teacher induction handbook 2019-2020

Teachers College of San Joaquin General Education and Education Specialist

Induction Handbook

RevisedJuly24,2019

TABLEOFCONTENTSIntroduction..................................................................................................................................1

TCSJ’sMission............................................................................................................................................................................1

EthicalandProfessionalStandards..................................................................................................................................1

Meeting/SeminarNorms......................................................................................................................................................2ProgramGoals...........................................................................................................................................................................3

InductionOverview.................................................................................................................................................................3

LegislativeandHistoricalBackground...........................................................................................................................3TheBenefitsofInduction......................................................................................................................................................4

LocalControlAccountabilityPlan(LCAP)PrioritiesandInduction..................................................................5TCSJ Induction Partnering Charter Schools, County Offices of Education, Districts, Non-PublicSchools,PrivateSchools........................................................................................................................................................7

CandidateInformation..............................................................................................................7

InductionEligibility.................................................................................................................................................................7

Enrollment...................................................................................................................................................................................7

LateEnrollment........................................................................................................................................................................8

AdditionalCredentialRequirements...............................................................................................................................8EducationSpecialistLevelICredentialHolders.........................................................................................................8

SingleInductionExperience................................................................................................................................................9

InductionProgramFee..........................................................................................................................................................9TransferringCandidates.......................................................................................................................................................9

InductionOptions.....................................................................................................................................................................9EarlyCompletionOption.......................................................................................................................................................9

EligibilityRequirementsfortheEarlyCompletionOption(ECO).......................................................................9

ContinuingEducationUnits..............................................................................................................................................11CandidateSupport................................................................................................................................................................11

ProgramComponents..............................................................................................................12

TeacherPreparationProgramIndividualDevelopmentPlan(IDP)...............................................................12

CaliforniaStandardsfortheTeachingProfession(CSTP)...................................................................................12CyclesofInquiry....................................................................................................................................................................13

Observations&VideoAnalysis.......................................................................................................................................13IndividualLearningPlan(ILP)........................................................................................................................................13

CandidateCompetencyRecord.......................................................................................................................................13

IndividualLearningPlan(ILP)FinalReflection.......................................................................................................14

Candidate-Mentor-SiteAdministratorConference................................................................................................14

ScoringIndividualLearningPlan(ILP)Documents...............................................................................................14CandidateCompetencyandVerificationofallProgramRequirements........................................................14

CandidateNon-Completion...............................................................................................................................................15

CandidateChallenge.............................................................................................................................................................15LeaveofAbsence/ExtensionRequest..........................................................................................................................15

WithdrawalPolicy.................................................................................................................................................................16

MentorInformation..................................................................................................................16

MentorPairingandSelection...........................................................................................................................................16

MentorQualifications..........................................................................................................................................................16

MentorEnrollment...............................................................................................................................................................16MentorRolesandResponsibilities................................................................................................................................17

MentorSupportLogs...........................................................................................................................................................18

MentorTraining.....................................................................................................................................................................18AssessingMentorEffectiveness......................................................................................................................................18

ContinuingEducationUnits..............................................................................................................................................18

GeneralInformation.................................................................................................................18

EndoftheYearSurveys......................................................................................................................................................18

Confidentiality........................................................................................................................................................................19

ChangeinPartnership.........................................................................................................................................................19ProfessionalLearningCenter(PLC)Units..................................................................................................................19

SiteAdministratorRolesandResponsibilities................................................................19

District/EmployerResponsibilities....................................................................................20

TeachersCollegeofSanJoaquin Page 1 GenEd&EdSpecInductionHandbookRevisedJuly24,2019

Introduction

Candidates, mentors, employers and site administrators, will find in this handbook a completereferencetotheTeachersCollegeofSanJoaquin’s(TCSJ)TeacherInductionProgram.Thishandbookmaybeusedby candidatesenrolled in the inductionprogramasaguide to Induction requirementsandasaresourceforunderstandingthestepstheymusttakeinordertobeginandtocompletetheprogram.Mentors,employers,andsiteadministratorswillrefertothishandbookinordertosupportcandidatesintheirjourneystowardtheclearcredential.

TCSJ’sMissionTodevelopteachersandschoolleaderswhoarecomfortablewithcollaboration,understandtheneedtopreparestudentsforbothworkandhighereducation,andhavetheskillstodevelopimplementandsustaininnovativeeducationalideas.

TCSJ exemplifies the notion of learning opportunities that are rigorous, provide relevance, arerelationship-drivenandincorporatereflectionforprofessionalgrowth.

EthicalandProfessionalStandardsBothmentorsandcandidatesareexpected to follow theTCSJprofessionalandethical standardsaswellasthoseidentifiedintheNationalEducationAssociation(NEA)CodeofEthicsoftheEducationProfession.

1. Demonstratesopennesstocriticalassessmentofprogress.2. Believesthatallstudentscanlearn.Candidatesseektomeetthediverseneedsofallstudents,

includingEnglishlearnersandstudentswithspecialneeds.3. Valuesdiversityandadvocatesforsocialjustice:“Shallnotonthebasisofrace,color,creed,

sex,nationalorigin,maritalstatus,politicalorreligiousbeliefs,family,socialculturebackgroundorsexualorientationunfairlyexcludeanystudentfromparticipationinanyprogram,denybenefitstoanystudentorgrantanyadvantagetoanystudent.

4. Maintainsflexibilityinplanningandimplementinginstructiontomeettheneedsofallstudents.

5. Demonstratesinitiativeandreliabilityinsuccessfullycompletingtheprogramrequirements,includingcoursework,fieldwork,lessonplanning,instruction,anddailyclassroomroutines(asappropriatetoprogram).

6. Makessatisfactoryprogressinmeetingrequirements.7. Reflectsandself-assessestoimprovepractice.8. Collaborateseffectively.9. Handlesconfidentialinformationprofessionally.Acandidateshallnotdiscloseinformation

aboutstudentsorfacultyobtainedinthecourseofprofessionalserviceunlesssuchdisclosureservesacompellingprofessionalpurposeorisrequiredbylaw.Acandidateshallnotmisrepresent,orallyorinwriting,issuesrelatedtostudents,faculty,classroomsorthecollegeprograms.

10. Maintainsanappropriateprofessionalappearance.11. Candidatesandstaffagreetotreatoneanotherwithmutualtrustandrespect,promotethe

successoftheindividualandthegroupasawhole,andrefrainfromthebehaviorthatisdisruptive,offensiveorreflectsbiasofanykind.


Meeting/SeminarNormsWhatarenorms?Normsaretheunwrittenrulesforhowweactandwhatwedo.Theyaretherulesthatgovernhowwe interact with each other, how we conduct business, how we make decisions, how wecommunicate,evenhowwedresswhenwegettogether(Richardson,1999,p.1).

