INDUCTION PROGRAM HANDBOOK for 2020-21 CANDIDATES …
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INDUCTION PROGRAM HANDBOOK for CANDIDATES and MENTORS 2020-21 1574 E. Canal Dr. Room 119 Turlock, CA 95380 Tel 209-667-0632 x2809 Email [email protected]
Transcript of INDUCTION PROGRAM HANDBOOK for 2020-21 CANDIDATES …
INDUCTION PROGRAM
HANDBOOK for CANDIDATES and
MENTORS
2020-21
1574 E. Canal Dr.Room 119Turlock, CA 95380
Tel 209-667-0632 x2809
Email [email protected]
TABLE OF CONTENTS
TUSD Induction Program Contacts 5
Non-Discrimination Information 6
Welcome Message 6
District Initiatives 7
Mission and Vision Statements 8
Admission Requirements 9
Process for Clearing a Credential - Graphic 10
TUSD New Teacher Academy 11
The TUSD Induction Program 11-12
Mentor-Candidate Match and Induction Confidentiality Model 13-14
Mentor Qualification, Selection, and Training, 15-17
● Qualifications 15-16
● Training 16
Program Responsibilities for Teacher Candidates and Mentors 17-18 2
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Program Steps in Graphics: 19-22
● Year 1 19
● Year 2 20
● ECO 21-22
Process for Clearing a Dual Credential 23-24
Early Completion Option (ECO) 25-26
Attendance 26
More on the Individualized Learning Plan 27
California’s Standards for the Teaching Profession (CSTP) 28-29
General Schedule of Events and Due Dates 30-31
Inquiry Cycle Review 32
Video Submissions 33
Observations 34
Clear Credential Recommendation 35
Grievance/Appeals Processes: 36-38
● Mentors 36
TABLE OF CONTENTS, con’t
● Eligibility 36
● Candidate Work 37
● Candidate Recommendation 38
Request for Extension Procedure 39
Resubmission Procedure 39-40
A Note on Fiscal Sustainability 40
Guarantee of Services 41
Appendix A: Sample Common Program Documents 42-51
Appendix B: 2016 Teacher Induction Program Standards 52-54
Glossary of Common Induction Terms 55
Glossary of Common Educational Acronyms 56-58
2020-21 New Candidate COVID-19 Addendum 59-61
Works Consulted 62
TABLE OF CONTENTS, con’t
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INDUCTION PROGRAM CONTACTS
Contact Title Telephone #
Marcia Ramirez HR Technician, Credentialing
667-0632, ext. 2103
Rosa Duran HR Technician, Support
667-0632, ext.2104
Denise Duewell Coordinator of PD & Induction
667-0632, ext. 2809
David Lattig/Cheryl
Crawford
Assistant Superintendent of
Human Resources /Administrative
Assistant
667-0632, ext.2104/ 2107
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NOTICE OF NON-DISCRIMINATION
Turlock Unified School District prohibits discrimination, harassment, intimidation and bullying in educational programs, activities, or employment on the basis of actual or perceived ancestry, age, color, disability, gender identity, gender expression, nationality, race or ethnicity, religion, sex, sexual orientation, parental, pregnancy, family or marital status, or association with a person or a group with one or more of these actual or perceived characteristics. TUSD requires that school personnel take immediate steps to intervene when it is safe to do so and when he or she witnesses an act of discrimination, harassment, intimidation, or bullying.
INDUCTION NON-DISCRIMINATION
The Turlock Unified School District Induction Program adheres to the District
Notice of Non-Discrimination:
WELCOME
Welcome to the Turlock Unified School District Induction Program! We are happy you have joined our team. Whether you are new to the profession or new to TUSD, our program strives to provide you with the personalized levels of support needed to assist you as you begin your journey into becoming the best teacher possible. Remember, research continues to show that quality teachers have the biggest impact on a child’s education.
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TUSD DISTRICT INITIATIVES
Turlock Unified School District Initiatives will play an important role in your induction work.
Student Achievement - All students can achieve at the highest level.
Best Practices - Teachers utilize the techniques and strategies designed to help students learn and to reach their potential.
College & Career Readiness - Regardless of the career or the college dreams, students are prepared to move beyond high school.
Technology - Students learn and utilize the technology that will help them be successful.
Safety and Security - Student and staff safety is crucial.
Leadership - We are growing tomorrow’s leaders.
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MISSION and VISION STATEMENTS
The Mission of the Turlock Unified School District Induction Program
is to ensure intensive individualized support and assistance for each
new teacher with the dual goal of increasing teacher retention and
improving the success of all students. The program will promote the
development of a growth mindset in new teachers by working
collaboratively with a mentor through inquiry and data analysis to
assist new teachers in designing differentiated lessons to
accommodate the cultural, linguistic, socio-economic and academic
diversity of their student population.
The Vision of the Turlock Unified School District Induction Program is
for every student to have a highly qualified teacher who is dedicated
to lifelong learning and committed to growing professionally through
thoughtful reflection and respectful collaboration.
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In order to be admitted into the Turlock Unified School District Induction Program, a teacher must be
employed by TUSD and meet the following requirements:
● Possess one of the following California preliminary credentials:○ Multiple Subject○ Single Subject○ Education Specialist
● Possess a preliminary credential from out of state:
○ Multiple Subject○ Single Subject○ Education Specialist
Or● Possess a clear credential from another state that does not offer an English Learner
authorization:
○ Multiple Subject○ Single Subject○ Education Specialist
Or● Possess any of the above and enroll mid-program from another program at the beginning
of the year. ● The candidate will bring or request from the former program a transportability document
to prove year one completion. ● *This is true for candidates who leave the TUSD Induction Program as well. They may
request a transportability document be sent to their new district. ● Please note that according to the State of California, if the candidate is not hired in another
California school district and there is a gap in teaching, participation in an induction program may not occur until the candidate is employed.
*Please note: All first year teachers, whether or not they are able to begin induction, will be provided a trained mentor. This includes interns, those on PIPs or STSPs, and those preliminary credentialed teachers hired after the first 60 days of school.
ADMISSION REQUIREMENTS
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Process for Clearing a Preliminary Credential
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THE TUSD NEW TEACHER ACADEMY
When teachers are hired in Turlock Unified School District, whether they are experienced teachers or brand new to the profession, they are invited to a New Teacher Academy. The academy 2-3 days of getting to know the Turlock Unified School District, including its technology, approved management strategies, and a variety of best practices for student engagement. Additionally, new education specialists are introduced to writing IEPs, managing the adults in the rooms, and Proact training.
While all are invited and encouraged to attend, TUSD understands that people take vacations in the summer and may be unable to attend. If this is the case, all newly credentialed teachers are encouraged to meet with the induction coordinator to determine placements, receive introductory materials, and to learn more about the program.
THE TUSD INDUCTION PROGRAM
(A Defensible Process)
Critical to meeting the needs of all TK- 12 students is the development and retention of quality
teachers; with that in mind, induction is the teacher credentialing program that supports
Senate Bill 2042. It fulfills the requirements for the California Clear Multiple Subject
Credential, the California Clear Single Subject Credential, and the California Clear Education
Specialist Credential. Induction is a state requirement from the California Department of
Education (CDE) and the Commission on Teacher Credentialing (CTC).
While university preliminary programs provide the necessary pedagogical theory through
courses and provide in-the-field practice through student teaching, induction programs
consistently apply the theory in one’s classroom. In short, induction programs help bring the
theories to life.
