Induction and Mentoring

From their first moments in South Carolina's schools, beginning educators are expected to be effective practitioners, facilitating and guiding the learning of their students even as they themselves continue to learn. Because expectations are high and the challenges are many for these novice professionals, quality induction programs that support and assist them through their early years in the profession are essential in promoting teacher retention, teacher effectiveness, and - most importantly - student learning. South Carolina is committed to developing, implementing, and sustaining effective induction programs in school districts statewide to ensure that beginning teachers become an integral part of the professional learning community, benefit from the coaching and support of a trained mentor, and continue to develop the skills necessary to positively impact student learning throughout their careers.

Performance Standards for South Carolina Educators
South Carolina Induction and Mentoring Requirements

Mentor Assignment Requirements for 2011-12 (262Kb PDF)

Overview of the ADEPT System for beginning educators, mentors, and administrators. (15Kb PDF)

The South Carolina Induction and Mentoring Program Guidelines(193Kb PDF) provide helpful information to school districts in terms of planning and implementing effective induction and mentoring programs. The guidelines specifically address four critical elements: (1) induction and mentoring program leadership, (2) district programs for beginning teachers, (3) district programs for mentors, and (4) induction and mentoring program evaluations. As one of several important revisions to South Carolina's ADEPT system, the Induction and Mentoring Program Guidelines are designed to elevate the teaching profession by promoting support for beginning teachers and leadership roles for experienced teachers.

 

Induction and Mentoring Information for Beginning Classroom Teachers

ADEPT Performance Standards for Classroom-Based Teachers - This document provides a complete description of the performance standards for classroom-based teachers, as presented in the State Board of Education-approved ADEPT Guidelines (2006). (103Kb PDF)

ADEPT Performance Standards and Key Elements for Classroom-Based Teachers (Placemat Version) (83Kb PDF)

APSs for Beginning Classroom-Based Teachers Teachers are encouraged to use this guide to the APSs to help them chart a course to more effective teaching. (70Kb PDF)

What is SAFE-T? This two-page document provides an overview of the SAFE-T process including its purpose, the six types of evidence collected, and the importance and uses of a teacher's results. (70Kb PDF)

 

Induction and Mentoring Information for Special Area Educators

 

Induction and Mentoring Information for Districts and Mentors

Designed for use by mentors, administrators, IHE supervisors, and coaching teachers, the ADEPT Connections for Mentors ACM Matrix is a tool to help guide conversations and collaborations with beginning teachers and teacher candidates. Focused on each of the thirty-four key elements of the ADEPT Performance Standards for Classroom-Based Teachers, the ACM Matrix connects performance expectations with practical suggestions for mentoring opportunities and activities. (279Kb PDF)

The Competence-Building Professional Growth and Development Plan templates for classroom teachers, media specialists, school guidance counselors, and speech language therapists support the collaboration of mentors, beginning educators, and administrators as they identify performance-based needs and develop professional learning goals and stratergies.

Scheduled Mentor Training is sponsored by districts in collaboration with the Center for Educator Recruitment, Retention and Advancement (CERRA) and the South Carolina Department of Education (SCDE).


Additional Resources & Information

Last Updated: 11/07/2011