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TUSD Induction Program Revised 2/2018 2017-2018 MB

Induction Program Handbook

Tracy Unified School District 2017-2018


TABLE OF CONTENTS

TUSD Induction Vision Statement TUSD Induction Program Overview Eligibility for Induction Tracy Teacher Induction Program TTIPNon Discriminatory Policy

Program Overview

• Course Description• Program Overview Chart• Candidate Competency Process• Defensible Process• Candidate Appeal Process• Candidate/Applicant Grievance Process• Candidate Withdrawal From

Site Administrator Role and Responsibilities

Mentor

Mentor Application Mentor Roles and Responsibilities Mentor Overview Administrator Recommendation Form Peer Recommendation Form

Candidate Roles and Responsibilities

Induction Program Administrator Role and Responsibilities

Appendix A Candidate Documents Candidate Request for Transcript Form Early Completion Option Early Completion Option ECO RubricCalifornia Standards for the Teaching Profession Individual Learning Plan Sample Collaborative Assessment Log Triad Meeting

Appendix B Program Documents

CTC Induction Program Preconditions CTC Induction Program Standards


TUSD Induction Vision Statement

The TUSD Induction Program provides collaborative, individualized support for all Induction candidates through an inquiry process in order to support teachers in their growth along the continuum of teaching practices. We develop self-reflective, positive thinking teachers who engage in collaboration and focus on student achievement.

TUSD Induction Program Overview

Induction is a two-year, robust mentoring program for preliminary credential holders. Upon successful completion of the Induction Program, Candidates will earn their California Clear Credential. The Induction Program supports each Candidate through an Individualized Learning Plan (ILP) designed to demonstrate growth in the California Standards for the Teaching Profession (CSTP). The ILP is designed solely for the growth and development of the Candidate and not for evaluative purposes.

Throughout this program Candidates receive individualized support, advanced professional development, and 1:1 mentoring from an experienced, veteran teacher.

The Tracy Unified Induction Program is a fully accredited program through the California Department of Education (CDE) and the Commission on Teacher Credentialing (CTC).

Eligibility for Induction

To participate, teachers must meet the following credential and employment requirements: • Multiple Subject, Single Subject, or Education Specialist Preliminary Credential• Out of state credential with less than two years of contracted teaching experience

• Employment in a certificated teaching assignment in Tracy Unified School District

Please note that interns, teachers holding a Clear Credential, and substitute teachers are not eligible for TUSD Induction participation, however all new hires are eligible for the Tracy Teacher Induction Program (TTIP).


Tracy Teacher Induction Program (TTIP) Unique to Tracy Unified, TTIP is an Induction Program offered to all new hires. Newly hired teachers, regardless of their experience, participate in this 10-day program designed to induct teachers in the Tracy Unified School District.

During six days of pre-service training in July and an additional three days of support, plus workshops throughout their first school-year, new Tracy teachers receive training and support in the following areas:

Lesson-planning Classroom Management Mentoring from a grade-level content colleague in their field Overview of District services and supports Release time to observe expert teachers Curriculum support

TUSD Induction Candidates hired after September 30th are provided “in time support” through TTIP and will be provided services based on individual need during their first year of employment in the Tracy Unified School District.


TUSD Induction adheres to all non-discrimination and employment policies as set forth by the Tracy Unified School District BP 4030 for candidates, mentors, and employees of the program.

The district shall not unlawfully discriminate against or tolerate the harassment of employees or job applicants on the basis of their sex, race, color, religious creed, national origin, ancestry, age, marital status, pregnancy, physical or mental disability, medical condition, military service or lack thereof, or perceived sexual orientation.

Equal employment opportunity shall be provided to all employees and applicants. Physically or mentally disabled employees or applicants may request reasonable accommodation. All employees are expected to carry out their responsibilities in a manner that is free from discriminatory statements or conduct. Employees who permit or engage in discrimination or harassment may be subject to disciplinary action up to and including dismissal.

The Superintendent or designee shall annually publicize this policy and the availability of grievance procedures throughout the district and the community.

Legal Reference: EDUCATION CODE

44100 Legislative intent, affirmative action employment GOVERNMENT CODE 111335 Unlawful discrimination 12900-12996 Fair Employment and Housing Act LABOR CODE 1102.1 Employment discrimination: sexual orientation UNITED STATES CODE, TITLE 20 1683 et seq. Civil Rights Restoration Act UNITED STATES CODE, TITLE 29 621 et seq. Age Discrimination in Employment Act 791 et seq. Vocational Rehabilitation Act of 1973, Sections 503 and 504 UNITED STATES CODE, TITLE 38 2011 et seq. Vietnam Era Veterans’ Act UNITED STATES CODE, TITLE 42 12101 et seq. Americans With Disabilities Act 2000d & 2000e et seq. Title VI & Title VII, Civil Rights Act of 1964 as amended 2000h-2 et seq. Title IX, 1972 Education Act Amendments CODE OF FEDERAL REGULATIONS, TITLE 28 35.107 Designation of responsible employee and adoption of grievance procedures CODE OF FEDERAL REGULATIONS, TITLE 29 1630.2(r) Direct threat CODE OF FEDERAL REGULATIONS, TITLE 34 106.9 Notifications

Tracy Unified School District Induction Non-Discrimination Policy


Tracy Unified School District Induction Course Description

Number of Units: 2-4 Semester Instructor: TUSD Induction Program Administrator TUSD Induction Program Vision Statement: The TUSD Induction Program provides collaborative, individualized support for all induction candidates through an individualized learning plan in order to support teachers in their growth along the continuum of teaching practices. We develop self-reflective, positive thinking teachers who engage in collaboration and focus on student achievement. Course Description: Candidates will participate in a two-year induction program designed to provide an individualized, job embedded system of mentoring, support and professional learning that begins in the teachers’ first year of teaching. Candidates will be assigned a mentor within the first 30 days of enrollment in the program. Program components include: developing an Individualized Learning Plan (ILP) within the first 60 days of enrollment in the program, 2 Cycles of Inquiry with supporting evidence, CSTP aligned reflection, and self-assessment on the CSTP Teaching Continuum to demonstrate growth over time. Program activities include: attending Induction Quarterly Collaborative workshops, weekly reflection time with mentor, peer observations, observations by mentor, and submitting all required program documentation. Induction Candidates will become eligible for their California Clear Credential after completing 2 years of Induction Coursework, or an Early Completion Option is available for qualified candidates. See application for more details. Course Components:

• Candidates will attend an Induction Program Orientation meeting at the beginning of school, and an end of year Celebration of Collaboration and Growth.