They ensure the successful transition of preliminary credentialed teachers to their first
teaching assignment through a two-year job-embedded professional learning experience that
incorporates inquiry, observation, one-on-one support, group support, and reflection.
Therefore, this experience begins in the first year.
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Whenever possible, the Turlock Unified School District (TUSD) Induction Program utilizes
university bridging documents or Individual Development Plans (IDP) to help transition the
pre-service teacher to the work of a first year teacher. The development plan provides mentors
with background knowledge of the candidate in order to tailor initial support from the onset of the
working relationship. Thereafter, the California Standards for the Teaching Profession (CSTP) will
provide the foundational structure for the ongoing work in induction.
That work is the Individualized Learning Plan (ILP), and as the name suggests, it is designed
individually by each candidate to study and strengthen candidate-determined CSTP in conjunction
with best practices. The ILP provides great freedom to the new teacher, as it allows for deep
analysis and reflection of what is occurring in the classroom and how to improve upon it. The ILP is
discussed in the handbook and at each seminar throughout the year. Additionally, mentors are
trained to support candidate ILP work.
All candidates enrolled in the TUSD Induction Program are offered the program until they complete
the program, withdraw from the program, are dropped from the program (see page 25 of
handbook), or are admitted to another program.
At the end of two years, those candidates who successfully complete all requirements, including an
exit interview with members of the TUSD Induction Advisory Council, are recommended for the
clear credential.
The coordinator then completes the Verification of Completion Form (41-Induction) and submits
this and the candidate’s application to the Commission on Teacher Credentialing (CTC). The
coordinator follows up and works with HR to ensure the credential is officially issued by the CTC.
Candidates who are not successful in completing all program requirements are given one month to
provide the evidence to the coordinator and are recommended for the clear credential at that time.
If the candidates are still unsuccessful, they must apply for an extension and complete the
requirements the following school year before being recommended for the credential.
Addendum for PS-Variable Term Waiver candidates (COVID-19)
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MENTOR-CANDIDATE MATCH and the INDUCTION CONFIDENTIALITY MODEL
Within the first 30 days of a candidate’s hire date, the induction program partners them with a
closely matched mentor. Whenever possible candidates are matched with identical grade-level
and/or subject matter mentors at their sites. When this is impossible, the program matches the
candidate with a district instructional coach who has experience at the candidate’s level or in the
candidate’s subject matter. Occasionally, it is necessary to make a match with a mentor from a
neighboring school in order to match the particulars of the placement. If a close match cannot be
made, the induction coordinator is the primary mentor with support from the district personnel
who can best assist the candidate. With these options for matches, the program provides a
complete system of support.
Mentors are here to support candidates in times of immediate need (just in time support) and in
the everyday. Such support centers around coaching candidates through the situations and
stresses that arise for teachers. The mentors are there to listen and support, and as candidates
grow and become more confident, the mentor’s job is to create cognitive challenge and to
facilitate a professional vision for candidates (Lipton and Wellman 1). Mentors create a safe
space for candidates to share their stories without fear. In short, the mentor’s job is to consult, to
collaborate, and to coach a candidate; thereby, providing a sense of security in this new position
(Lipton and Wellman 37 and Rutherford 206).
The cornerstone of induction and the support system is confidentiality. The induction
confidentiality model indicates that while candidates may discuss induction processes and
progress with site administrators, mentors may not. It also provides a safe place for the new
teacher to discuss the myriad of emotions and challenges that impact new teachers.
However, the Commission on Teacher Credentialing, makes it clear that the ILP should be
developed with input from the site administration (Induction Program Standards), therefore, we
have built in a “Triad” meeting at the beginning of the school year with another one possible in
November - January. The triad provides two opportunities: 1. for the mentor to explain induction
and the need for complete confidentiality with both the candidate and the site administrator
present. 2. to work together to help the candidate set overall goals for the year that may or may
not be related to specific site or district initiatives.
An easy way to think of the Induction Confidentiality Model is on the next page:
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Candidates
Site Administrator/EvaluatorMentor
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INDUCTION CONFIDENTIALITY MODEL
Per CTC Induction Program Standard 4: Qualifications, Selection and Training of Mentors:
The Induction program assigns qualified mentors and provides guidance and clear expectations for the mentoring experience based on the program’s design. Qualifications for mentors must include but are not limited to:
• Knowledge of the context and the content area of the candidate’s teaching assignment • Demonstrated commitment to professional learning and collaboration • Possession of a Clear Teaching Credential • Ability, willingness, and flexibility to meet candidate needs for support • Minimum of three years of effective teaching experience
Guidance and clear expectations for the mentoring experience provided by the program must include but are not limited to:
• Providing “just in time” support for candidates, in accordance with the ILP, along with longer term guidance to promote enduring professional skills • Facilitation of candidate growth and development through modeling, guided reflection on practice, and feedback on classroom instruction • Connecting candidates with available resources to support their professional growth and accomplishment of the ILP • Periodically reviewing the ILP with candidates and making adjustments as needed.
I. MINIMUM QUALIFICATIONS:
A. Possesses a valid teaching credential with at least 3 years of teaching experience
B. Demonstrate exemplary teaching ability, as indicated by, among other things:
● Effective lesson and unit plan organization
● Effective communication skills ● Subject matter knowledge● Mastery of a range of teaching strategies necessary to meet all the needs of pupils
using a variety of learning modalities
● Two letters of recommendation
II. CURRICULUM and INSTRUCTION SKILLS:
● Provide collegial support to staff in the elements of effective instruction. ● Model effective teaching strategies and methods that meet the needs of all students.● Maintain a classroom environment that promotes the intellectual, social, and emotional
growth of all students. ● Follow the State Frameworks, the State Curriculum Standards, and the District Initiatives. ● Serve as a role model to students, teachers, parents, and community.● Willing to deepen understanding of the cultural, ethnic, cognitive, linguistic, and gender
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MENTOR QUALIFICATION, SELECTION, TRAINING, and RESPONSIBILITIES
II. CURRICULUM and INSTRUCTION SKILLS, con’t:
● Possesses knowledge of effective strategies for working with students with special needs, including but not limited to English learners, resource, and GATE.
● Possess knowledge of technology use in the classroom.● Demonstrate commitment to professional learning and collaboration, and possession of
effective interpersonal and communication skills,● Assume or has assumed a leadership role in in-service and/or professional development
programs.
C. HUMAN RELATIONS SKILLS:
● Possess personal qualities such as motivation, flexibility, and patience.
● Form positive professional relationships. ● Work with others in a trusting, collaborative, culturally respectful way. ● Willing to engage in non-evaluative conversations about formative assessment with
candidates. ● Willingness to meet for a minimum of 60 minutes per week with candidate(s).
D. DESIRED BUT NOT REQUIRED:
• Has received training in peer coaching and/or clinical supervision techniques.
• Participates in professional or educational organizations or activities.
*Additionally, to ensure mentors are well-suited to this important position, they meet with the
induction coordinator every other month for training and guidance in the following:
● foundational mentoring skills,
● goal setting, ● meeting the needs of beginning teachers, ● giving feedback,● mentoring skill practice, and● reflection. ● Also, in order to receive feedback and continually improve, mentors reflect upon and submit three
mentoring videos per year.
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PROGRAM RESPONSIBILITIES FOR TEACHER CANDIDATES AND MENTORS
INDUCTION TEACHER CANDIDATE
MENTOR
● Meet for a minimum of one hour per week with the mentor.
● Create an Individualized Learning Plan (ILP).
● Actively participate in the ILP (action research) process.