Whyweneednorms?“Havingasetofnorms—orgroundrules—thatagroupfollowsencouragesbehaviorsthatwillhelpa group do its work and discourages behaviors that interfere with a group’s effectiveness”(Richardson,1999,p.1)

ProfessionalEnvironment• Promotestandardsofexcellence.• Beawareofyoursurroundingswhendiscussingissuesfromschool,recognizevoiceleveland

proximitytoothers,andmaintainprofessionaletiquette.

ProfessionalMindsetNorms• Bewillingtotakeriskswithnewideas.• Listenactivelyandgenerously.• Buildonothers’ideasandinviteotherstoparticipate.• Giveeachothertimetothinkandprocessideas.• It’sokaytoshareideasinprogressandreviseyourthinking.• Usespecificlanguagetodescribewhatyouseestudentsdoing,ratherthanlabelingstudents.

Avoidlabelssuchas“low”and“high”.• Talkaboutoneanother’sstudentsinwaysthatreflectourcollectiveinvestmentinand

responsibilityfortheirlearning.• Supporteveryonetoexperiencejoyforlearning.• Believeeverystudentcanlearn.• Reflectandself-assesstoimprovepractice.

Richardson,J.(1999).Normsputthe‘GoldenRule’intopracticeforgroups.ToolsforSchools(NationalStaffDevelopmentCouncil),Aug.-Sept.1-8.Retrievedfromhttp://learningforward.org/docs/tools-for-learning-schools/tools8-99.pdf?sfvrsn=2

SeminarNorms• Arriveontime.• Beprepared.• Turncellphonestosilentoroffandusetechnologypurposefullyforseminarcomponents.• Activelyparticipate,i.e.don’tworkonothermaterials(gradepapers,sendemailsortexts).• Refrainfromhavingsideconversations.• Honorconfidentiality.• Treateachotherrespectfullyaspeers,i.e.setasidejudgment,beawareoftone,disagreeina

professionalmanner.• Beprofessionallyresponsibleforholdingyourselfandotherstothenorms.


ProgramGoals1. Embedthe4R’sintotheinductionprogram.2. Fostertheprofessionalsuccessandretentionofhigh-qualitynewteachers.3. Improvetheeducationalperformanceofstudents.4. Providenewteacherswithqualitysupportandguidancefromawell-trainedmentorsothatnew

teachersarehelpedtodevelopenduringprofessionalskills.5. Assistnewteachersincriticallyexaminingtheirteachingpracticetosetindividualgrowthgoals

thatarealignedtotheCaliforniaStandardsfortheTeachingProfession(CSTP).6. Ensurethatamentorprovidesintensiveindividualizedsupportandassistancetotheircandidate

basedonthatnewteacher’sprofessionalgrowthneedsandteachingplacement.7. Encourageongoingself-assessmentandreflectionforcontinuousimprovementinthepracticeof

teachingduringandbeyondinduction.8. Provideprogramsupporttomentorsandcandidatesinmeetingtheirrolesandresponsibilities.

InductionOverviewInduction, formallyknownasBTSA, is therequiredroute forbothgeneraleducationandeducationspecialistteacherstoearnaclearcredential.InductionisthesecondtierwithinCalifornia’sLearningto Teach System. Induction is a two-year, individualized, job-embedded system of mentoring,support and professional learning that begins in the teacher’s first year of teaching on theirpreliminarycredential. Inyear twoof induction, candidateshave twooptions formeeting theyeartworequirements.

LegislativeandHistoricalBackgroundInduction for new teachers in California has evolved in significant ways. The BTSA program wasestablishedbytheLegislatureandtheGovernor(AB1266,Mazzoni,1997)asaresultofapilotstudyconductedduring1988-1992bytheCommissionandtheCaliforniaDepartmentofEducation(CDE).This pilot study, known as the California New Teacher Project (SB 148, Chap. 1455, Stats. 1988)demonstratedthatthestatecouldincreasebeginningteacherretention,successandeffectiveness,byprovidingallnewteacherswithstructuredmentoringandsupport.

ThesuccessesoftheCaliforniaNewTeacherProjectpilotstudyinfluencedtheCommissiontoappointan SB 1422 Advisory Panel to conduct a review of the requirements for earning and renewingteachingcredentials.TheirrecommendationswereembodiedinthepassageofSB2042(Chap.548,Stats.1998),whichcreateda two-tiered teachingcredentialsystem,significantlychangedtheBTSAprogram by establishing induction as the second tier in California’s teacher preparation andcredentialingsystemandinstitutingthecompletionofastandards-basedinductionprogramasapathtoward the Clear Credential for Multiple and Single Subject credentials. Through this change instructure,SB2042codifiedthe“LearningtoTeachContinuum”. InitiallytheBTSAprogramwasageneral program of support and mentoring for new teachers in the public schools but SB 2042transformedittothepreferredroutetotheClearCredential.

Passage of AB 2210 (Chap. 343, Stats. 2004) represented another milestone in the evolution ofinduction in California by establishing a Commission-approved Induction program as the requiredrouteforSB2042preparedMultipleandSingleSubjectteacherstoobtainaclearteachingcredential.

Since the onset of AB2210 and SP2042, the induction program standards have been revisited andrevisedso thatnow induction isa two-year jobembeddedexperiencewhere the twomain fociarementorsupportandthecreationofanIndividualLearningPlan(ILP)thatservesastheroadmapfortheinductionexperience.WithintheIndividualLearningPlan(ILP),candidatesidentifyinstructionaland/orprofessionalgoalsonwhich theywant towork. Mentorsnotonlyprovide their candidates


supportastheydevelopandimplementtheirIndividualLearningPlan(ILP),butalsoprovide“just-in-time”andgeneralongoingsupport.

TheBenefitsofInductionThereare severalbenefitsassociatedwithnew teachers completinga two-year inductionprogram.These benefits include improving teacher practice; retaining new teachers; improving studentlearning;supportingcontinuedself-reflectionofpractice;andcreatingacultureofcollaboration.Atthe district and/or site level, Individual Learning Plan (ILP) goals can align with district/siteinitiatives, thusmaking sure such initiatives are realized. Components of induction programs alsoalignwiththeLocalControlandAccountabilityPlan(LCAP)priorities.

“Teachersarenot‘finishedproducts’whentheycompleteateacherpreparationprogram.Strong residency and mentored induction experiences during their initial years in theclassroomprovidebeginningteacherswithinvaluablesupportastheylaythegroundworktobecomeaccomplishedteachers.Awell-planned,systematicinductionprogramfornewteachers is vital to maximize their chances of being successful in any school setting.”(NationalCommissiononTeachingandAmerica’sFuture,2003,p.20)

“Inductionprogramsnotonlyprovidenewteacherswiththesupporttheyneedduringthecritically importantearlyyearsof teaching; theseprogramscansetpracticesandbeliefsthatlastthroughoutateacher’scareer.”(Luft,J.A.,G.H.RoehrigandN.C.Patterson.2003JournalofResearchinScienceTeaching)

Mentoring and induction activities have shownpositive impact on teacher commitmentand retention, teacher classroom instructional practices, and student achievement(Ingersoll&Strong,2011).