• Candidates will design and implement an Individual Learning Plan, which shall be solely for the professional development and growth of the Candidate and not for evaluation for employment purposes.

• Candidates will participate in District Professional Development including Early Release Monday workshops, Pre-Service Days, Buy Back Day workshops, and other workshops provided throughout the year.

• Candidates will progress towards mastery of the California Standards of the Teaching Profession (CSTP) o CSTP 1 Engaging and Supporting all Students in Learning o CSTP 2 Creating and Maintaining an Effective Learning Environment for Student Learning o CSTP 3 Understanding and Organizing Subject Matter for Student Learning o CSTP 4 Planning Instruction and Designing Learning Experiences for all Students o CSTP 5 Assessing Student Learning o CSTP 6 Developing as a Professional Educator

• Candidates shall meet no less than 1 hour per week with their mentor to reflect on current practice and growth on CSTPs. • In addition, Candidates must also document 15 hours of meetings and workshops to receive units from Brandman

University.


Tracy Induction Program Overview

Month

Mentor/Candidate Collaboration Meetings

Mentor Coaching Workshop

Interim Activities to be completed by next Quarterly Collaborative

July

Candidate paired with a mentor within 30 days of enrollment of the program

Mentor Workshop 1 Mentoring Matters Training

Induction Program Overview

August

Orientation Meeting Expectations Early Completion Option Begin Self Reflection on Continuum

Mentor Workshop 2 “I’ve met with my candidate,

now what?” Framing Context for Teaching How to write SMART goals

Candidate Completes Self -Assessment Weekly 1:1 Reflective meeting logs

September

Quarterly Collaborative 1 Knowing your context for teaching and identifying areas for growth Framing Inquiry 1 Write SMART Goal Individualized Learning Plan (ILP) developed within 60 days of enrollment of program

Triad Meeting with Site Administrator Research Gather student evidence data Classroom Observation

Complete Inquiry 1 by Mid-November Weekly 1:1 Reflective meeting logs

October

Mentor Workshop 3 “How do I support my

candidate through the inquiry of teaching process?”

Weekly 1:1 Reflective meetings

November

Quarterly Collaborative 2 "What did I learn, where do I go from here?" Share Inquiries and growth "What will my focus be for Inquiry 2?"

Observation for growth Determine focus area for Inquiry 2


December

YEAR 1 CANDIDATE

2:1 meetings Weekly 1:1 Reflective meetings

January

Quarterly Collaborative 3 "Knowing your context for teaching and identifying areas for refinement; focusing and going deeper." Write SMART goal

Mentor Workshop 4 “How do I support my

candidate in continuous growth- digging deeper?”

Triad Meeting with Site Administrator Research Gather Student evidence data Observation for candidate growth Complete Inquiry 2 Mid-March

March Mentor Workshop 5 “Wrapping up Inquiry 2,

looking at data through the year to identify growth over

time.”

April

Quarterly Collaborative 4 "What did I learn about my teaching and my students, what evidence best illustrates my growth as a teacher?"

Final self-assessment on continuum

YEAR 2 CANDIDATE Exit Interviews


May

Celebration of Collaboration and Growth


Tracy Unified School District Induction Candidate Competency Process

The TUSD Induction Program verifies that candidates satisfactorily complete the sequence of program activities and requirements in order to be recommended for the Clear Credential. The following lists the program activities and requirements:

• Progress toward mastery will be assessed through continued reflection on the continuum for the

CSTPs as well as reflections documented on the CSTPs in the weekly collaborative logs, and Inquiry Cycle reflections.

• The candidate will complete 2 Inquiry Cycles within the ILP.

• The candidate will be observed by the mentor no less than 3 times during the year to gather data

for the Inquiry Cycles.

• The candidate will determine a CSTP focus area for each Inquiry Cycle and will document research and action taken to meet their SMART goal for each cycle.

• At the end of each Cycle, the candidate will write a reflection about their results of their

research/action on their SMART goal and their growth in teaching practices as a result of the Inquiry.

• Candidate’s ensures all required program documentation is sign and submitted in a timely

manner. (Candidate Commitment for, Individualized Learning Plan, Collaborate Logs, and any other required documents)

The TUSD Induction Program Administrator will verify successful completion of all components:

• The TUSD Induction Program Administrator will verify attendance or make-ups for all required meetings.

• The TUSD Induction Program Administrator will verify successful completion of both Triad

Meetings with their site administrator, all Quarterly Collaboration Meetings, ILPs, and weekly meetings as documented by collaborative logs.

• In the event a candidate has not completed all program activities and requirements a meeting will

be scheduled with the TUSD Program Administrator and candidate will be given the option of repeating portions of the program in the following year, as needed.

• A written appeal process is available for candidates in the event they are not recommended for a

Clear Credential by the TUSD Program Administrator.


Tracy Unified School District Induction Program Defensible Process

On Track Off Track

Candidate attends Induction Program Orientation Candidate signs Induction Program Commitment

Form

Should a Candidate not attend Induction Program Orientation, he or she will be contacted via email and

scheduled for a 1:1 orientation with Induction Program Leader.

Candidate meets with Mentor weekly for a minimum of 1 hour

Documents reflection and time: CAL Office 365 electronic submission record

Collaborative Assessment Logs(CAL) will be checked monthly by Induction Program Leader. Any CAL that is

missing documentation for more than 2 consecutive weeks will be notified vie email to ensure candidate program

commitment.