● Fulfill program requirements in two years.
● Attend six seminars or meet with coordinator.
● Video tape and reflect upon a lesson twice per year - once between August-November and the other between January-April.
● Utilize Google documents and Google Drive, along with Google Classroom.
● Maintain confidentiality and *professionalism.
● Observe peers (4 observations can be done in two days to reduce the time candidates are out of the classroom).
● Participate in at least 18 hours of professional development related to ILP designed to enhance teaching and learning.
● Adhere to due dates.
● Participate in an exit interview.
● Contact the induction coordinator immediately with questions or concerns.
● Provide one hour of contact per week through face-to-face meetings.
● Assist and support candidates in all activities specific to the program, including goal setting.
● Provide “Just in time” support along with longer-term guidance to promote enduring professional skills.
● Work with the candidates to develop their Individualized Learning Plan (ILP), including completing your own section.
● Maintain confidentiality and *professionalism.
● Arrange and meet with site administrator and candidate to set and review common goals (Triad).
● Utilize Google documents, Google calendar, and Google Drive.
● Attend mentor support trainings bi-monthly.
● Utilize coaching skills to better support candidates.
● Observe candidate four times throughout the year and debrief. These can be done via video or in person.
● Maintain a contact log to verify meeting times and purposes.
● Adhere to due dates.
● Set mentoring goals and reflect on those goals at least three times during the year through self and coordinator evaluation. *See Description of Practice Sample.
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PROGRAM RESPONSIBILITIES FOR TEACHER CANDIDATES AND MENTORS, con’t
INDUCTION TEACHER CANDIDATE
MENTOR
● Maintain confidentiality and *professionalism.
● Arrange and meet with site administrator and candidate to set and review common goals (Triad).
● Utilize Google documents, Google calendar, and Google Drive.
● Attend mentor support trainings bi-monthly.
● Utilize coaching skills to better support candidates.
● Video record 10+minute mentoring sessions and reflect upon goals and outcomes three times per year.
● Contact the induction coordinator immediately with concerns for additional candidate support.
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● New Teacher Academy
● Introduction to Induction
● Review of Transition Document
● Teaching context
● Initial CSTP Reflection on CoP
● Begin ILP● Triad● Plan & attend PD
(18 hrs./year)
Cycle 1:● Create
wondering ● Plan of action● Observations● Reflections● Potential
revisions
Cycle 1 submission● Observation by
coordinator● Reflections,
including CoP● Potential
revisions and resubmits
Cycle 2 submission● Observation by
coordinator● Reflections,
including on CoP● Potential
revisions and resubmits
● Finale● Share
Self-assessment using CoP
● Year-end reflections
TUSD InductionYear 1
Cycle 2:● Create
wondering ● Plan of action● Potential second
triad● Observations● Reflections● PD
PROGRAM STEPS
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● Teaching context
● Initial CSTP Reflection on CoP
● Begin ILP● Triad● Plan & attend PD
(18 hrs./year)
Cycle 1:● Create
wondering ● Plan of action● Observations● Reflections● Potential
revisions
Cycle 1 submission● Observation by
coordinator● Reflections,
including on CoP● Potential
revisions and resubmits
Cycle 2:● Create wondering ● Plan of action● Potential second
triad● Observations● Reflections● PD
● Finale● Share
Self-assessment using CoP
● Reflections on teaching and learning
● Exit interview● Apply for clear
credential
TUSD InductionYear 2
Cycle 2 submission● Observation by
coordinator● Reflections,
including on CoP● Potential
revisions and resubmits
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● Teaching context
● Initial CSTP Reflection on CoP
● Begin ILP● Triad● Plan & attend
PD (18 hrs./year)
Cycle 1● Create
wondering ● Plan of action● Observations● Reflections● Potential
revisions
Cycle 1 submission● Observation by
coordinator● Reflections,
including on CoP
● Potential revisions and resubmits
Cycle 2● Create
wondering ● Plan of action● Potential second
triad● Observations● Reflections● PD
TUSD InductionECO
Cycle 2 submission● Observation by
coordinator● Reflections,
including on CoP
● Potential revisions and resubmits
● New Teacher Academy
● Introduction to Induction
● Review of Transition Document
Cycle 3● Create
wondering ● Plan of action● Potential second
triad● Observations● Reflections● PD
Cycle 3 submission
● Continued on the next page
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● Finale● Share
Self-assessment using CoP
● Reflections on teaching and learning
● Exit interview● Apply for clear
credential
TUSD Induction
ECO con’t Cycle 3 submission● Observation by
coordinator● Reflections,
including on CoP● Potential
revisions and resubmits
Two perfect scores without
resubmission = move to
Finale
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PROCESS FOR CLEARING DUAL CREDENTIALS
Depending upon individual experiences and education, clearing two credentials may require
additional professional practice in the appropriate fields. The following indicates the possibility of
clearing an Education Specialist credential and a General Education credential concurrently.
1. Candidate states desire to clear more than one preliminary credential.
2. Candidate and induction coordinator meet to discuss background and the *possibility for a
crossover experience.
3. Induction coordinator meets with site administrator to ensure access to and suitability for
additional professional practice (crossover experience).
4. During triad candidate, mentor, and site administrator create a goal related to crossover
experience.
5. If deemed necessary and appropriate, ILP work is related to crossover experience.
*If the candidate has ample experiences that act as a crossover experience, there is no need for
further crossover.
**See next page for potential crossover experiences.
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Induction Process Mentoring Potential Additional Professional
Practice/Crossover Experience to Connect the
Two Credentials
● Candidate works with mentor to create Individualized Learning Plan goals and inquiry cycle wonderings.
● Candidate reflects on CSTP growth with relation to Continuum of Teaching Practice (CoP).
● Mentor connects resources and guides candidate.
● Mentor also connects either a general education or special education support person (instructional coach, site colleague, etc.) if mentor is not a dual credential holder.
● Shadow special education/general education teacher.
● Co-teach with special education or general education teacher.
● Participate in IEP process and meeting.
● Attend special education PD or training.
● Collaborate with a special education teacher.
*Regardless of the crossover experience you choose, debrief the experience with your mentor AND reflect upon it within your inquiry cycle.
CROSSOVER EXPERIENCE for DUAL CREDENTIALS
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EARLY COMPLETION OPTION
Underlying Philosophy:
Senate Bill 57 is legislation that provides experienced and exceptional candidates the
opportunity to complete a Commission-approved induction program at a faster pace than the
full two years generally required to complete induction and earn a clear credential. With that
in mind, the TUSD Induction Program offers the ECO pathway (one year to one and a half
years) to those who have had two or more successful years as teacher of record.
For the purposes of identification, exceptional shall be defined by
1) administrative evaluations that label the teacher’s overall performance as meeting or
exceeding standards and
2) a letter of recommendation from the candidate’s current administrator using the
“Early Completion Option (ECO) Candidate Site Administrator Recommendation Form.”
Eligibility Requirements for Candidates:1. Hold a Preliminary General Education Multiple or Single Subject credential or a
preliminary Education Specialist credential.
2. Currently employed as the teacher of record.3. Document a minimum of two years prior teaching experience as the teacher of record.
4. Meet with induction coordinator to discuss the option.
5. Submit authenticated performance evaluations (meeting or exceeding
standards) from the two most recent years of teaching.
6. Submit a letter of recommendation with an observation report from current
site administrator supporting candidate readiness and participation in the
ECO. *This can be done via the “Early Completion Option (ECO) Candidate
Site Administrator Recommendation Form.”