High-quality induction and mentoring have been associated with first-year teachersshowingstudentperformancegainsequivalent to thoseof fourth-year teacherswhodidnothavethissupport(Strong,2006).

Afederallyfundedstudyfoundthattheclassroomsledbynewteacherswhoreceivedtwoyears of comprehensive induction support achieved greater student learning gains inmathematics and reading compared to those of new teacherswhowereprovidedmoretypical, less intensive support. (Glazerman, S., et. al. (June 2010). Impacts ofComprehensive Teacher Induction: Final Results from a Randomized Controlled Study.U.S.DepartmentofEducation,InstituteofEducationSciences:Washington,DC.)

Results from a recent randomized control trial show that the New Teacher Center’steacher induction model increases student learning in grades 4-8 by 2-4 additionalmonths in reading/English language arts and 2-5 additional months in mathematics(Schmidt,Young,Cassidy,Wang,&Laguarda,2017).


LocalControlAccountabilityPlan(LCAP)PrioritiesandInductionTeacherInductionprogramssupporttheeightLCAPpriorities.OfferingnewteachersaccesstoTCSJ’sInductionProgramisonewaytoensurehighqualityteachersforallstudents.

LCAPPriority AlignmentwithInductionBasicServices • Tobeeligibletoparticipateininduction,teachersmustpossessavalid

CaliforniaPreliminaryCredential.• Participatingteachersmustbeemployedastheteacherofrecordinan

assignmentthatalignswiththeclearcredentialbeingpursued.• TheprogramprovidesmentorswithanextensivelistofTopicsofSupportin

whichtheyarerequiredtoaddresswithparticipatingteachers.ClassroomManagement,ClassroomEnvironment–PhysicalLayout,andCurriculumInformation/Supportarerequiredtopicsofconversation.

ImplementationofallCaliforniaStateStandards

• InductionprogramstandardsrequirethatparticipatingteachersdemonstrategrowthbasedupontheCaliforniaStandardsfortheTeachingProfession(CSTP).Participatingteacherscompleteaself-assessmenttodeterminetheirareasofstrengthandareasforgrowth.FromthisassessmentIndividualLearningPlanGoalsareidentifiedandalignedtothecorrespondingCSTP.Participatingteachersidentifygapsofknowledgeandthencompleteresearchandwork/observecolleaguestoobtaintheneededknowledge.Actionplansarethencreatedandimplemented.Teacherandstudentoutcomesareidentified,andevidenceisgatheredtomeasureachievementofthoseoutcomes.CSTP3–UnderstandingandOrganizingSubjectMatterforStudentLearningandCSTP4:PlanningInstructionandDesigningLearningExperiencesforallStudentsspecificallyaddressteachers’understandinganduseofacademic/performancestandardsandcurriculumframeworksaswellasmeetingtheneedsofEnglishLearners.ParticipatingteachersmaychoosegoalsthatalignwiththesetwoCSTP.Attheendoftheinductionexperience,candidatesmustdemonstrategrowthwithinCSTP3andCSTP4.

• TheprogramprovidesmentorswithanextensivelistofTopicsofSupportinwhichtheyarerequiredtoaddresswithparticipatingteachers.CurriculumSupportandWorkingwithEnglishLanguageLearnersaretwooftherequiredtopics.ThetopicofCurriculumSupportaddressesparticipatingteachersunderstandingandimplementationofadoptedcontentandperformancestandards,whileWorkingwithEnglishLearnerscontainsvarioustopicsrelatedtosupportingEnglishLearners.

ParentInvolvement • InductionprogramstandardsrequirethatparticipatingteachersdemonstrategrowthbasedupontheCaliforniaStandardsfortheTeachingProfession(CSTP).Participatingteacherscompleteaself-assessmenttodeterminetheirareasofstrengthandareasforgrowth.FromthisassessmentIndividualLearningPlanGoalsareidentifiedandalignedtothecorrespondingCSTP.Participatingteachersidentifygapsofknowledgeandthencompleteresearchandwork/observecolleaguestoobtaintheneededknowledge.Actionplansarethencreatedandimplemented.Teacherandstudentoutcomesareidentified,andevidenceisgatheredtomeasureachievementofthoseoutcomes.CSTP5–AssessingStudentsforLearningandCSTP6–DevelopingasaProfessionalEducatorspecificallyaddresscommunicationwithparentsandfamiliestosupportstudentlearning.


ParticipatingteachersmaychoosegoalsthatalignwiththesetwoCSTP.Attheendoftheinductionexperience,candidatesmustdemonstrategrowthintheCSTP5andCSTP6evenifagoalwasnotspecificallyalignedtothoseCSTP.

• TheprogramprovidesmentorswithanextensivelistofTopicsofSupportinwhichtheyarerequiredtoaddresswithparticipatingteachers.WorkingwithParentsisonesuchtopic.

PupilAchievement-PupilEngagement-SchoolClimate-PupilOutcomes-SchoolClimate

• ThemaincomponentofinductionisthedevelopmentofanIndividualLearningPlan.TheILPistheroadmapforanewteacher’sinductionexperience.WithintheIndividualLearningPlan,teachersidentifygoalsonwhichtheywanttoworkthatwillnotonlyimproveateacher’sinstructionalpracticebutwillimprovestudentperformance(learningand/orbehavior).TheIndividualLearningPlanrequiresteacherstoidentifyboththespecificteacherandstudentoutcomesthatwillresult.Teachersmustcollectandanalyzeevidencetomeasureeachstudentoutcome.WithintheIndividualLearningPlanFinalReflection,participatingteachersdiscusstheextenttowhichstudentoutcomesweremet.

• InductionprogramstandardsrequirethatparticipatingteachersdemonstrategrowthbasedupontheCaliforniaStandardsfortheTeachingProfession(CSTP).SeveraloftheCSTPandtheircorrespondingelementsaddresstheareasofpupilachievement,pupilengagement,andschoolclimate.ParticipatingteacherscanestablishIndividualLearningPlangoalsaroundthesethreeareas.Throughouttheirinductionexperience,participatingteacherscontinuallyidentifyevidenceoftheirpracticetoassisttheminrankingtheirteachingpracticeagainsttheCaliforniaStandardsfortheTeachingProfession.CandidatesmustdemonstrategrowthineachoftheCSTPattheendoftheinductionexperienceevenifagoalwasnotspecificallyalignedtoaCSTP.

• TheprogramprovidesmentorswithanextensivelistofTopicsofSupportinwhichtheyarerequiredtoaddresswithparticipatingteachers.Severaltopicsaddresstheareasofpupilachievement,engagementandschoolclimate.ClassroomEnvironmentisatopicthatisdiscussedthroughouttheparticipatingteachers’inductionexperienced.