Candidate attends Quarterly Workshops Sign In Documentation

Should a Candidate not attend a Quarterly Workshop, he or she will be contacted via email and scheduled for a 1:1 workshop and/or given a make-up assignment with the

Program Leader. Missing 2 scheduled meetings will result in name submission to the Induction Leadership Team for

possible placement on probation.

Candidate Submits ILP Office 365 electronic submission record

Should a Candidate submit an incomplete ILP, he or she will be contacted via email and scheduled a 1:1 meeting with his or her Mentor and Program Leader to ensure development

of ILP.

Candidate Completes ILP Office 365 electronic submission record

Should a Candidate submit an incomplete ILP in accordance to the Induction Program timeline submission date, he or she will be contacted via email with feedback for revisions and or scheduled a 1:1 meeting with his or her Mentor and Program Leader to ensure completion of Induction Program

Should a candidate fail to complete their Induction requirements within the 2 year period, they will bear

the full cost of support until they complete their program

All Records for Candidate on track/off track will be documented in Office 365 electronic Records


Tracy Unified School District Induction Candidate Appeal Process

In the event that a candidate is not recommended for completion of Year 1 of the TUSD Induction program, or is not recommended for their Clear Credential after Year 2:

1. The candidate may submit a written appeal within five (5) working days to the Induction Program Administrator. A meeting, if requested, must be held within two (2) school days of receiving the request for the appeal. The Induction Program Administrator shall make a ddecision regarding the appeal within two (2) school days of the meeting.

2. If the appeal is not resolved by the Induction Program Administrator, then the candidate may submit a written appeal to the Director of Staff Development. This appeal shall be submitted within three (3) days of the Induction Program Administrator’s decision. A meeting, if requested, must be held within two (2) school days of receiving the request for the appeal. The Staff Development Director shall make a decision regarding the appeal within two (2) school days of the meeting.

3. If the appeal is not resolved by the Director of Staff Development, then the candidate may submit a written appeal within three (3) days to the Induction Leadership Team which is comprised of: • Associate Superintendent of Human Resource • Associate Superintendent of Educational Services • Director of Staff Development • Induction Program Administrator • Site Administration representatives • Staff Development Teacher on Special Assignment representatives • Teacher Representatives A meeting, if requested must be held within five (5) school days of receiving the request for the appeal. At the meeting, the Induction Leadership Team shall review all written documents in the case; and the candidate will address the Induction Leadership Team on the evidence. The Induction Leadership Team shall make the final determination on the appeal within two (2) days of the meeting.


As a member represented by the Tracy Educators Association (TEA), any candidate or applicant who wishes to file a grievance may do so following the Grievance Procedure as written in Article IX of the TEA Master Agreement. PROCEDURE: The grievant shall be entitled, if he/she also requests, to be represented by the Association at all steps of the grievance procedure. Step 1 If a grievant believes that there is a basis for a grievance, he/she shall first discuss the possible grievance with his/her immediate supervisor. A reasonable effort to resolve the matter informally is incumbent on both the unit member and the supervisor. Step 2 If a grievance is not resolved under the Step 1 procedure, the grievant shall submit a written statement of the grievance to the immediate supervisor with a copy sent to the Superintendent. Such statement shall be on a mutually agreed-to form and shall contain: the name of grievant; a listing of the provision(s) of the Agreement alleged to have been violated; a statement describing the precise conduct of the District that is alleged to have violated the Agreement (including all names, dates, and places necessary for a complete understanding of the grievance); and a listing of the specific actions requested to remedy the grievance. This written statement of the grievance shall be filed within thirty (30) days after the occurrence of the event giving rise to the grievance or within thirty (30) days after the grievant through reasonable diligence should have obtained knowledge of the occurrence of the event giving rise to the grievance. The grievant and his/her supervisor shall meet within (10) days after the supervisor receives the grievance. The purpose of the meeting is to clarify the interests of the parties and explore options in order to resolve the grievance. If the grievance is resolved, the parties shall sign a statement of resolution. Should there be no resolution, the supervisor shall present a written answer to the grievant and his/her representative within ten (10) days of the meeting. The District shall provide the Association with copies of all formal grievances filed. Step 3 If the grievance is not settled in Step 2, the grievant may appeal it to the Assistant Superintendent for Human Resources. Such appeal shall be in writing and shall be in writing and shall be submitted within ten (10) days after the grievant receives the Step 2 answer. This appeal shall include a copy of the original grievance, the Step 2 answer, and a detailed statement of the reasons for the appeal. The grievant and the Assistant Superintendent for Human Resources shall meet within ten (10) days after the Assistant Superintendent receives the grievance in order to clarify the interests of the parties and explore options to resolve the grievance. If the grievance is resolved, the parties shall sign the statement of resolution. Should there be no resolution, the Assistant Superintendent shall present a written answer to the grievant and his/her representative within ten (10) days of the meeting. Step 4 If the grievance is not settled in Step 3, the grievant may appeal it to the Superintendent. Such appeal shall be submitted within ten (10) days after the grievant receives the Step 3 answer. This appeal shall

Tracy Unified School District Induction Candidate/Applicant Grievance Process


include a copy of the original grievance, the Step 2, and Step 3 answers, and a detailed statement of the reasons for the appeal. The grievant and the Superintendent shall meet within ten (10) days after the Superintendent receives the grievance in order to clarify the interests of the parties and explore options in order to resolve the grievance. If the grievance is resolved, the parties shall sign a statement of resolution. Should there be no resolution, the Superintendent shall present a written answer to the grievant and his/her representative within ten (10) days of the meeting. Step 5

a. If the grievance is not resolved in Step 4, the Association may within ten (10) days notify the District of the Association’s decision to submit to arbitration. Within seven (7) days thereafter, the District and the Association shall attempt to reach agreement on an arbitrator. If such agreement is not reached, the State Conciliation Service shall be requested to supply a list of seven (7) names. The arbitrator shall then be selected by the alternate striking method. Either party shall have the right to reject any list in its entirety and request a new list.