7. Submit a letter explaining why you believe you are a strong candidate for the Early Completion Option.
8. All paperwork will be reviewed by site principal, induction coordinator, and Assistant Superintendent of Human Resources and all must agree that the ECO path is the most appropriate pathway for the candidate.
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Early Completion Option Requirements:
Once approved for this option, the candidate must do the following:
▪ Complete the ILP with the following components:
• Complete up to three inquiry cycles within one year or as modified between semesters two-three.
• Observe five or more teachers
• Be observed by your mentor at least four times.
• Submit two video lessons and reflections.
• Participate in at least one triad conversation.
Early Completion Option Requirements:• Participate in at least one triad conversation.
• Complete verifications throughout the year.
• Complete 18 hours of PD.
• Earn a passing score on all three inquiry cycles on the first submission*.
• Pass the Exit Interview.
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ATTENDANCE
Attendance at induction events is part of the candidate path to clearing a preliminary credential; therefore, attendance is mandatory. In order to help candidates meet this professional obligation, all induction events are offered multiple times. Candidates are expected to be on time and to stay for the entire two and a half-hour seminar. These meetings allow for check-ins with the coordinator, for differentiation of the ILP, and for extended work with mentors. This is how we ensure people are getting their questions answered and are able to spend extended time with their mentors.
● ANY potential absences must be cleared with the induction coordinator PRIOR to the event.
● An individual check-in with the coordinator is required if an event is missed.
In the event that induction seminars must become virtual, the same expectations are in place. A link will be given through Google calendar, Google Classroom and through email in order to assist candidates and mentors with attendance.
MORE ON THE INDIVIDUALIZED LEARNING PLAN (ILP)
Within the first 60 days of enrollment, the TUSD Induction Program will provide an
Individualized Learning Plan (ILP) map as a guide to assist candidates in setting professional
goals for themselves as well as goals for their students with the ultimate result being strong,
knowledgeable, reflective, and thoughtful teachers.
As mentioned previously, preliminary credentialed teachers are prepared to build and extend
their capacity. The ILP provides the freedom for asking questions and setting professional
short-term and long-term goals. At the beginning of induction, the candidate and mentor
collaboratively analyze candidate experience based upon the CSTP and craft a professional goal
with an inquiry (a “wondering”). The goal and inquiry are set with input from a site
administrator and from program staff. Such input reminds the candidate of both site and district
initiatives, which can help to shape the ILP. However, it is clear to all and supported by the
superintendent that the ILP is for professional growth, not evaluation purposes. The ILP is a
“living” document in that it changes and grows throughout induction. Candidates document their
successes, challenges, lessons learned, and they reflect in order to push themselves further and
to help their students be successful.
It is designed to be completed with the support of a qualified and trained mentor. The mentor
guides, observes, and provides feedback for evidence of classroom practice based upon the focus
of the candidate’s ILP. Additionally, the mentor coaches the candidate using reflective
conversations and questions to analyze the lessons taught and the student-generated work. The
ILP acts as the overarching umbrella of the work completed each year, including 18 hours of PD
related to the indivIdual ILP. See below. Furthermore, the Director of Curriculum and Instruction
and the TUSD Instructional Coaches, mentors, and the Coordinator of Professional Development
& Induction, will provide meaningful professional development as needed, and on-site support
for the effective implementation of research-based instruction throughout the year.
Please see the appendix a for sample pages from an ILP Map.
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CA STANDARDS FOR THE TEACHING PROFESSION (CSTP)
Standard One:ENGAGING AND SUPPORTING ALL STUDENTS IN
LEARNING
Standard Two:CREATING AND MAINTAINING EFFECTIVE
ENVIRONMENTS FOR STUDENT LEARNING
1. Using knowledge of students to engage them in learning.
2. Connecting learning to students’ prior knowledge, background, life experiences, and interests.
3. Connecting subject matter to meaningful, real-life contexts.
4. Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs
5. Promoting critical thinking through inquiry, problem solving, and reflection.
6. Monitoring student learning and adjusting instruction while teaching.
1. Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully.
2. Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students.
3. Establishing and maintaining learning environments with high expectations and appropriate support for all students.
4. Creating a rigorous learning environment with high expectations and appropriate support for all students.
5. Developing, communicating, and maintaining high standards for individual and group behavior.
6. Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn.
7. Using instructional time to optimize learning.
Standard Three:UNDERSTANDING AND ORGANIZING SUBJECT
MATTER FOR STUDENT LEARNING
Standard Four:PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR ALL STUDENTS
1. Demonstrating knowledge of subject matter, Academic Content Standards, and curriculum frameworks.
2. Applying knowledge of student development and proficiencies to ensure student understanding of subject matter.
3. Organizing curriculum to facilitate student understanding of the subject matter.
4. Utilizing instructional strategies that are appropriate to the subject matter.
5. Using and adapting resources, technologies, and standards-aligned instructional materials, to make subject matter accessible to all students.
6. Addressing the needs of English learners and students with special needs to provide equitable access to the content.
1. Using knowledge of students’ academic readiness, language proficiency, cultural background, and individual development to plan instruction.
2. Establishing and articulating goals for student learning.
3. Developing and sequencing long-term and short-term instructional plans to support student learning.
4. Planning instruction that incorporates appropriate strategies to meet the learning needs of all students.
5. Adapting instructional plans and curricular materials to meet the assessed learning needs of all students.
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Standard Five:ASSESSING STUDENTS FOR LEARNING
Standard Six:DEVELOPING AS A PROFESSIONAL EDUCATOR
1. Applying knowledge of the purposes, characteristics, and uses of different types of assessments.
2. Collecting and analyzing assessment data from a variety of sources to inform instruction.
3. Reviewing data, both individually and with colleagues, to monitor student learning.
4. Using assessment data to establish learning goals and to plan, differentiate, and modify instruction.
5. Involving students in self-assessment, goal setting, and monitoring progress.
6. Using available technologies to assist in assessment, analysis, and communication of student learning.
7. Using assessment information to share timely and comprehensible feedback with students and their families.
1. Reflecting on teaching practice in support of student learning
2. Establishing professional goals and engaging in continuous and purposeful professional growth and development.
3. Collaborating with colleagues and the broader professional community to support teacher and student learning.
4. Working with families to support student learning
5. Engaging local communities in support of the instructional program.
6. Managing professional responsibilities to maintain motivation and commitment to all students.
7. Demonstrating professional responsibility, integrity, and ethical conduct.
GENERAL SCHEDULE OF EVENTS AND DUE DATES
CANDIDATE MENTOR
July: New Teacher Academy
August: Kick Off Observation Days
August: New Mentor Training Mentor Support
September: Seminar Observation Days
September: Log Due Seminar Observation Days
October: Observation Days October: Log Due Mentor Video 1 Due (Practice) Mentor Support Observation Days
November: Candidate Video 1Due Seminar Observation Days
November: Log Due Seminar Observation Days
December: ILP Due Observation Days
December: Log Due Mentor Video 2 Due Mentor Support Observation Days
First Semester
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CANDIDATE MENTOR
January: Seminar Observation Days
January: Log Due Seminar Observation Days
February: Observation Days February: Log Due Mentor Video 3 Due Mentor Support Observation Days
March: Seminar Observation Days
March: Log Due Seminar Observation Days
April: Candidate Video 2 Due EXTRA Seminar/Meeting if needed Observation Days
April: Log Due Mentor Video 4 Due Mentor Support EXTRA Seminar/Meeting if needed Observation Days
May: ILP Due Finale Year 2/ECO Exit Interviews
May: Log Due Finale ILP Reads
Second Semester
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ILP INQUIRY CYCLE REVIEWS
Two inquiry cycles are created each year as part of the ILP. Inquiry cycle 1 is submitted and
reviewed in early December, and inquiry cycle 2 is submitted and reviewed in early May. The
purpose of these reviews is to ensure that candidates are making progress toward their chosen
CSTP and/or that they are demonstrating growth in their teaching practices.