CourseAccess • StudentaccesstothecurriculumisacommonthreadthroughouttheCaliforniaStandardsfortheTeachingProfession.Throughon-goingself-assessmentthatistiedtothesestandards,participatingteachersnotonlyestablishspecificIndividualLearningPlangoalsaroundstudentaccessbuthaveconversationswiththeirmentoraroundhowtheyensuresuchaccess.

• TheprogramprovidesmentorswithanextensivelistofTopicsofSupportinwhichtheyarerequiredtoaddresswithparticipatingteachers.Severaltopicsaddresstheideaofaccesstothecurriculumforallstudents.


TCSJ Induction Partnering Charter Schools, County Offices of Education, Districts, Non-PublicSchools,PrivateSchools

Districts&COE’s: Charter,Non-Public&PrivateSchools:

BantaElementarySchoolDistrict ABLECharterSchool

BretHarteUnionSchoolDistrict CentralValleyTrainingCenter

CalaverasCountyOfficeofEducation Children’sHomeofStockton

EscalonUnifiedSchoolDistrict ChristianFamilyLearningCenter

JeffersonElementarySchoolDistrict NextGenerationSTEAMAcademy

LammersvilleUnifiedSchoolDistrict PointQuestEducation,Inc.

LincolnUnifiedSchoolDistrict RiponChristianSchools

LindenUnifiedSchoolDistrict RiverIslandsTechnologyAcademy

MarkTwainSchoolDistrict St.Anne’sCatholicSchool

NewHopeElementarySchoolDistrict St.Anthony’sofPadua

RiponUnifiedSchoolDistrict St.Bernard’sCatholicSchool

SanJoaquinCountyOfficeofEducation StocktonCollegiateInternationalSchools

VallecitoUnionSchoolDistrict StocktonEducationCenter

TeamCharterSchool

TracyLearningCenter

VistaOaksCharterSchool

CandidateInformation

InductionEligibilityTobeeligibletoparticipateinTeachersCollegeofSanJoaquin’sinductionprogram,candidatesmustbe employed with one of TCSJ’s Induction partners, and possess either a California PreliminaryMultiple,SingleSubject,orEducationSpecialistTeachingCredential;anout-of-stateorout-of-countrycredentialandneedinductiontocleartheircredential;oranEducationSpecialistLevelICredential.Candidates must be teaching in a setting that aligns with the credential they want to clear; areteachinginaP-12settingwheretheyareteachingthesamegroupofstudentsonadailyorweeklybasis; and are able to video tape lessons for candidate’s use in developing and implementing theIndividualLearningPlan(ILP).

EnrollmentTCSJ’sInductionpartnershaveagreedtoinformeligiblecandidatestocompleteandsubmittheTCSJInductionApplication. Theapplication ishousedon theTCSJwebsite (www.teacherscollegesj.edu).Aspartoftheapplication,candidatesneedtosubmitacopyoftheirpreliminaryorLevelIcredential(visit www.ctc.ca.gov). If a candidate completed year one of induction with another inductionprogram, the candidate must submit proof they fully completed year one (e.g. an email from theprogramoracertificateofcompletion).

Once the Induction Application is submitted, and TCSJ verifies the candidate meets the Inductioneligibility requirements,TCSJ’s InductionCoordinator contacts the candidate’sdistrict/employer so


that a mentor can be matched with the candidate within 30 days of enrolling in the inductionprogram.Candidates receive a formal InductionEnrollmentLetter thatprovides informationabouttheinductionprogramandthecandidate’srolesandresponsibilities.

Tobegin Induction in thecurrent schoolyear, candidatesmustenroll in theprogramno later thanOctober15.

LateEnrollmentIfacandidateiseligibletobegininductionaftertheOctober15date,thatcandidatecannotformallybegin induction until the following school year. Employerswill provide amentor to support thatteacher,andtheTCSJInductionCoordinatorwillmeetwiththecandidatetodeveloptheirIndividualLearningPlan(ILP).

AdditionalCredentialRequirementsDependinguponwhereacandidateearnedhis/hercredentialorwhattypeofcredentialthecandidatepossesses,inadditiontoinduction,candidatesmayalsohavetomeetadditionalrequirementstoearntheclearcredential.TCSJcannotrecommendateacherfortheclearcredentialuntilthoseadditionalrequirementshavebeenmet.Uponbeingrecommended,candidatesmustprovideproofofmeetingthoseadditionalrequirements.

TCSJ provides candidates with a letter outlining of what those additional requirements consist.However,itisthecandidate’sresponsibilitytoseekassistanceonhowtomeetthoserequirements.

EducationSpecialistLevelICredentialHoldersThe steps that eachEducation Specialist Level I credential holdermust complete to earn theClearCalifornia teaching credential vary depending on which way the candidate earned the Level ICredential. The renewal code(s) on the credential indicatewhat requirements the candidatemustsatisfy. All holders of an Education Specialist Level I Credential must complete a CommissionapprovedTeacherInductionProgram.

CaliforniaPreparedLevelI: Inadditiontoinduction,thiscandidatemustalsocompletetheLevelIIcontentincludingacourseinhealtheducationandcomputereducation(unlesshealthandcomputersciencewetakenaspartofinitialpreparation).TCSJisabletoevaluatethecandidate’stranscriptandmayoffersomeoralloftheneededcoursework.

Out of State Prepared with a Comparable Program: Unless the renewal code indicates a specificrequirementmustbemet,thiscandidateonlyneedstocompleteaninductionprogram.

OutofStatePreparedwithaGenericProgram: Inaddition to completing Induction, this candidatemust have their transcript evaluated by an institution that sponsors a Commission-approvedPreliminary Education Specialist Program to determine which portions of California’s PreliminaryPreparation program the candidate has not met. This candidate may also have additionalrequirements as identified in the renewal codes on the credential. TCSJ is able to evaluate thecandidate’stranscriptandmayoffersomeoralloftheneededcoursework.

Out of Country Prepared Candidates: This candidate must have their transcript evaluated by aninstitution that sponsors a Commission-approved Preliminary Education Specialist Program todeterminewhichportionsofCalifornia’sPreliminaryPreparationprogramthecandidatehasnotmet.This candidate may also have additional requirements as identified in the renewal codes on thecredential.TCSJisabletoevaluatethecandidate’stranscriptandmayoffersomeoralloftheneededcoursework.


SingleInductionExperienceIfa candidateholds twopreliminarycredentials, theycanclearbothcredentialsat theendof theirinduction experience without having to complete two induction programs. That being said, theprogrammayrequirethecandidatetoidentifygoalsbaseduponthecredentialsbeingcleared.Atthetimeofbeingrecommendedfortheclearcredential,candidatesmustpaytwocredentialfeestocleareachcredential.

A candidate who currently holds a clear credential (single subject, multiple subject, educationspecialist) and is earning a second credential, is automatically granted a clear credential uponcompletion of the appropriate preliminary teacher preparationprogramwithout being required tocompleteanadditionalinductionexperience.