b. The hearing to consider the grievance shall be conducted by the arbitrator and shall occur at a

time and place which is mutually acceptable to the parties and the arbitrator.

c. The decision of the arbitrator shall be final and binding on the parties. The arbitrator shall have not power to alter, amend, change, add to or subtract from any of the terms of this Agreement, but shall determine only whether there has been a violation of this Agreement in the respect alleged in the grievance.

d. If the arbitrator rules in favor of the grievant, the District shall be responsible to pay all costs

associated with the arbitration. If the arbitrator rules in favor of the District, the grievant shall be responsible for all costs of the arbitration.

e. Either party may request a certified court reporter to record the arbitration hearing. The cost of

the services and expenses of such reporter shall be shared equally by the parties. Each party shall pay for its own copy of the reporter’s transcript if it wants such a copy

Tracy Unified School District Induction Candidate Withdrawal Form


Name______________________________________ Site ______________________________ ID # _______________________________________ Address ______________________________________________________________________ City _______________________________________ Zip ______________________________ E-Mail _______________________________________________________________________

• I acknowledge that it is my responsibility to maintain appropriate credential status. • I understand that it is my responsibility to maintain induction component completion

evidence for submission to a receiving Teacher Induction program. • It is my responsibility to contact a receiving Teacher Induction program upon hire

regarding my induction status and to submit my completion record and supporting evidence to a receiving program.

• I understand that funding is limited to two years only. Completion of the TUSD Induction program beyond the two years may be at my own expense.

• I am withdrawing from the TUSD Induction program: before the completion of a full year in the program. upon completion of a full year in the program.

I have read the Candidate Withdrawal form for the TUSD Induction Program. I understand it is my responsibility to complete the appropriate requirements in order to receive my California Clear Credential through an approved SB 2042 Teacher Induction program. ___________________________ _______________________ ____________ Candidate Name Candidate Signature Date *******For Tracy INDUCTION Office Use Only*******

Date of enrollment in TUSD Induction Program ______________ to __________________ Candidate has completed ________ Inquiry Cycles, and will receive credit for _________ year(s) of Induction toward earning their California Clear Credential.

Completed by: ___________________________________________ ___________________

Tracy Unified School District Induction Commitment Form Site Administrator Roles and Responsibilities are to:


As the Site Administrator, I understand that I will:

• Facilitate the introduction of Candidate to the staff and their inclusion in the professional learning community.

• Provide resources/support to the Candidate assigned to more challenging settings.

• Support the Candidate’s growth through access to on site professional development and support strategically designed to meet their individual strengths, needs, interests, and site/district goals.

• Participate in two Triad meetings with the Candidate and their Mentor for the purpose of supporting the development of each Inquiry Cycle of the Individualized Learning Plan.

• Ensure each candidate has access to technology to provide evidence of their growth on

the CSTPs in the specified Tracy Induction format.

• Ensure that the Candidate /Mentor partnership and communicated questions/concerns be addressed by the Tracy Induction Program Coordinator in a timely manner.

• Respect that the Candidate/Mentor partnership is confidential and will not be used for

evaluative purposes.

Candidate Name

Site Administrator Site Date

Tracy Unified School District Induction Program Mentor Application


APPLICATIONS DUE: NO later than 4:00PM, April 28nd, 2017 to [email protected] or Staff Development. Eligible Mentor Candidates will be scheduled for an interview.

Name: Site:

Home/cell phone: Grade/subject:

Home address: Email:

Submit the following documents with your application: 2 Letters of Recommendation: 1 must be from a current site administrator and 1 from

fellow teacher or colleague. (An application with a "Not Recommended" will not be considered)

Letter of Intent to the Induction Leadership Team explaining why you want to become a Mentor. Include your resume and qualifications

Initialing indicates verification of the following Requirements: Holds a valid California Clear or Level II Ed. Specialist Teaching Credential; has

permanent status and has a minimum of 3 years of successful teaching in TUSD A Satisfactory on most recent Teacher Evaluation

Leadership Experiences (initial all that apply): Successful completion of Consulting Teacher or Mentor appointment

Successful completion of an Induction program as a Candidate

Authorized to teach ELL (holder of LDS, CLAD, BCLAD, BCC)

Successful staff development presenter within the district and/or at the site

Prior training in peer and/or cognitive coaching

Record of continuing professional growth (i.e. conferences, advanced degree, etc.)

Member of site leadership team, School Site Council or other leadership team,

department chair (regular or special education), WASC coordinator, etc. Member of Site Curriculum Team, District Curriculum Council or other District

Curriculum Committee or Cadre Other:

Signature Date _

mailto:[email protected]



The Mentor’s Role and Responsibilities are to:

Develop a sustaining and thoughtful mentoring relationship with the designated Candidate, characterized by openness, sharing, and reflection.

Provide a minimum of 1-hour, weekly, on-site support to the Candidate by providing guidance,

assistance, and information that leads the Candidate to effective professional practice and movement through the Induction process and development in California Standards for the Teaching Profession.

Work with the Candidate to develop, reflect upon, and revise a working Individual Learning Plan

(ILP) document that is focused on growth in the California Standards for the Teaching Profession.

Participate in ALL required Induction Program training and other professional development

activities for Mentors.

Assist the Candidate in the development, reflection upon, and revision of an Individual Learning Plan based on the California Standards for the Teaching Profession, including maintaining evidence of teacher and student growth.

Collaborate with other Mentors, Content Specialists, experienced colleagues, Staff Development

Specialists, and Induction Director to assist with Beginning Teacher Support.

Conduct informal and formal classroom observations. All classroom observations conducted by the Mentor are confidential. It is the Candidate’s decision to share information from observations. Induction is not used for evaluation of personnel.