Process for review:
1. Each inquiry cycle is read/viewed using a common rubric by a mentor or an instructional
coach other than the candidate’s own mentor.
2. If the work meets established criteria with a score of 9 or higher, then the reading is
complete, the score is documented, and comments/commendations are made to the
candidate.
a. If the work does not pass with a minimum score of 9, then it moves to a second
reader.
b. If the second reader scores with a passing score, it will move to the induction
coordinator for a third read in order to make a clear determination.
c. If the inquiry cycle earns a second score below 9, it will be sent back to the
candidate. (See below)
3. If the work does not earn a passing score upon two readings, then it is given back to the
candidate with questions and comments to assist the candidate with improvement. At that
time, a resubmission plan is determined with the candidate (not to exceed 30 days). This
process will continue until the candidate meets the established criteria.
*Please see the “Resubmission Process” section of this handbook for more information.
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CANDIDATES:
The program recognizes that all teachers are extremely busy and that new teachers are especially
so; however, it is also known that improvement in teaching practice occurs with reflection. While
reflection on a lesson at the end of the day is beneficial, some nuances can be missed or simply
forgotten. Therefore, all candidates are required to utilize either the district-adopted platform to
upload two 10-20 minute recordings of themselves teaching. The only way to truly ensure that these
videos are useful to the candidates is to additionally require that they watch their videos and reflect
upon their teaching and upon the student learning. Such reflections are done directly through the
platform. They are then shared with mentors for review and coaching dialogue. The videos are also
shared with the coordinator for potential review. Candidates are encouraged to use these videos as
an opportunity to set goals and collect evidence.
Candidate video submissions are due as follows:
1. November 23, 2020
2. April 19, 2021
MENTORS:
In addition, mentors are expected to practice the craft of mentoring and to record themselves
mentoring a candidate for 10-20 minutes. During the mentoring, they should be listening, pausing,
paraphrasing, and asking questions to move the candidate along in his/her practice. There are three
such videos due each year and reflections of strengths and areas for improvement should
accompany each.
Mentor video submissions are due as follows:
1. October 20, 2020
2. February 23, 2021
3. May 18, 2021
VIDEO SUBMISSIONS
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Candidates are required to participate in a variety of observations throughout the year:
1. Observations of peers (4 peers): Two observations should be completed for the first inquiry
cycle and two should be completed for the second inquiry cycle. Mentors and candidates work
together to schedule a date and time. Mentors then set up the observations with outstanding
teachers within and outside of TUSD, depending upon what the goal of the observation is. Mentors
also sign up for the date of the observation using the Google 2020-21 Induction Calendar. This is
the only way to ensure the TUSD Induction Program can support the substitute teacher(s) needed.
*For the first semester of the 2020-21 school year (and possibly for the whole year), virtual
observations will be arranged. Mentors should set these up and schedule them at an appropriate
time. If teachers record their lessons, it is perfectly acceptable to watch the video of a lesson;
however, mentors and candidates should watch the videos together in order to discuss and debrief
what was observed. This can be done via a shared screen in Zoom or possibly a shared drive in
Google.
2. Observation by mentor (4): Again, two should be completed for the first inquiry cycle and two
should be completed for the second inquiry cycle. In this case the mentor and candidate determine
what the mentor will be observing. The mentor observes, takes notes, and the two debrief to
discuss and set goals for the future. *All of these observations can be completed via the
InsightAdvance video platform or YouTube.
3. Observation by coordinator (1-2). The coordinator will send out potential dates and times.
Candidates are responsible for signing up via the Calendly link and for giving the coordinator a
particular focus for the observation. Depending upon the goal of the candidate, the coordinator
will leave feedback and a potential question for moving forward.*For 2020-21, these observations
will be virtual. Please click here to choose a day and time.
OBSERVATIONS
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CLEAR CREDENTIAL RECOMMENDATION
The criteria for earning the clear credential are communicated during induction orientation (New
Teacher Academy and Kick Off) meetings and routinely during bi-monthly induction seminars. The
criteria are also outlined in the program handbook and the induction contract between the
candidate and the district.
Candidates earn the induction program’s recommendation for a clear credential by completing all
induction requirements, including the Individualized Learning Plan (ILP). Within that ILP, the
candidate must have successfully completed inquiry cycles and the following:
● observations with reflections● self-assessment on the Continuum of Teaching Practice● student data and evidence to support self-assessment and reflection● video lessons with reflections● incorporation of district initiatives in the ILP
Once the ILP has been reviewed by the induction coordinator and the readers (mentors and/or instructional coaches), the candidate is scheduled for an exit interview with member(s) of the TUSD Induction Advisory Council.
Following successful completion of the interview, the coordinator will apprise candidates of the
application process for the clear credential. The candidate is responsible for returning the
application forms to the induction coordinator. An online recommendation will be made on behalf
of the teacher by the induction coordinator to the California Commission on Teacher Credentialing
(CCTC) for the clear credential. The coordinator is recognized by the Commission as an “authorized
submitter.” It is the responsibility of the candidate to correctly complete and submit the
application for the clear credential to program staff in a timely manner.
*Please note: until a candidate has successfully cleared a credential, he/she may be held
accountable for any additional requirements the California Commission on Teacher Credentialing
adds.
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GRIEVANCE/APPEALS PROCESS
1. Mentors:
If candidates and mentors are unable to work collaboratively, there is a process to follow to remedy the situation and/or to change mentors.
● Either the mentor or the candidate should notify the Induction Coordinator.
● The coordinator will meet with the candidate and/or with the mentor to discuss possible issues.
● During the meeting, notes are taken, and the pair/group brainstorms ways to resolve the issues. Every attempt is made to correct the issues between the pair; however, if a change is necessary, it will be made by the Induction Coordinator in a timely manner.
● Both the candidate and the mentor sign the notes from the meeting and the notes are filed with the candidate’s records in the Induction office.
● The request for a change must be made by either the candidate or the mentor on the Guidelines for Mentor and Candidate Reassignment form.
● This change will be made by assigning a support provider from another site or by requesting a teacher at the candidate’s site to take on this role.
2. Eligibility:
If new teachers are denied eligibility, they are encouraged to speak with the Coordinator of
Professional Development and Induction. At that meeting, the new teacher will be informed of the
criteria that must be met in order to participate in induction:
● The new teacher must possess or have applied for a general education credential (SB
2042) or an Education Specialist credential and receive the credential within the first sixty days of the school year. After that time, the teacher will be asked to wait for induction until the following year.
● At this meeting the new teacher will be given a document to sign, stating that he/she has been advised of the policy.
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3. Candidate Work:
Satisfactory completion of work is based on a rubric for the ILP, including individual inquiry cycles.
● All work is read (and/or watched) and evaluated by one person who is not a mentor for that particular candidate.
● If the candidate earns an unsatisfactory score on an inquiry cycle, then the work will go on to a second reader.
● If the candidate again scores unsatisfactorily on an inquiry cycle, the work will be passed to the
induction coordinator who will then read the work and possibly set up an appointment with the
candidate. An incomplete assignment will also result in immediate review by the induction
coordinator for possible appointment and resubmission.