InductionProgramFeeTCSJ charges a program fee in order to participate in our induction program. Candidates need tocheckwiththeiremployerregardingthelevelofsupporttheywillprovide.Candidatescanreferencethe TCSJ Tuition and Fee page found on the TCSJ website (www.teacherscollegesj.edu) for tuitioninformation.

Information regarding how fees are paid is included in the official Enrollment Letter teachercandidatesreceive.

TransferringCandidatesIf a candidate completed year one of induction with a former employer, they need to provide anofficialdocument (e.g.anemail fromtheprogramoracertificateof completion) fromthepreviousinduction program verifying completion of year one of induction. Upon such verification, thecandidatemovesintoyeartwoofinduction.

InductionOptionsIn year two of induction, candidates have two options for meeting the year two inductionrequirements. The second option allows candidates to begin their masters, earn a MathematicsInstructionAddedAuthorizationorpursueaddinganotherteachingcredentialorauthorization.

EarlyCompletionOptionSenate Bill 57 (Scott Bill) provides for an early completion option for teacher candidates. Thelegislationis intendedtoenable“experiencedandexceptional“candidatestocompletean inductionprogramata fasterpace than the full twoyearsgenerally required.AsrequiredbySB57,TeachersCollege of San Joaquin (TCSJ) offers qualified candidates an Early Completion Option (ECO). If acandidate qualifies for TCSJ’s Early CompletionOption, they receive equivalency for YearOne, andcompleteYearTwo.

EligibilityRequirementsfortheEarlyCompletionOption(ECO)1. Candidatesmustholdoneofthefollowingvalidcredentials:

a. CaliforniaGeneralEducationSingleSubjectorMultipleSubjectPreliminaryCredentialb. CaliforniaEducation Specialist Level I Credential or anEducation Specialist Preliminary

credentialc. Out-of-state or out-of-country credential and need induction to clear their California

credential2. Candidatesmusthaveaminimumofoneyearofteachingexperience.Servinginalong-term

substitutepositiondoesnotqualifyasteachingexperience.


3. Candidates have completed a teacher preparation program rather than have qualified for theTeacherPreparationEarlyCompletionOption.

4. CandidatesmustteachinaP–12settingwiththesamegroupofstudentsonadailyorweeklybasis.Multiplesubjectandsinglesubjectcandidatesmustbeinasettingthatallowsforwholeclassinstruction.

5. Candidatesmustteachinasettingthatalignswiththecredentialtobecleared.6. Candidates must teach in a setting that allows videotaping of lessons for candidate’s use in

applying for the Early Completion Option and in developing and implementing the IndividualLearningPlan(ILP).

7. Candidates must obtain their current site administrator’s/evaluator’s approval. Without theapprovalofthesiteadministrator/evaluator,candidatesmaynotapplyfortheEarlyCompletionOption.

a. Toobtaintheapproval,thesiteadministrator/evaluatormustobservethecandidateandcompletetheSiteAdministratorObservationForm(TCSJ’sCandidateCompetencyRecord)bymarkingtheappropriatecolumnthatbestdescribesthecandidate’sskillsandabilitiesbasedupontheCaliforniaStandardsfortheTeachingProfession(CSTP).

b. The site administrator/evaluator also completes and submits the Site AdministratorVerificationForm.

c. Candidatesmustearnaminimumoverallaveragescoreof3.5 forCSTP1-5andearnaminimum score of 4 on CSTP 2 – Creating andMaintaining Effective Environments forStudentLearning.

d. If candidates receive any rank of 1 or 2, they are not eligible to apply for the EarlyCompletionOption.

IMPACTInterns

1. IMPACTinternsareautomaticallyacceptedintotheEarlyCompletionOptionifthefollowingconditionsaremet:

a. Obtainedtheircurrentsiteadministrator’s/evaluator’sapproval.i. Toobtainapproval, thesiteadministrator/evaluatormustobserve thecandidateand complete the Site Administrator Observation Form (TCSJ’s CandidateCompetencyRecord)bymarking theappropriatecolumn thatbestdescribes thecandidate’sskillsandabilitiesbasedupontheCaliforniaStandardsfortheTeachingProfession(CSTP).

ii. The site administrator/evaluator also completes and submits the SiteAdministratorVerificationForm.

iii. Candidatesmustearnaminimumoverallaveragescoreof3.5forCSTP1-5andmustearnaminimumscoreof4onCSTP2–CreatingandMaintainingEffectiveEnvironmentsforStudentLearning.

iv. Ifcandidatesreceiveanyrankof1or2,theyarenoteligibletoapplyfortheEarlyCompletionOption.

b. CompletedtheIMPACTprogramwithoutbeingplacedonAcademicand/orConductProbation.

2. Ifoneormoreoftheaboveconditionsarenotmet,IMPACTinternsarenoteligibletoapplyfortheEarlyCompletionOption.

EvidenceofExceptionalTeachingPractice1. UponverificationthattheEligibilityCriteriaaremet,candidatessubmitthefollowing:

a. Anuneditedtotal30-40-minutevideoofalessonorlessons.Multiplesubjectandsinglesubjectcandidatesmustsubmitavideothatshowswholeclassinstruction.

b. AformalwrittenlessonplanusingtheTCSJLessonPlan.


2. Thevideoneedstoshowthecandidateteachingalessonfromthebeginningtotheend.3. Candidatesneedtosubmitavideothatcapturestheirbestteaching.4. We recommend that the candidate view the video prior to submission. Candidates have one

opportunitytosubmitavideoforconsideration.5. ThevideoandlessonplanarescoredusingTCSJ’sCandidateCompetencyRecord.6. TobeacceptedintotheEarlyCompletionOption,acandidateearnsaminimumoverallscoreof

3.5 forCSTP1 -5 andmust earnaminimumscoreof4onCSTP2–CreatingandMaintainingEffectiveEnvironmentsforStudentLearning.

7. If candidates receiveanyrankof1or2, theyarenoteligible toapply for theEarlyCompletionOption.

WithdrawalfromtheEarlyCompletionOptionForacandidatetoremainintheEarlyCompletionOption, thefollowingconditionsmustbemet. Ifanyoftheconditionsarenotmet,candidatesareremovedfromtheEarlyCompletionOptionandnowcompletethefulltwo-yearinductionprogramandpaytheappropriateprogramfees.

• Meetallsubmissiondeadlinesunlessextenuatingcircumstancesprecludethecandidatefrommeeting the due dates. The program makes the determination if the circumstances aredeemedextenuating.

• Thecandidatemeetswiththeirmentoronaweeklybasis.• Thecandidateattendsallrequiredseminars.• The candidate will receive a passing score on the Individual Learning Plan and Individual

LearningPlanFinalReflectiononthefirstscoring.• Thecandidatereceivestheminimumrankof“3”ontheCandidateCompetencyRecordatthe

endofinduction.• Thecandidateremainsemployedduringtheschoolyearinwhichtheyareenrolledinthe

EarlyCompletionOption.• ThecandidatedoesnotvoluntarilywithdrawfromtheEarlyCompletionOptionduringthe

schoolyearinwhichtheyareenrolledintheEarlyCompletionOption.