Participate in the program evaluation process by providing professional and constructive

feedback when requested.

Submit Mentor Organizational Logs to the Staff Development office weekly. I have read the Induction Mentor responsibilities described above and discussed them with the Induction Program Leaders. I understand I will receive half of my payment for Collaborative Logs and Inquiry Cycle 1 turned in by mid-November and the balance in for Collaborative Logs and Inquiry Cycle 2 turned in no later than May Celebration. Payment of the honorarium is dependent on my submitting Collaborative Assessment Logs.

Mentor: Printed Name Signature

Date Grade/Subject School

Home Phone Employee ID Number Credential(s) Held



Induction Program Mentors A Mentor is a caring, supportive teacher willing to assist a Candidate who is a candidate in the Induction Program. The intent of the program is to match a Candidate with a supportive member from assignments:

• Candidate availability • Similar grade level, content area, or education specialist authorization • Same or proximal school sites • Candidate input

Mentors receive an honorarium of $1,500, which is distributed as follows:

$750.00 honorarium will be issued by the end of January $750.00 honorarium will be issued upon completion of all Year 1 or Year 2 program

requirements * The honorarium is subject to pro-rate and adjusted issuance date according to time and length of assignment (i.e. Candidates hired late or leaving the district during the year) as determined by the Induction Program Leadership Team.

Selection criteria are consistent with the Mentor’s specified roles and responsibilities, including but not limited to the following:

(i) Knowledge of beginning teacher development; and knowledge of the state- adopted academic content standards and performance levels for students, state- adopted curriculum frameworks, and the California Standards for the Teaching Profession (CSTP);

(ii) Willingness to engage in formative assessment processes, including non- evaluative, reflective conversations about formative assessment evidence with candidates;

(iii) Willingness to share instructional ideas and materials with candidates; (iv) Willingness to work with candidates as demonstrated in effective interpersonal

and communication skills; (v) Demonstrated commitment to personal professional growth and learning; and (vi) Willingness and ability to be an excellent professional role model relative to ALL

elements of CSTP 6: Developing as a Professional Educator.



Administrator Recommendation Form

Name of Applicant

An Induction Mentor must be willing to provide assistance to the Candidate. Please provide the Induction Program with a written objective assessment of the above- named applicant. All information is confidential.

Useful information to include:

• possession of effective interpersonal skills: ability to motivate and inspire others • extent of content knowledge and instructional strategies • demonstration of a commitment to professional development • an exemplary professional role model

Print Name (Site Administrator)

Signature*

I certify this applicant’s most recent evaluation was satisfactory Yes No

I recommend the above named applicant to be a Mentor Yes No

(A candidate with a "no" response will NOT be considered for selection.)



Peer Recommendation Form

Name of Applicant

An Induction Mentor must be willing to provide assistance to the Candidate. Please provide the Induction Program with a written objective assessment of the above- named applicant. All information is confidential.

Useful information to include:

• possession of effective interpersonal skills: ability to motivate and inspire others • extent of content knowledge and instructional strategies • demonstration of a commitment to professional development • an exemplary professional role model

Print Name (Site Administrator or Peer)

Signature*

I recommend the above named applicant to be a Mentor _Yes No

(A candidate with a "no" response will NOT be considered for selection.)

Thank you for your support of the Induction Program. All information is strictly confidential. Please return this recommendation via email to [email protected] or to the Staff Development Office, no later than the date listed above. Please contact Staff Development at 830-3232 ext. 1550 if you have additional questions. Eligible Mentor Candidates will be scheduled for an interview.*You may write a recommendation for more than one applicant.

mailto:[email protected]


Tracy Unified School District Induction Commitment Form Candidate Responsibilities are to:

As an Induction Candidate, I understand that I am expected to:

• Attend and participate in all required Induction sessions on the Induction Calendar.

• Complete all required Induction activities within the two year program.

• Meet with assigned Mentor on a weekly basis for an average of 1 hour per week.

• Document weekly meetings with assigned Mentor in the Induction reflective collaboration log.

• Maintain documented evidence of growth in the CSTPs through an Individualized Learning Plan.

• Submit completed Induction documentation by dates identified on the Induction Calendar.

• Respond to requests for information from Mentor and Induction Administration in a timely

manner.

• Be observed by an assigned Mentor or Induction Program Administrator as part of my growth on

the continuum of teaching practices.

• Commit to and attend District Professional Development trainings including but not limited to

Early Release Mondays and Buy Back Days to support effective teaching of California Common

Core Standards.

• Assess and document my personal development and growth of teaching practices using CSTP

Teaching Continuum to measure long and short term goals.

Participating Teacher Printed Name Participating Teacher Signature Date

The participating teacher named above have been informed of induction requirements, read the TUSD Induction course syllabus, and has access to all of the induction standards with credential requirements. The participating teacher understands that should he/she not complete requirements by the end of his/her second year of teaching, he/she will bear the full cost of support.


Tracy Unified School District Induction Commitment Form Induction Program Administrator Role and Responsibilities

• The Induction Program Administrator must identify and assign a mentor to each participating teacher within the first 30 days of enrollment in the program, matching the mentor and participating teacher according to credentials held, grade level and/or subject area, as appropriate to the participant’s employment.

• The Induction Program Administrator 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.

TUSD Induction Program includes quarterly feedback surveys to measure and assess quality of Program Services.

• Induction Program Administrator and leaders must provide formative feedback to

mentors on their work, including establishment of collaborative relationships.

TUSD Induction Program includes quarterly feedback from Program Leaders to include: Quarterly Survey feedback results, Collaborative Reflection Logs, and support provided in progress toward candidate goals.

• Clear procedures must be in place for the reassignment of mentors, if the pairing of

candidate and mentor is not effective.

• The Induction Program Administrator must make available and must advise participants

of an Early Completion Option for “experienced and exceptional” candidates who meet the program’s established criteria

• The Induction Program Administrator must assess candidate progress towards mastery of the California Standards for the Teaching Profession to support the recommendation for the clear credential.