● At this appointment, the coordinator, the mentor, and the candidate will work together to set
goals and devise a timeline for re-submitting the incomplete sections of work. This time frame
will not exceed two months, and it must be noted that the next steps in induction cannot begin
until the prior year’s work is complete (i.e. Year 2 may not begin before Year 1 work is complete).
Also, as per eligibility requirements, if the work is not complete within the first 60 days of the
school year, the candidate will be required to wait until the following school year to finish Year 2.
● During this appointment, the candidate and the team may determine that a series of
observations would be beneficial.
● If the candidate is unable to complete the assignments in the agreed-upon time frame, not to
exceed two months, the work will carry over into the new school year with a substitute
assignment and new time frame given. Again, it must be noted that the next steps in induction
cannot begin until the prior year’s work is complete (i.e. Year 2 may not begin before Year 1
work is complete). Also, as per eligibility requirements, if the work is not complete within the
first 60 days of the school year, the candidate will be required to wait until the following school
year to finish Year 2.
● The exit interview will not be scheduled until all pieces of the Individualized Learning Plan
have been satisfactorily completed.
*If a candidate is not responsive to program communications regarding the timely completion of the
induction experience, the program reserves the right to terminate the candidate’s enrollment and
participation. The candidate will be informed of this action via certified letter .
Should a candidate disagree with being asked to repeat a section prior to Year 2 or prior to the end-of-
program interview and recommendation for a clear credential, the candidate may appeal the decision.
● In order to appeal, the teacher must write a letter to the Assistant Superintendent of Human Resources stating a wish to appeal the specific decision.
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GRIEVANCE/APPEALS PROCESS, con’t
● Along with the written notice of appeal, the teacher must supply a copy of the document notifying
the candidate of the induction program decision and evidence the candidate wishes to supply in order to dispute the decision.
● Once the assistant superintendent has the notice of appeal and the evidence from the candidate, the assistant superintendent will meet with the induction coordinator and the Appeals Committee to set a date and time for a “hearing.”
● The candidate will be notified of a “hearing” by both telephone and written notice. This hearing is an opportunity for the candidate to verbally state his/her position, supply evidence, and bring a representative.
● When a final determination has been made, the candidate will be notified in writing.
4. Candidate Recommendation:
After the candidate has submitted his/her work and passed that portion, all Year 2 and ECO candidates are
required to take part in an exit interview. This interview is designed to demonstrate teacher competence and
growth throughout the time spent in the program. Members of the Induction Advisory Council are on the
interview panel. The rubrics for the interview are in the appendix and the topics are as follows:
● Share your professional growth goals from your ILP.How did your inquiry cycles relate to one or more of those goals? (CSTP 6)
● Describe how student learning was impacted by one or more of your inquiry cycles. (CSTP 1-5)
● What overall impact has induction, including your ILP inquiry cycles, had on your teaching practice? (CSTP 1-6)
● How do you create and maintain an equitable learning community in your classroom? (CSTP 1-4)
● Teachers are always learning and developing their craft. Describe a professional growth goal you have for your classroom/teaching? (CSTP 6 - reflection and looking to the future)
● How have you helped to make your students college and career ready as per our district initiatives? (CSTP 1-5)
● *How do you manage the paraprofessionals in your room in order to provide the best environment for your students?
If the candidate does not successfully complete the interview, a second opportunity to interview with the
Induction Coordinator, and when possible with the Assistant Superintendent of Human Resources, is
arranged. At the end of the interview, the candidate will be made aware of any other information that needs
to be submitted. If the candidate does not pass the second interview, a meeting is arranged with the
coordinator, the candidate, and the mentor. At that time, an observation may be scheduled or there will be
arrangements made for another interview.
*The Appeals Committee is made up of Induction Advisory Council members and a district instructional
coach who is not currently a mentor.
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GRIEVANCE/APPEALS PROCESS, con’t
REQUEST FOR EXTENSION PROCEDURE
If a candidate is unable to complete the program in the time allotted or anticipates being unable to complete the program within the two-year time frame, the candidate may complete and submit a “Request for Extension.” *The form can be found on the TUSD Induction webpage, in the back of this handbook, and in the coordinator’s office.
● The form should be submitted to the induction coordinator as soon as possible, so the coordinator may review.
● At that time, the coordinator will contact the candidate to make a plan for completion.
● When it is time to complete the program, the candidate, the mentor, and the coordinator will meet to check progress and due dates.
Please note: ● It is the candidate’s responsibility to communicate with the induction coordinator
regarding the need for an extension and progress toward completion.● The candidate must complete induction requirements in order to apply for a Clear
Teaching Credential.
RESUBMISSION PROCEDURE
Sometimes a candidate’s work needs revision. When this occurs, the candidate is given written notification via Google Classroom and/or email. At that time, the candidate is provided an opportunity to meet with the induction coordinator to review the changes that must be made, or the candidate may choose to simply begin work on the enhancements. Candidates have up to 30 days to re-submit their work. Throughout the re-do process, the coordinator is available to meet with the candidate and to assist as often as is necessary. At the end of 30 days, the candidate submits the revised work in Google Classroom. The work is reviewed by the coordinator and one other reader. If it still does not meet standards, another meeting is held with the coordinator and the mentor (if requested) in order to assist the candidate. The candidate and coordinator will need to work together on a timeline, and it is possible that the candidate will need to request an extension.
Some important points to remember regarding resubmission:
● It must be noted that the next steps in induction cannot begin until the prior year’s
work is complete (i.e. Year 2 may not begin before Year 1 work is complete). Also, as
per eligibility requirements, if the work is not complete within the first 30 days of
the school year, the candidate will be required to wait until the following school year
to finish Year 2.
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● Candidates, their mentors, and the induction coordinator may determine
that a series of observations would be beneficial.
● If the candidate is unable to complete the assignments in the agreed-upon time
frame, not to exceed two months, the work will carry over into the new school year
with a substitute assignment and new time frame given. Again, it must be noted that
the next steps in induction cannot begin until the prior year’s work is complete (i.e.
Year 2 may not begin before Year 1 work is complete). Also, as per eligibility
requirements, if the work is not complete within the first 30 days of the school year,
the candidate will be required to wait until the following school year to finish Year 2.
FISCAL SUSTAINABILITY
Through the LCAP, the Office of Curriculum and Instruction, the Office of Fiscal Services, and
the Office of Human Resources will provide the material, physical, and fiscal support to
ensure the program is aligned to district initiatives and is addressing the needs of candidates.
This will be monitored through the district LCAP. All references to the LCAP and Induction
can be found on the TUSD website under the LCAP webpages.
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GUARANTEE OF SERVICES
Once a candidate is accepted and enrolls in the TUSD Induction Program, the candidate is assured that the program will meet the adopted standards until the candidate: i. completes the program;ii. withdraws from the program; iii. is dropped from the program based on established criteria (see page24); oriv. is admitted to another approved program to complete the requirements, with minimal disruption, for the authorization.
In the event that TUSD must discontinue its Induction Program, candidates will complete the program with the following teach-out plan:
● Incoming new hires will begin and complete induction through the *Stanislaus County Office of Education, as will those candidates who are utilizing the Early Completion Option (ECO).
● If it is possible, current candidates who complete year 1 will remain with Turlock Unified School District Induction in order to complete year 2. The district will continue to provide well-matched mentors. At the end of year 2, candidates will participate in exit interviews and upon successful completion be recommended for the Clear credential.
