Embedded Files
Mission Statement:
Mission Statement:
Participating teachers will experience enhanced job-embedded professional growth and development by participating in a rich and thoughtful New Teacher Support Process. Participating teachers will engage in reflective conversations with experienced colleagues to improve classroom practice by responding to all students' diverse cultural, social, and academic needs.
Participating teachers will experience enhanced job-embedded professional growth and development by participating in a rich and thoughtful New Teacher Support Process. Participating teachers will engage in reflective conversations with experienced colleagues to improve classroom practice by responding to all students' diverse cultural, social, and academic needs.
The Far East Contra Costa County New Teacher Support Program partners the five East Contra Costa County school districts: Brentwood Union School District, Byron Union School District, Knightsen School District, Liberty Union High School District, and Oakley Union Elementary School District. The Consortium provides training and support to participating teachers, Induction mentors, and administrators from the participating districts.
The Far East Contra Costa County New Teacher Support Program partners the five East Contra Costa County school districts: Brentwood Union School District, Byron Union School District, Knightsen School District, Liberty Union High School District, and Oakley Union Elementary School District. The Consortium provides training and support to participating teachers, Induction mentors, and administrators from the participating districts.
Program Goals:
Program Goals:
- To direct support toward improving student achievement
- To direct support toward improving student achievement
- To ensure intensive individualized support and assistance for each participating teacher
- To ensure intensive individualized support and assistance for each participating teacher
- To ensure that participating teachers continuously examine their effectiveness and document evidence for professional growth
- To ensure that participating teachers continuously examine their effectiveness and document evidence for professional growth
- To ensure the success of participating teachers
- To ensure the success of participating teachers
- Assist the participating teacher to meet the requirements of their credential type
- Assist the participating teacher to meet the requirements of their credential type
Key Elements for Participating Teacher Support
Key Elements for Participating Teacher Support
Induction Mentor:
Induction Mentor:
District New Teacher Support Program Liasison and New Teacher Support Program Coordinator match all participating teachers with a veteran teacher who is chosen because of their exemplary teaching and communication skills. New Teacher Support Program Mentors meet weekly with the participating teacher to collaboratively assess teaching practice in relation to the California Standards for the Teaching Profession, provide “just in time” support, and longer-term analysis of teaching practice to help candidates develop enduring professional skills.
District New Teacher Support Program Liasison and New Teacher Support Program Coordinator match all participating teachers with a veteran teacher who is chosen because of their exemplary teaching and communication skills. New Teacher Support Program Mentors meet weekly with the participating teacher to collaboratively assess teaching practice in relation to the California Standards for the Teaching Profession, provide “just in time” support, and longer-term analysis of teaching practice to help candidates develop enduring professional skills.
Goal Setting, Reflection, and Growth:
Goal Setting, Reflection, and Growth:
Participating teachers and New Teacher Support Program Mentors will set professional goals aligned with evaluation goals to meet the individual needs of the participating teacher. Participating teachers, with the support of their New Teacher Support Program Mentor, analyze student work, plan differentiated lessons, and problem-solve classroom practice. The New Teacher Support Program Mentor observes the participating teacher and gives non-evaluative feedback. Collaboratively they strive to improve classroom practice and student achievement.
Participating teachers and New Teacher Support Program Mentors will set professional goals aligned with evaluation goals to meet the individual needs of the participating teacher. Participating teachers, with the support of their New Teacher Support Program Mentor, analyze student work, plan differentiated lessons, and problem-solve classroom practice. The New Teacher Support Program Mentor observes the participating teacher and gives non-evaluative feedback. Collaboratively they strive to improve classroom practice and student achievement.
Professional Development for Participating Teachers:
Professional Development for Participating Teachers:
Participating teachers attend professional development to improve and expand their knowledge of how to meet the needs of all students. Teachers can attend workshops and seminars and earn units from UMass Global.
Participating teachers attend professional development to improve and expand their knowledge of how to meet the needs of all students. Teachers can attend workshops and seminars and earn units from UMass Global.
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