Appendix A Candidate Documents

• Candidate Request for Transcript

• Verification of Induction Completion

• Early Completion Option Application

• California Standards for the Teaching Profession

• Individual Learning Plan

• Sample Collaborative Log

• Induction ILP Goal Setting Meeting Agenda


Candidates and graduates of the Tracy Unified School District Induction Program have access to and will be provided documents for the purpose of verifying academic units and program completion. Date of request _____________________________ Name of Candidate________________________________________

Dates Attended Program ______________ to _________________

Preference in receiving documents: _____E-mail _____Mail _____Both E-mail address: ____________________________________________________ Mailing address: ___________________________________________________ ___________________________________________________ *******For Tracy INDUCTION Office Use Only******* 2016-17 and Prior = Completion Letter 2017- Present = Completion Letter and Verification of Induction Completion Form Request completed by: ___________________________________________ ___________________ Staff Development Personnel Date

Tracy Unified School District Induction Candidate Request for Transcript


Tracy Unified School District Induction Program

Early Completion Option Application

In 2001, Senate Bill 57 (Chapter 269, Scott) was signed adding Section 44468. The legislative intent for this provision was to “enable interested candidates with teaching experience…to serve in the public school.” Education Code Section 44468 (e) allows eligible individuals to complete a Commission approved professional teacher induction program at a faster pace than the full two-year induction. As with completion of the full-length induction program, completion of the Early Completion option allows individuals the opportunity to earn their Professional Clear Credential.

APPLICATION FOR PARTICIPATION DUE NO LATER THAN THE LAST WORKING DAY OF SEPTEMBER OF THE CURRENT SCHOOL YEAR

Name: Site:

E-mail: Home Phone:

I. Prior teaching experience as a full-time Teacher of Record. Please check all that apply:

Private/Public (circle one) School classroom experience Name of District/School: City/State: Years as Teacher of Record:

Out-of-State classroom experience Name of District/School: City/State: Years as Teacher of Record:

Completed a 2-year Intern Program University or College: School site placement and grade level:

II. Evidence of exceptional teaching practice during prior professional experience. Attach yourEvidence/documentation such as teacher performance evaluations completed within the last 18 months.

III. On a separate piece(s) of paper, introduce yourself and provide a clear rationale for inclusion inthis program. Your rationale should reflect your exemplary practice, attitudes, professionalism, and commitment to the teaching profession. Also provide answers to the following questions:

1. The CSTPs (CA Standards for the Teaching Profession) are a core component of the Tracy Induction Program. Whatknowledge do you have of these standards?

2. Discuss a standards-based lesson you have developed and delivered. What is the rationale for the lesson and yourchoices of delivery? How does this lesson fit into long-term planning? (e.g. Show knowledge of curriculum mapping,district, site, department or grade-level long-term planning’ show your standards-based lesson plan including StudentContent Standard(s), student achievement goals, standards-based assessments(s), instructional strategies, studentactivities, and materials utilized.

3. Discuss your analysis of student work. From data analysis, what specifically did you learn about student academicperformance (class as a whole and/or focus students)? What have you learned about your own teaching practice fromthe analysis? (e.g., discuss ideas for your own next steps n using student work to guide instruction; show use of studentwork for progress monitoring/checking for understanding; show evidence of planning intervention, remediation orextension for focus students based on the data)

4. Discuss how you differentiate instruction for an English Language Learner OR a student with an IEP. Discuss howyour instructional strategies and student activities differed for this student(s) and why you chose these strategies andactivities.


IV. A classroom observation completed by your site administrator that provides evidence of high performingteaching practice related to the CSTPs

Be sure to attach ALL required documentation and evidence:

_ An observation showing evidence of exceptional teaching (within the last 18 months)

Cover letter and essay responses

Recommendation from site administrator (see section V below)

Verification of experience

Signed Application

Acceptance as an ECO Tracy Induction candidate requires maintenance of exceptional performance and professionalism. The candidate must meet all deadlines, and attend all Induction meetings/trainings. If accepted to ECO status, the candidate will be assigned Year 2 Tasks.

Printed Name of Applicant Signature of Applicant Date

V. Approval of current site administrator: All elements of CSTP 2 are evident at a high level

Observer has no concerns regarding CSTP 1-5 implementation

My signature below indicates that I have observed the aforementioned ECO candidate verifying that the candidate demonstrates exemplary teaching in the CSTPs 1-5 and I have no concerns regarding the candidate’s teaching practices.

Date

Administrator Name

Administrator Signature

Comments:

*******For Tracy INDUCTION Office Use Only*******

Yes/No Candidate qualifies in the category of “Experience” Yes/No Candidate qualifies in the category of “Exceptional or Exemplary Teaching Practice.” Yes/No Candidate qualifies in the category of “High-Performing” based on evidence

This candidate does qualify _does not qualify for the ECO based on the stated qualifications

Approved by: Date

Tracy Unified School District Induction Program

Early Completion Option, ECO Rubric

Updated 2017 PC 6

Program Leaders and Leadership Team will use the following criteria to determine Candidates eligibility for the Early Completion

Option, ECO in the Tracy Unified Induction Program.

Candidate must meet the criteria in all three areas in order to be eligible for ECO.

Candidate:________________________________________ Date Application Reviewed:___________

Experience Prior teaching experience as a full-time Teacher of Record

High-Performing High performing teaching practice related to the CSTPS

Exceptional or Exemplary Practice Exceptional or exemplary teaching practice during professional experience

Candidate meets at least ONE of the following criteria

Candidate meets BOTH criteria Candidate meets the 4 of the following criteria

____Private school classroom teaching experience (more than one year) In State:_________ Out-of-State:_______

____Public school classroom teaching experience (more than one year) In state:_________ Out-of-State:_______

____Completion of a two-year intern program

University_______________ School _________________

_______Verification from current site principal that candidate is highly effective in CSTP2 and there are no concerns in CSTPS 1-5.