● However, should the program have to close immediately, year 1 candidates will complete the year with TUSD. At the end of which each candidate will receive a transition plan in the form of a transfer document with information indicating their level of completion in the program.
Candidate records are stored on a password-protected TUSD server. Candidates who need proof that they completed year one of induction must have the induction coordinator in their new district request that record in writing. At that time , the TUSD coordinator will complete a transfer document with the appropriate information. See page 33 for the document.
*The Stanislaus County Office of Education Induction Program is the program with which
Turlock was contracted prior to having its own program. The director and coordinator are
aware that Turlock Unified School District will rejoin them should the TUSD program end.
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Appendix A: COMMON PROGRAM DOCUMENTS
These are samples of common program documents. All documents are available on the TUSD Induction Program webpage and through the TUSD Induction Program office.
1. ECO Application
2. ECO Site Administrator Recommendation
3. Request for Program Extension Form
4. Mentor-Candidate Reassignment Form
5. Transfer Document
6. Inquiry Cycle 1 Rubric
7. ILP Map for Inquiry Cycle 1
8. Mentor Description of Practice
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TUSD Early Completion
Option (ECO) Application
43
TUSD Early Completion
Option (ECO) Site Administrator
Recommendation Form
44
Request for Program
Extension
45
Mentor-Candidate
Reassignment Form
46
47
Transfer Document
Inquiry Cycle First Semester
Review
48
Parts of Inquiry Cycle
1/3
49
Choose CSTP(s) and describe your placement.
Parts of Inquiry Cycle 1/3
50
Reflect on your inquiry.
Track the changes you make.
Measure the impact!
Mentor Description of Practice
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Mentors also set goals and reflect!
Appendix B: 2016 INDUCTION PROGRAM STANDARDS
Commission on Teacher Credentialing (CTC) Standards Adopted October 2016Induction Program Design for Mentoring Clear Teaching Credential CandidatesUpdated in CTC Handbook on June 4, 2017
Standard 1: Program PurposeEach Induction program must support candidate development and growth in the profession by building on the knowledge and skills gained during the Preliminary Preparation program to design and implement a robust mentoring system as described in the following standards that helps each candidate work to meet the California Standards for the Teaching Profession.
Standard 2: Components of the Mentoring DesignThe Induction program’s mentoring design must be based on a sound rationale informed by theory and research, and must provide multiple opportunities for candidates to demonstrate growth in the California Standards for the Teaching Profession. The mentoring approach implemented by the program must include the development of an Individualized Learning Plan (ILP) for candidates based on needs determined by the teacher and program provider, in consultation with the site administrator and guided by the Preliminary Program Transition Plan. The ILP must address identified candidate competencies that support the recommendation for the credential. Mentoring support for candidates must include both “just in time” and longer term analysis of teaching practice to help candidates develop enduring professional skills. The program’s design features both individually and as a whole must serve to strengthen the candidate’s professional practice and contribute to the candidate’s future retention in the profession.
Standard 3: Designing and Implementing Individual Learning Plans within the Mentoring SystemThe Individualized Learning Plan (ILP) must address the California Standards for the Teaching Profession and provide the road map for candidates’ Induction work during their time in the program along with guidance for the mentor in providing support. The ILP must be collaboratively developed at the beginning of Induction by the candidate and the mentor, with input from the employer regarding the candidate’s job assignment, and guidance from the program staff. The ILP must include candidate professional growth goals, a description of how the candidate will work to meet those goals, defined and measurable outcomes for the candidate, and planned opportunities to reflect on progress and modify the ILP as needed. The candidate’s specific teaching assignment should provide the appropriate context for the development of the overall ILP; however, the candidate and the mentor may add additional goals based on the candidate’s professional interests such as, for example, advanced certifications, additional content area literacy, early childhood education, case management evidence based practices supportive of specific disabilities within the candidate’s caseload, consultation, collaboration, co-teaching, and collaborating with para-educators and service providers. Within the ILP, professional learning and support opportunities must be identified for each candidate to practice and refine effective teaching practices for all students through focused cycles of inquiry.
52
Standard 3: Designing and Implementing Individual Learning Plans within the Mentoring System, con’t
The program must assist the candidate and the mentor with assuring the availability of resources necessary to accomplish the ILP. The program must ensure dedicated time for regular mentor and candidate interactions, observations of colleagues and peers by the candidate, and other activities contained in the ILP. In addition, the mentoring process must support each candidate’s consistent practice of reflection on the effectiveness of instruction, analysis of student and other outcomes data, and the use of these data to further inform the repeated cycle of planning and instruction. Within the ongoing mentoring interactions, the mentor must encourage and assist candidates to connect with and become part of the larger professional learning community within the profession.
Standard 4: Qualifications, Selection and Training of Mentors The Induction program assigns qualified mentors and provides guidance and clear expectations for the mentoring experience based on the program’s design. Qualifications for mentors must include but are not limited to:
• Knowledge of the context and the content area of the candidate’s teaching assignment • Demonstrated commitment to professional learning and collaboration • Possession of a Clear Teaching Credential • Ability, willingness, and flexibility to meet candidate needs for support • Minimum of three years of effective teaching experience Guidance and clear expectations for the mentoring experience provided by the program must include but are not limited to: • Providing “just in time” support for candidates, in accordance with the ILP, along with longer term guidance to promote enduring professional skills • Facilitation of candidate growth and development through modeling, guided reflection on practice, and feedback on classroom instruction • Connecting candidates with available resources to support their professional growth and accomplishment of the ILP • Periodically reviewing the ILP with candidates and making adjustments as needed.
The program must provide ongoing training and support for mentors that includes, but is not limited to:
• Coaching and mentoring• Goal setting • Use of appropriate mentoring instruments • Best practices in adult learning • Support for individual mentoring challenges, reflection on mentoring practice, and opportunities to engage with mentoring peers in professional learning networks • Program processes designed to support candidate growth and effectiveness
Standard 5: Determining Candidate Competence for the Clear Credential Recommendation The Induction program must assess candidate progress towards mastery of the California Standards for the Teaching Profession to support the recommendation for the clear credential. The documentation of candidate progress must reflect the learning and professional growth goals indicated within the Individualized Learning Plan and evidence of the candidate’s successful completion of the activities outlined in the ILP. Prior to recommending a candidate for a Clear Credential, the Induction program sponsor must verify that the candidate has satisfactorily completed all program activities and requirements, and that the program has documented the basis on which the recommendation for the clear credential is made. The program sponsor’s verification must be based on a review of observed and documented
53
Standard 5: Determining Candidate Competence for the Clear Credential Recommendation, con’t evidence, collaboratively assembled by the candidate, the mentor and/or other colleagues, according to the Commission on Teacher Credentialing Handbook Revised Teacher Induction Program 4 June 2017 program’s design. The Induction program’s recommendation verification process must include a defensible process of reviewing documentation, a written appeal process for candidates, and a procedure for candidates to repeat portions of the program, as needed.
Standard 6: Program Responsibilities for Assuring Quality of Program Services The program must regularly assess the quality of services provided by mentors to candidates, using criteria that include candidate feedback, the quality and perceived effectiveness of support provided to candidates in implementing their Individualized Learning Plan, and the opportunity to complete the full range of program requirements. Induction program leaders must provide formative feedback to mentors on their work, including establishment of collaborative relationships. Clear procedures must be in place for the reassignment of mentors, if the pairing of candidate and mentor is not effective. The program must provide a coherent overall system of support through the collaboration, communication and coordination between candidates, mentors, school and district administrators, and all members of the Induction system.
