both the new teacher and the mentor, and to align the induction model with other key initiatives in both the pre-service and school site/district contexts. Furthermore, the model is intentionally designed to serve as a catalyst and support for educational reform and the professionalization of teaching.

Key Elements of the NTC Induction Model

* A Carefully-Selected Mentor
* Full or Substantial Release Time for Mentors
* Participation by All First- and Second-Year Teachers
* Mentor Training
* On-Going Professional Development for Mentors
* Professional Standards
* Formative Assessment
* Classroom Instruction and Content Focused Mentoring
* Beginning Teacher Network for Professional Development
* Clear Role for and Communication with Site Administrators
* Participation by a Variety of Key Stakeholder Groups
* Focus on Equity and English Language Development
* Linkages to Pre-service
* Program Evaluation
* Beginning Teacher Advocacy

Fees for services: U.S.A.

Ages of students:

Schools/sites: California school districts, nationally

Contact person: Janet Gless (jgless@ucsc.edu)

Mentor Professional Development

Description: Supporting new teachers is complex and demanding work, and rarely intuitive. Exemplary classroom educators do not always become outstanding teacher educators. Veteran teachers stepping forward to mentor beginning colleagues need time, careful training, and ongoing support to develop new skills and understandings that will enable them to become talented teachers of teachers. In response to the belief that strong mentor professional development is essential, the New Teacher Center offers a menu of trainings from which educational organizations can choose to support the growth of mentors, coaches, supervisors, master teachers, consultant teachers, principals, and coordinators of induction programs. The trainings are offered regionally on selected dates throughout the year on a per participant enrollment basis. NTC trainings are also available to school districts, universities, and other educational entities on a contractual basis.

For those organizations seeking a comprehensive scope and sequence of mentor training, the NTC offers a Mentor Academy series. The NTC is also available for consultations to support induction program development and implementation.

* Foundations in Mentoring
* Coaching and Observation Strategies
* Mentoring for Powerful Teaching: Using Student Work to Guide Instruction
* Coaching in Complex Situations
* Designing and Presenting Professional Development for Beginning Teachers
* Mentoring for Equity
* Creating and Facilitating Meetings That Promote Mentor Development
* The Site Administrator's Role in Supporting Beginning Teachers

Fees for services: U.S.A.

Ages of students:

Schools/sites: U.S.A.

Contact person: Janet Gless (jgless@ucsc.edu)

School Leadership Development Model

Description: The NTC is nationally known for its work in teacher and principal induction, and in professional development for educators across a broad spectrum of roles and experience. The NTC has built an extensive repertoire of resources for the professional development of school leaders, all centered around the goal of ensuring that all students experience powerful teaching and learning. The NTC has worked with hundreds of school districts and thousands of principals and teachers around the nation, and has solid evidence that its work has had a positive impact upon school leaders and their work.

Over the past four years nearly 5000 beginning and experienced school administrators and school leaders throughout California and the nation have participated in our workshops on standards based supervision and leadership coaching. Over 75% of the participants --novice and experienced-- report that they have significantly changed their practices as a result of our workshops.
Ways to Participate:

* Administrators can register to attend our regional workshops in California Districts
* Other organizations can contract with us directly to present our workshops in their locale

Fees for services: California/Nation

Ages of students:

Schools/sites: Various

Contact person: Gary Bloom (gsbloom@ucsc.edu)

Policy

Description: The New Teacher Center (NTC) has established a policy division as part of its core mission to become the nation’s premier resource for policymakers and educators interested in the policy components of establishing and funding high-quality induction programs for educators. The division works closely with government agencies, advocacy organizations, teacher unions, research groups, individual policy makers, universities and other key education stakeholders to inform and support robust policies focused on supporting novice teachers and school leaders.. Where appropriate, additional support is provided to help policy makers address school issues closely related to induction, such as teacher evaluation, teacher compensation, and leadership development.
Some of the NTC’s most recent policy activities include:

* consulting with state policymakers in designing pilot and statewide programs for teacher and principal induction;
* hosting a multi-state policy summit to inform, support, and mobilize regional leadership around induction;
* contributing to a national joint statement and white paper informing federal policy makers on the critical need for high-quality induction;
* facilitating school district management-labor discussions to re-design teacher evaluation;
* supporting school districts and states in designing and implementing evaluation programs to shape future professional development initiatives;
* convening statewide and regional groups to pursue grants to support new initiatives in teacher and principal development;
* convening cross-stakeholder groups, such as IHE's and school districts, with the goal of improving collaboration in the interests of teacher and principal development.

Fees for services: U.S.A.

Ages of students:

Schools/sites:

Contact person: Liam Goldrick (goldrick@ucsc.edu)

Liam Goldrick