_______Past evaluations evidence high-performing teaching practices through a minimum of satisfactory or equivalent.

____evidence of knowledge of the CSTPS.

____evidence of Standards based lesson planning (meets at least 3 of the elements below)

_____Lesson is appropriate to the student content standards and goals _____Rationale for lesson appropriate to lesson design _____Evidence of effective connection to long-term planning _____Appropriate instructional strategies _____Appropriate student activities and materials

____Evidence of data-analysis of student work to impact teaching (intervention, remediation, extension).

____Evidence of appropriate differentiation for an ELL or student with an IEP.

Candidate Meets Criteria ___Yes ___No




CSTP STANDARD ONE: Engaging & Supporting All Students in Learning

1.1 Using knowledge of students to engage them in learning

1.2 Connecting students’ prior knowledge, life experience and

1.3 Connecting subject matter to meaningful, real-life contexts

1.4 Using a variety of instructional strategies, resources and

1.5 Promoting critical thinking through inquiry, problem solving and

1.6 Monitoring student learning and adjusting instruction while

CSTP STANDARD TWO: Creating & Maintaining Effective

Environments for Student Learning

2.1 Promoting social development and responsibility within a caringcommunity where each student is treated fairly and respectfullyCreating physical or virtual learning environments that promote; student learning, reflect diversity, and encourage constructive and productive interactions among students

2.3 Establishing and maintaining learning environments that are physically,intellectually, and emotionally safe

2.4 Creating a rigorous learning environment with high expectations andappropriate support for all students

2.5 Developing, communicating, and maintaining high standards forindividual and group behavior

2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn

2.7 Using instructional time to optimize learning CSTP STANDARD THREE:

Understanding & Organizing Subject Matter for Student Learning

3.1 Demonstrating knowledge of subject matter, academic content

3.2 Applying knowledge of student development and proficiencies to

3.3 Organizing curriculum to facilitate student understanding of the

3.4 Utilizing instructional strategies that are appropriate to the

Using and adapting resources, technologies, and standards-aligned 3.5 instructional materials, including adopted materials, to make

subject matter accessible to all students

3.6 Addressing the needs of English learners and students withspecial needs to provide equitable access to the content

CSTP STANDARD FOUR: Planning Instruction & Designing

Learning Experiences for All Students

Using knowledge of students' academic readiness, language proficiency, cultural background, and individual development to plan instruction

4.2 Establishing and articulating goals for student learning

4.3 Developing and sequencing long-term and short-term instructionalplans to support student learning

4.4 Planning instruction that incorporates appropriate strategies to meetthe learning needs of all students

4.5 Adapting instructional plans and curricular materials to meet theassessed learning needs of all students

Assessing Students for Learning

5.1 Applying knowledge of the purposes, characteristics, and uses of

5.2 Collecting and analyzing assessment data from a variety of sources

5.3 Reviewing data, both individually and with colleagues, to monitor

5.4 Using assessment data to establish learning goals and to plan,

5.5 Involving all students in self-assessment, goal setting, and

5.6 Using available technologies to assist in assessment, analysis, and

5.7 Using assessment information to share timely and comprehensible

Developing as a Professional Educator

6.1 Reflecting on teaching practice in support of student learning

6.2 Establishing professional goals and engaging in continuous andpurposeful professional growth and development

6.3 Collaborating with colleagues and the broader professional community tosupport teacher and student learning

6.4 Working with families to support student learning

6.5 Engaging local communities in support of the instructional program

6.6 Managing professional responsibilities to maintain motivation and

commitment to all students 6.7 Demonstrating professional responsibility, integrity, and ethical conduct

California Standards for the Teaching Profession

interests 2.2

technologies to meet students’ diverse learning needs

reflection

teaching

standards, and curriculum frameworks 4.1

ensure student understanding of subject matter

subject matter

subject matter

CSTP STANDARD FIVE: CSTP STANDARD SIX:

different types of assessments

to inform instruction

student learning

differentiate, and modify instruction

monitoring progress

communication of student learning

feedback with students and their families

Individual Learning Plan


Individual Learning Plan Inquiry 1

Candidate: Mentor: District: Tracy Unified School District School:

Date:

Teaching Assignment: Content Area: Credential Area of Emphasis: Please Indicate (x) Year One Year Two

CSTP 1 CSTP 2 CSTP 3 CSTP 4 CSTP 5 CSTP 6 Initial Self-Assessment Rating

( On all CSTPs)

Based on data: • TPE Reflection • Student Class Profile • CSTP Continuum Self-

Assessment Determine the CSTP element(s) area of focus. CSTP Element(s):

CSTP Inquiry 1 Question:

SMART Goal: (Student Achievement) Strategic and Specific Measurable Attainable Results Oriented Time Bound

Adult Professional Learning Goal: (What the teacher will do to meet the SMART goal)



Participating Teacher Signature: Date:

Mentor Signature: Date:

Professional Development & Research Activities

Examining research related to my focus question and applying new learning in my instructional setting CSTP Focus Area (Choose 1) CSTP 1 CSTP 2 CSTP 3 CSTP 4 CSTP 5 CSTP 6

Professional Development & Research (Date/Hours)

Describe the Activity: What were the main points of the Research/PD you engaged in? How does it relate to your Inquiry Topic?

Application: Describe implementation of new knowledge. How did you implement what you learned into your teaching practice?

Measurable Results: Describe the impact on teaching and student achievement.

Reflection: With these new insights, what are your appropriate next steps?

Activity:

Date:

Activity:

Date:

Activity:

Date:



Activity:

Date:

Check the CSTP Focus Area CSTP 1 CSTP 2 CSTP 3 CSTP 4 CSTP 5 CSTP 6 Mid-Year Self-Assessment Rating

(On CSTP Focus Area) Reflection: Based on your Professional Development Action Plan and the outcome of your SMART goal, describe the growth and development of your teaching practice. Reflection: What area of your teaching practice do you plan to continue developing and what is your evidence to support a need in this area? Use this information to begin your 2nd Inquiry.