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GLOSSARY OF COMMON INDUCTION TERMS
Candidate: A teacher who holds a preliminary credential and is enrolled in induction to earn a California Clear Credential.
COP Continuum of Teaching Practice: A self-assessment tool for the six standards for the teaching profession. Candidates use this tool to self-assess their teaching practice, identify areas of strength and growth, and choose a focus for their Individual Learning Plan (ILP).
CSTP California Standards for the Teaching Profession: six state standards identifying what every teacher needs to know and should be able to demonstrate.
ECO Early Completion Option: Candidates who meet the qualifications for Early Completion complete all Turlock Induction Program requirements in one year.
ILP Individualized Learning Plan: The foundational document for induction, which provides a roadmap for the candidate’s growth in the profession.
Mentor Mentor teachers are assigned to work with candidates in induction, and trained to support candidates as they progress through induction. Mentors are also trained in mentorship skills to support the candidate with immediate needs.
Professional Goal Goals candidates create with mentors and administrators to improve teaching and learning throughout the year.
PTRA Cycle A cycle of teaching behavior practiced daily that encourages the teacher to plan, teach, reflect on the current practice, and apply any changes to further lessons.
Reflection An analysis of teaching practice and relevant data and examination of how it affects student learning.
Reflective Conversation A discussion guided by the mentor with the candidate to build common understanding and purpose, allowing the candidate to reflect upon current teaching practices.
Wondering A question asked by candidates that helps them plan an inquiry cycle in order to ultimately meet their professional goals.
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GLOSSARY OF COMMON EDUCATIONAL ACRONYMS
ADA Depending on context: Average Daily Attendance or Americans with Disabilities Act
CCSS Common Core State Standards Or CSS California State Standards
CDE CA Department of Education
CFU Checking for Understanding
CTC Commission on Teacher Credentialing
CTE Career Technical Education
DI or TWBI Dual Immersion or Two-Way Bilingual Immersion
DOK Depth of Knowledge (Scale and types of questions to ask to increase thinking and rigor)
EC Education Code
ELD English Language Development
EL English Learner
ELPAC English Language Proficiency Assessments for California
EO English Only 56
FAPE Free Appropriate Public Education
GATE Gifted And Talented Education
GLAD Guided Language Acquisition Design
IDEA Individuals with Disability Education Act
IEP Individualized Education Program/Plan
MOU Memorandum of Understanding
MTSS Multi-Tiered System of Support
NGSS Next Generation Science Standards
PBIS Positive Behavior Intervention Strategies
PLC Professional Learning Communities
RFEP Reclassified Fluent English Proficient
RTI Response To Intervention
SARB School Attendance Review Board
SCOE Stanislaus County of Education
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SPED Special Education
SST Student Study Team
UDL Universal Design for Learning
VAPA Visual Performing Arts
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2020-21 THE TUSD INDUCTION PROGRAM COVID-19 ADDENDUM
On pages 59-61, you will find information from the Governor’s Executive Order N-66-20. In
addition, you will find a link directly to the executive order if you wish to read it.
Critical to meeting the needs of all TK- 12 students is the development and retention of
quality teachers; with that in mind, induction is the teacher credentialing program that
supports Senate Bill 2042. It fulfills the requirements for the California Clear Multiple Subject
Credential, the California Clear Single Subject Credential, and the California Clear Education
Specialist Credential. Induction is a state requirement from the California Department of
Education (CDE) and the Commission on Teacher Credentialing (CTC).
In order to meet the needs of the many potential candidates who were unable to complete
either the Teaching Performance Assessments (TPA) or the Reading Instruction Competence
Assessment (RICA) due to COVID-19, Governor Newsom signed Executive Order N-66-20
temporarily moving those preliminary credential requirements to the clear credential.
Therefore, those candidates who completed their student teaching except for the TPA or RICA
will be granted a preliminary credential and once hired by a district, may begin induction.
However, rather than beginning with a “regular” inquiry cycle, the candidate will work with a
mentor to complete the TPA. The need to complete the TPA should be clearly stated on the
bridging document or Individual Development Plan (IDP) from the candidate’s university. The
purpose of which is to help the candidate transition from the preliminary program to an
induction program. Additionally, it will be stated under renewal/upgrade requirements on
the CTC website.
Because this is a slightly different path than most candidates take, mentors will have the
opportunity to be trained in the TPA, so they can provide the best support. This training will
come from the CTC and from the local university, California State University, Stanislaus and
will be available electronically.
After the TPA has been successfully completed, the candidate’s remaining time in induction
will focus on inquiry cycles.
“Guidance Regarding Executive Order Actions Related to COVID-19 Updated: June 10, 2020On May 29, 2020, the Office of the Governor took a number of actions that will assist credential candidates impacted by the health and safety restrictions related to COVID-19. These actions, which are effective through August 31, 2020, are separate from the actions adopted by the Commission at its April 2020 meeting. Guidance on the Executive Order actions can be found below, and guidance on the actions taken by the Commission can be found on the COVID-19 Information page on the Commission’s website.”
“On May 29, Governor Newsom signed Executive Order (N-66-20), which stated that “as a result of COVID-19, individuals seeking to obtain teacher credentials have been unable to meet certain credentialing requirements, and it is necessary to provide flexibility to minimize the impacts to these individuals and the State’s supply of qualified teachers, while maintaining high teacher credentialing standards.” The Order provides the following new flexibilities for candidates affected by COVID-19 to meet assessment requirements: • Postpones Assessments Required for a Preliminary Credential – RICA, TPA, and CalAPA. o Suspends TPA for Preliminary Multiple Subject and Single Subject Candidates; requires passage for the Clear Credential. o Suspends RICA for Preliminary Multiple Subject and Education Specialist Candidates; requires passage for the Clear Credential. o Suspends CalAPA for Preliminary Administrative Services Candidates; requires passage for the Clear Credential.”
GOVERNOR’S EXECUTIVE ORDER - N-66-20 in response to COVID-19 restrictions
On the next two pages, you will find excerpts taken from the Commission’s Guidance Regarding Executive Order N-66-20.
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Postponement of Assessments Required for a Preliminary Credential – RICA, TPA, and CalAPA The statutory requirement for candidates to complete the Reading Instruction Competence Assessment (RICA), a Teaching Performance Assessment (TPA), and/or California’s Administrator Performance Assessment (CalAPA) for issuance of a preliminary credential are temporarily suspended and moved to the Clear credential requirements. Candidates may be issued a preliminary credential without completion of RICA, TPA, or CalAPA but will be required to complete the assessment(s) in order to qualify for the Clear credential.
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Induction program sponsors who enroll Preliminary credential holders with additional examination or assessment requirements will need to support candidates as they finish their examination/assessment and verify completion of the additional requirement prior to recommending for the Clear credential. Induction programs need to work closely with the candidate, employer, and preliminary preparation program to ensure that all assessments and examinations are passed prior to recommending for the clear credential.
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Additional Clear Credential Requirements 2020-21
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Lipton, Laura and Bruce Wellman, Mentoring Matters. Charlotte, VT. 2018.Rutherford, Paula. The 21st Century Mentor’s Handbook. Alexandria, Virginia. 2008Rutherford, Paula. Why Didn’t I Learn This in College?. Alexandria, Virginia. 2008Tschannen-Moran, Bob and Megan. Evocative Coaching. San Francisco, CA. 2010
WORKS CONSULTED
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