ContinuingEducationUnitsTCSJoffersparticipatingteacherstheopportunitytopurchasesix(6)continuingeducationunitseachyeartheyareenrolledininduction.AdvancedPracticumIandAdvancedPracticumIIarethecoursetitles. To earn units, teachers must have met all induction requirements, submit the appropriateregistrationform,andmakepaymentnolaterthan8weeksaftertheendofthecourse.Unitsmaynotbepurchasedafterthe8-weekdeadline.

CandidateSupportDistrictsareresponsibleforidentifyingandassigningamentortoeachcandidatewithinthefirst30daysofthecandidate’senrollmentinTCSJ’sInductionProgram.Matchingisbaseduponcredentialsheld, grade level and/or subject area taught as appropriate to the candidate’s employment. In theeventthatsuchamatchisnotfeasible,theInductionCoordinatorworksdirectlywiththementortoensurethecandidatereceivesthesupportneeded.

Each induction candidate receives an average of no less than one hour perweek of individualizedsupport/mentoring coordinated and/or provided by the mentor. Weekly in-person check-ins isrequired.Amentor’smainroleistomeettheimmediateneedsoftheircandidatebyproviding“just-in-time”support.CandidateRoles&Responsibilities


As a candidate in TCSJ’s Induction program, the expectation of the program is that each candidateunderstandsandagreestoabidebythefollowingrolesandresponsibilities:

1. Meetand/orcheckinweeklywithyourmentor.2. Attendrequiredeveningseminars.3. Develop,implement,revisitandrevisetheIndividualLearningPlan(ILP).4. VideotapeclassroominstructionaspartoftheIndividualLearningPlan(ILP)process.5. ObservecolleaguesaspartoftheIndividualLearningPlan(ILP)process.6. WorkwithcolleaguesaspartoftheIndividualLearningPlan(ILP).7. MeetwithyoursiteadministratortodiscussyourIndividualLearningPlan(ILP).8. Submitinductiondocumentswhendue.9. Maintainthedispositionofalifelonglearner.10. Develop and maintain a thoughtful relationship with your mentor characterized by

collaboration,openness,sharing,andreflection.11. Maintainaconfidentialrelationshipwithyourmentor.12. Communicate questions or concerns about the Induction Program, including any concerns

regardingyourmentor,totheInductionCoordinator.13. Completeandsubmitallprogramsurveysandevaluations.14. InformtheInductionCoordinatorincaseoftheneedforanextensionortowithdrawfromthe

program.15. Understand that not meeting the induction requirements may require an extension of the

candidate’sinductionprogramatanadditionalcosttothecandidate.

ProgramComponents

TeacherPreparationProgramIndividualDevelopmentPlan(IDP)Tocreateasmoothtransitionfromteacherpreparationtoinduction,candidatesweretocompleteanIndividual Development Plan (IDP) at the end of their teacher preparation program. Teacherpreparation programsmay not have called the document an Individual Development Plan, but thedocument identified a candidate’s strengths and areas for growth in relation to the TeachingPerformanceExpectations(TPE).ThisdocumentisthenusedduringinductiontohelpdeterminetheIndividual Learning Plan (ILP) goals onwhich the candidateworks during the two-year inductionexperience.TheInductionprogramstandardsrequirethatinductionprogramscollectthisdocument.Inductionprogramsusetheterm“TransitionPlan”whenreferringtothisdocument.

CaliforniaStandardsfortheTeachingProfession(CSTP)In 1997, the Commission on Teacher Credentialing and the California Department of EducationadoptedtheCaliforniaStandardsfortheTeachingProfession(CSTP).TheCaliforniaStandardsfortheTeachingProfession(CSTP)areintendedtoprovideacommonlanguageandavisionofthescopeandcomplexity of the profession by which all teachers can define and develop their practice. TheCaliforniaStandardsfortheTeachingProfessionwererewrittenin2009torespondtothechangesinthecontextforteachingandlearninginCaliforniaandaddressthepressingneedsofanincreasinglydiverseP-12studentbody.

Every Induction programmust assess each candidate’s progress towardsmastery of the CaliforniaStandardsfortheTeachingProfession(CSTP)tosupporttherecommendationfortheclearcredential.Severaldocumentsareutilizedtomonitorthatprogress: IndividualLearningPlan(ILP);CandidateCompetencyRecord;andtheIndividualLearningPlan(ILP)FinalReflection.


CyclesofInquiryAn inquiry is an approach to problem solving that involves identification of a problem,implementation of activities to solve the identified problem, collection of evidence/data, andreflection.

Candidates complete two cyclesof inquiry eachyearof induction. Candidatesbeginby identifyingtheirareasofstrengthandareasforgrowth.Fromthisself-assessment,candidatesdevelopfourgoalsonwhichtoworkduringtheirtwo-yearinductionexperience.Candidatesmustworkonaminimumoftwogoalseachyear.

WithintheIndividualLearningPlan(ILP),candidatesidentifythelearningactivitiesandresearchinwhich theywill engage; createand implementanactionplanasa resultof theknowledge learned;identifyaminimumofoneteacherandonestudentoutcome;aminimumof twopiecesofevidenceand/or data is also identified that will measure whether each outcome was realized; and, anyresourcesandspecificsupportneeded.

Throughout the inquiry process, candidates are continually revisiting and revising their IndividualLearningPlanastheyimplementtheIndividualLearningPlan.

Observations&VideoAnalysisAspartoftheinitialself-assessmentprocess,candidatesarerequiredtovideoalessonandthenholdapost-videoconferencewith theirmentor. Aspartof the inquiryprocess,anobservationorvideoanalysisisrequiredforeachIndividualLearningPlangoal.

Ifthecandidateobservesacolleague,thementorisencouragedtoaccompanythecandidate.Inlieuofobserving a colleague, a candidate can have the colleague video a lesson. The candidate and thementor thenwatchandanalyze thevideo together. It ishighlyencouraged that thecolleaguewhowasvideotapedattendthismeeting.

Atthebeginningofyeartwoofinduction,candidatesagainvideotapealessonaspartofdevelopingtheirIndividualLearningPlangoalsforyeartwo.

IndividualLearningPlan(ILP)The Individual Learning Plan (ILP) provides the road map for a candidate’s two-year inductionexperience. The Individual Learning Plan (ILP) is developed within 60 days of a candidate’senrollmentintheprogram. Throughoutthetwoyearsofinduction,candidatesdevelop, implement,revisit,reviseandreflectupontheIndividualLearningPlan(ILP).