Individual Learning Plan Inquiry 2 Based on data:

• Inquiry 1 Reflection, • Student Class Profile • Focus Students • CSTP Continuum Self-

Assessment Determine the CSTP element(s) area of focus. CSTP Element(s):

CSTP Inquiry 2 Question:

SMART Goal: (Student Achievement) Strategic and Specific Measurable Attainable Results Oriented Time Bound

Adult Professional Learning Goal: (What the teacher will do to meet the SMART goal)

Participating Teacher Signature: Date:

Mentor Signature: Date:



Professional Development & Research Activities Examining research related to my focus question and applying new learning in my instructional setting

CSTP Focus Area (Choose 1) CSTP 1 CSTP 2 CSTP 3 CSTP 4 CSTP 5 CSTP 6

Professional Development & Research (Date/Hours)

Describe the Activity: What were the main points of the Research/PD you engaged in? How does it relate to your Inquiry Topic?

Application: Describe implementation of new knowledge. How did you implement what you learned into your teaching practice?

Measurable Results: Describe the impact on teaching and student achievement.

Reflection: With these new insights, what are your appropriate next steps?

Activity:

Date:

Activity:

Date:

Activity:

Date:

Collaborative Assessment Log

2017-2018

Candidate Name:

Mentor Name:


Check the CSTP Focus Area CSTP 1 CSTP 2 CSTP 3 CSTP 4 CSTP 5 CSTP 6 End of Year Self-Assessment Rating (All CSTPs)

Reflection: Based on your Professional Development Action Plan and the outcome of your SMART goal, describe the growth and development of your teaching practice.

End of Year Reflection: Based on your 2 Inquiries this year, use evidence to guide your thinking and address the following: 1. What have you learned about yourself as a teacher and your students as learners? 2. In what ways have you grown in your ability to teach diverse, 21st Century learners? 3. Describe a piece of evidence that best illustrates a shift you have made in your teaching 4. What will you investigate or focus on in the next year?

Collaborative Assessment Log

2017-2018

Candidate Name:

Mentor Name:


CSTP 1 Engaging and Supporting All Students in Learning CSTP 2 Creating and Maintaining Effective Learning Environments for Student Learning CSTP 3 Understanding and Organizing Subject Matter for Student Learning CSTP 4 Planning Instruction and Designing Learning Experiences for All Students CSTP 5 Assessing Students for Learning CSTP 6 Developing as a Professional Educator

LOG Date Reflection CSTP Inquiry Question 8/14/17 - 8/18/17 o CSTP 1 Collaboration Hours: o CSTP 2

Candidate Hours: Professional Development: Date: Title:

o CSTP 3 o CSTP 4 o CSTP 5 o CSTP 6

Program Administrator Question/Notes:

Recorded 8/21/17 - 8/25/17 o CSTP 1 Collaboration Hours: o CSTP 2

Candidate Hours: Professional Development: Date: Title:

o CSTP 3 o CSTP 4 o CSTP 5 o CSTP 6

Program Administrator Question/Notes:

Recorded 8/28/16 – 9/1/16 o CSTP 1 Collaboration Hours: o CSTP 2

Candidate Hours: Professional Development: Date:

o CSTP 3 o CSTP 4 o CSTP 5 Program Administrator Question/Notes:

Recorded Title: o CSTP 6

CSTP 6


Triad meetings will occur two times per year during the Induction program, at the start of each Inquiry Cycle on the Individual Learning Plan (ILP). These meetings will include, the Candidate, mentor, and site administrator. The purpose of these meetings is two-fold: to inform your administrator about your goals and progress in the program and to receive non-evaluative administrative feedback and support for your goals. A meaningful byproduct of these meetings is a more collaborative and collegial relationship with your instructional leader.

Name Signature of attendance Date

Candidate:

Mentor

Site Administrator:

Discussion Notes: This is a note taking guide to be filled out by your Mentor in order to document the conversation for the Candidate’s future reference. Below are some talking points to discuss with your administrator. Prior to the Triad meeting to prepare with your mentor. The gray boxes are optional, but you must share your current goals so that your administrator can give you feedback and ideas for refinement.

Reflection Questions Talking Points What is your current CSTP focus area and why did you choose it?

What is your current SMART goal for your CSTP focus area?

What is your plan to reach your SMART goal?

What do you feel are your instructional strengths at this point in time?

What is something significant you have learned about your students?

What is a question you would like to ask your administrator?

Other suggestions or input from Site Administrator

Tracy Unified School District Induction Triad Meeting

Appendix B Program Documents

• CTC Induction Program Preconditions

• CTC Induction Program Standards


CTC Induction Program Preconditions

1. Each Induction Program must be designed to provide a two-year, individualized, job- embedded system of mentoring, support and professional learning that begins in the teacher’s first year of teaching.

2. The Induction Program must identify and assign a mentor to each participating teacher

within the first 30 days of the participant’s enrollment in the program, matching the mentor and participating teacher according to credentials held, grade level and/or subject area, as appropriate to the participant’s employment.

3. Each Induction Program must assure that each participating teacher receives an average

of not less than one hour per week of individualized support/mentoring coordinated and/or provided by the mentor.

4. Goals for each participating teacher must be developed within the context of the

Individual Learning Plan (ILP) within the first 60 days of the teacher’s enrollment in the program.

5. The ILP must be designed and implemented solely for the professional growth and

development of the participating teacher and not for evaluation for employment purposes.

6. An Induction Program sponsor must make available and must advise participants of an Early Completion Option for “experienced and exceptional” candidates who meet the program’s established criteria.

CTC Induction Program Standards

Standard 1: Program Purpose Each 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 Design The 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 individual 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 System The Individual 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, and early childhood education. 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.

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 evidence, collaboratively assembled by the candidate, the mentor and/or other colleagues, according to the 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.