Within 30 days of enrolling in the induction program, candidates are matched and informed of their assigned FTR mentor, and they collaboratively begin to develop the Individual Learning Plan (ILP). Mentor assignments are thoughtfully paired, considering factors such as the candidate's credentials, grade level, subject area experience, and school site, whenever possible. Each candidate is paired with a TOSA, who serves as a full-time release (FTR) mentor, providing individualized support to help the candidate effectively transition into the teaching profession and earn their clear credential during the two-year job-embedded program. The FTR mentor dedicates at least one hour per week to best meet the immediate and long-term needs of the teacher and their students. In situations where the FTR mentor's credentials might not align with the candidate's, the program will recruit a classroom-based teacher to serve as a consulting mentor for added support.

If the match between the candidate and mentors is deemed unsuccessful for any reason, adjustments to this pairing are possible at any point. It is the responsibility of the candidate or the mentor to notify the Program Specialist of any concerns regarding the mismatch, initiating the Mentor Reassignment Form. Every effort will be made to resolve the issue. If a new match is determined to be the solution, the Program Specialist will monitor the new mentor assignment.

Full Time release Mentors

Matthew Ortiz, TOSA

Educational Specialist Mild-ModerateMultiple Subject Credential

Patty Domingo, TOSA

Multiple Subject Credential

Mentors are trained to guide new teachers through professional goal setting and analysis of student work to design instruction based on data outcomes.

Mentor Training

To enhance their mentoring and coaching skills throughout the academic year, both TOSAs (FTR mentors) and classroom-based consulting mentors participate in regular meetings and dedicated training sessions. Mentor professional development aligns with the Induction Program Standards and mentoring standards. The training and support encompass coaching and mentoring techniques, goal setting, the utilization of MTIP tools, adult learning theory, assistance for addressing individual mentoring challenges, reflection on mentoring practices, and processes for supporting candidate growth and reflection.

FTR mentors have the opportunity to engage with mentoring peers in professional learning collaboratives, enabling them to share and discuss mentoring experiences. They also receive feedback and support from the Induction Program Specialist throughout the year. The Program Specialist meets with the TOSA (FTR mentor) on a monthly basis to provide feedback and coaching in support of their work with assigned candidates. This may involve activities such as observing teachers, comparing observation notes, modeling conferences with teachers, answering questions about effective coaching, or addressing any other concerns that mentors have with their assigned candidates. This dedication to ongoing professional development ensures that mentors remain well-equipped to offer valuable guidance and support to candidates on their journey toward becoming accomplished educators.

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