TheIndividualLearningPlan(ILP)isbaseduponacandidate’sassessedneedsasdeterminedbytheirteacherpreparation“IndividualDevelopmentPlan,”currentteachingcontext,andareasforgrowth.Acandidate’s specific teaching assignment serves as the context for the ILP. The Individual LearningPlan(ILP)iscollaborativelydevelopedwiththeassistanceofthementorandinconsultationwiththecandidate’s site administrator. Within the Individual Learning Plan (ILP), candidates identify andworkontwogoalseachyear.EachIndividualLearningPlan(ILP)goalisalignedwiththeCaliforniaStandardsfortheTeachingProfession(CSTP).

TheinitialdevelopmentoftheIndividualLearningPlan(ILP)beginsatthefirsteveningseminarheldinSeptember.ThesecondtierofdevelopmentisintroducedattheOctobereveningseminar.

CandidateCompetencyRecordTo assist candidates in documenting their progress towards mastery of the CSTP, the CandidateCompetencyRecordwascreated.ThesameCandidateCompetencyRecord isused throughout theinduction experience so that candidates can see their growth over time. Candidates utilize the


documenttoholisticallyranktheirteachingpracticeaswellasranktheindividualCSTPelementsthatarealignedwiththeirILPgoals.

HolisticRankingofaTeacher’sPracticeCandidatesholistically rank their teachingpractice three timesduring their two-year inductionexperience.Toestablishabaselinerankingoftheirteachingpracticefromwhichgrowthcanbemeasured,candidatesfirstcompleteaself-assessmentoftheirpracticepriortoestablishingtheirIndividualLearningPlan(ILP)goals.Fromthisself-assessmentthefirstholisticrankingoftheirpracticeiscompleted.Attheendofthefirstyearofinductionandagainattheconclusionoftheirinductionexperience,candidatesholisticallyranktheirteachingpractice.

RankingofIndividualLearningPlan(ILP)GoalsForeach IndividualLearningPlangoal,candidatescompleteapre-rankingandpost-ranking forthealignedelement(s)ofeachgoal.

IndividualLearningPlan(ILP)FinalReflectionAfter each Individual Learning Plan (ILP) goal has been realized, candidates complete a finalreflection.Thefinalreflectionconsistsoftwotasks.First,thecandidateandtheirmentoranalyzetheevidencethatwasgatheredtomeasuretheteacherandstudentoutcomes.Baseduponthatevidence,thecandidaterankseachIndividualLearningPlan(ILP)GoalelementontheCandidateCompetencyRecord. The second step requires the candidate to justify their placement on the CandidateCompetency by writing a detailed and thorough explanation of how the evidence supports themeetingofbothteacherandstudentoutcomes.

Candidate-Mentor-SiteAdministratorConferenceTheIndividualLearningPlan(ILP)mustbedevelopedwithinputfromthecandidate’sevaluator/siteadministrator. Therefore, mentors are given the charge of scheduling a three-way conferencebetweenthecandidate,thecandidate’ssiteadministrator/evaluatorandthementor.Thepurposeofthisthree-waymeetingisforthesiteadministratortoofferinputinthecreationofILPgoalsaswellasprovidesupportfortheimplementationoftheIndividualLearningPlan(ILP).SiteadministratorssigntheIndividualLearningPlan(ILP)SiteAdministratorSignaturePageasverificationofthemeeting.

SiteadministratorsaremadeawareofthefactthattheIndividualLearningPlan(ILP)isdesignedandimplemented solely for the professional growth and development of the candidate and not forevaluationforemploymentpurposes.

TheCandidate-Mentor-SiteAdministratorConferenceoccursduringbothyearsofinduction.

ScoringIndividualLearningPlan(ILP)DocumentsInordertodetermineifacandidate,whoisattheendoftheirinductionexperience,hassuccessfullymettheinductionrequirements,atrainedassessorscorestheIndividualLearningPlan(ILP)andtheIndividualLearningPlan(ILP)FinalReflectionattheendofthecandidate’sinductionexperience.

Ifacandidatedoesnotreceiveapassingscoreonthefirstread,asecondassessorisassigned.Ifthatassessorassignsapassingscore,athirdassessorisassigned.Twoassessorsmustscoreaninductiondocumentaspassing.

CandidateCompetencyandVerificationofallProgramRequirementsPriortorecommendingacandidateforaClearCredential,theInductionprogramsponsormustverifythatthecandidatehassatisfactorilycompletedallprogramactivitiesandmetallinductionrequirementsasoutlinedintheinductionprogramstandards.


Aspartoftherecommendingprocessfortheclearcredential,candidatessubmitafinalcopyoftheirIndividual Learning Plan (ILP) at the end of each year of induction. At the end of a candidate’sinduction experience, the Individual Learning Plan (ILP) Checklist is used to score the IndividualLearningPlan(ILP).Toreceivepassingscore,candidatesmustscore15pointsoutof20.

During the first year of induction, candidates and their mentors use the Individual Learning PlanChecklistasaself-check. MentorsandcandidatesareencouragedtoreferencethechecklistastheinitialIndividualLearningPlan(ILP)isdevelopedandrevised.

Aspartoftherecommendingprocessfortheclearcredential,attheendofacandidate’ssecondyear,the Individual Learning Plan Final Reflection is formally scored using the Individual Learning PlanFinalReflectionRubric.Candidatesmustreceiveaminimumscoreof2oneachTeacherandStudentOutcomediscussedinordertopass.Duringthefirstyearofinduction,candidatesandtheirmentorsusetherubricasaself-check.

To determine adequatemastery and growth of theCaliforniaStandardsfortheTeachingProfession(CSTP),priortobeingrecommendedfortheclearcredential,candidatesmusthaveanoverallaveragescoreof3ontheCandidateCompetencyRecord.

CandidateNon-CompletionIf a candidate does not submit the required inductiondocumentswhendue, they receive an emailfromtheInductionCoordinator.Thecandidatethenidentifiesanewsubmissiondateandthesupportneededinordertocompletetheinductiondocuments.

Ifacandidateat theendof their inductionexperiencedoesnotreceiveapassingscoreon the finalIndividualLearningPlan(ILP)orontheIndividualLearningPlan(ILP)FinalReflection,theInductionCoordinator creates a remediation plan and meets with the candidate. During the remediationappointment the contents of the remediation plan are discussed, and a resubmission date isestablished.

TheCandidateCompetencyRecordisthedocumentthattracksacandidate’sprogressinrelationtotheCaliforniaStandardsfortheTeachingProfession(CSTP).Attheendofyeartwo,acandidatemusthaveanaveragerankofa3. Ifsucharankisnotachieved,thecandidatemeetswiththeInductionCoordinatortodetermineaplanofactionincludingare-submissiondate.

Dependinguponthesituation,acandidate’s inductionexperiencemayneedtobeextendedintothenextschoolyear.Insuchcases,thecandidate’semployerisnotified,andthecandidateisresponsibleforpayinganyadditionalprogramfees.

Incaseswhereacandidate’sinductionexperienceisextendedintothenextschoolyear,thecandidatestillworkswiththeirsitementorbutmeetswiththeInductionCoordinatoronanongoingbasis.

CandidateChallengeShouldacandidatedisagreewith thescoresgivenbyanassessor, thecandidatemust followTCSJ’sGradeChallengepolicy.

LeaveofAbsence/ExtensionRequestIfacandidateshouldneedtotakealeavefrominduction,thecandidatemustcontacttheiremployerandtheTSCJInductionCoordinatoraswellascompleteandsubmittoTCSJtheInductionExtensionRequestform.Thoughthecandidateindicatesontherequestformwhentheywillresumeinduction,TCSJmakes the finaldecision regardingwhen the candidatemay resume theprogram. Dependinguponwhenthecandidateresumestheprogram,anadditionalprogramfeemaybecharged.


WithdrawalPolicyShouldacandidateneedtowithdrawfromtheprogram,thecandidateneedstocompleteandsubmitthe TCSJ InductionWithdrawal Form. If a candidatewithdraws from TCSJ’s Induction program byDecember31,50%oftheprogramfeeisdue.IfacandidatewithdrawsafterDecember31,theentireprogramfeeisdue.

Ifayear twocandidatechoses InductionOption#2(enrolling inTCSJ’sMaster’sProgram,or in theMIAAprogramand/or,additionalauthorization)andwithdraws,thenthefollowingappliesasstatedintheTCSJCourseCatalog:“Candidateswhowishtowithdrawfromacoursepriortothesecond-classsessionwill not be charged tuition for the course. Candidateswhowithdraw after the start of thesecond session will incur full tuition for the course.” When candidates resume the courseworkassociatedwithOption#2,theyareresponsibleforpayingthecurrentperunitamount.

MentorInformation

MentorPairingandSelectionEachinductionprogrammustidentifyandassignamentortoeachcandidatewithinthefirst30daysofthecandidate’senrollmentintotheprogram.Matchesmustbemadeaccordingtocredentialsheld,gradeleveland/orsubjectarea.Districtsaremadeawareofthesematchingcriteria.

If such amatch cannot occurmentors are required to seek out assistance in providing theneededsupportthecandidateneeds.

MentorQualificationsTCSJ’s participating districts/employers are responsible for selecting and matching mentors andcandidates.

Qualificationsformentorsmustincludebutarenotlimitedto:

• Knowledgeofthecontextandthecontentareaofthecandidate’steachingassignment• Demonstratedcommitmenttoprofessionallearningandcollaboration• PossessionofaClearTeachingCredential• Ability,willingness,andflexibilitytomeetcandidateneedsforsupport• Minimumofthreeyearsofeffectiveteachingexperience

MentorEnrollmentEventhoughparticipatingdistricts/employersselectmentors,firsttimementorsmustformallyenrollby completing TCSJ’s Mentor Enrollment Form. One of the required documents that must besubmitted isa formal resume. Mentorsmaychoosehow to format their resume,but the followinginformationmustbeincluded:

• LegalName(last,middle,first)• Address(street,city,zipcode)• Preferredcontactphone• Preferredemailaddress• TeachingExperience(dates,district,schools,gradelevelstaught,subjectstaught)• MentorExperience(listanypriormentorexperience;includedatesandtypeofmentoring)• Education(includeinstitutionsattended,credentialsearned,authorizations,anddegrees

earned)• Skills,Experience,Qualities(thatmakeyouagoodmentor)


Optionalinformationtoinclude:• MentorExperience(listanypriormentorexperience;includedatesandtypeofmentoring)• Accomplishmentsorawards(relatedtoeducationand/ormentoringskills)-highlysuggested

butnotrequiredReturningmentorsdonotneed to formally re-enroll, but theymust submit a current resuméeachyeartheyserveasamentor.

MentorRolesandResponsibilitiesOnce a district/employer identifies the mentor pairings, mentors are welcomed into the TCSJ’sinductionprogramandareprovidedacopyofMentorRolesandResponsibilities.Thementor’smainresponsibility is to provide just-in-time and/or coordinated support to their candidate. Mentorsregularlyattendeveningseminarstopreparethemformeetingtheirrolesandresponsibilities.

As a mentor in TCSJ’s Induction program, the expectation of the program is that each mentorunderstandsandagreestoabidebythefollowingrolesandresponsibilities:

1. Provide your candidate with a minimum of one hour of individualized or coordinatedsupport/mentoringperweek.

2. Establishascheduledtimetomeetand/orcheckinwithyourcandidateweekly.3. Requiredmentoring/supportconsistsofthefollowing:

• Providepro-activeand“just-in-time”supporttomeetyourcandidate’simmediateneeds.• Assistyourcandidateindesigning,implementing,revisiting,revisingandreflectingupon

theirIndividualLearningPlan(ILP).• CoordinateandactivelyparticipateintheILPconferencewithyourcandidateandsite

administrator.• Coordinatesupportand/orresourcesforyourcandidate.• Observeandvideotapeyourcandidateaminimumofonetime.• Coordinateandaccompanyyourcandidate’sobservationofcolleagues/peers.• Assistyourcandidateinanalyzingstudentassessmentdatatoinforminstruction.• Modelbestpractice.

4. AttendtherequiredProfessionalDevelopmentSeminars• InitialMentorTrainingforfirsttimementors;• IndividualLearningPlan(ILP)DesignSeminars;• MentorProfessionalDevelopmentSeminars

5. Notify the Induction Coordinator via email if unable to attend required professionaldevelopmentseminars.

6. Communicate any questions or concerns about the induction program and/or about yourcandidatetotheinductioncoordinator.

7. Submitthefollowingdocuments:• MentorSupportLog–submittedmonthly;• MentorSelf-Reflection;• RequiredForms,evaluationsandsurveys.

8. Developandmaintainatrustingandconfidentialrelationshipwithyourcandidate.9. Consult with the site administrator as an advocate for your candidate, maintaining

confidentiality.10. Modelprofessionalbehavioranddressatalltimes.


MentorSupportLogsEach Induction programmust assure that each candidate receives an average of not less than onehourperweekofindividualizedsupport/mentoringcoordinatedand/orprovidedbythementor.Todetermineifamentor ismeetingwith theircandidateandprovidingtherequiredsupport,mentorscomplete and submit aMentor Support Logmonthly. If amentor does not submit a log or is notmeeting their responsibilities, the TCSJ Induction Coordinator contacts the mentor. Periodically,districts/employersreceiveasummarysheetidentifyingmentorsupportlogsubmissions.

MentorTrainingMentors receive initial and ongoing training to assist them in carrying out their roles andresponsibilities.FirsttimementorsarerequiredtoattendatwodayInitialMentorTraining.Duringthetraining,mentorslearnofwhattheTCSJInductionProgramconsists;areintroducedtotheirRolesand Responsibilities; learn the types of support they need to provide their candidate; and areintroduced tosuch topicsas thePhasesofaNewteacher,AdultLearningTheory,andGenerationalDifferences. Aseach topic is introduced, time isallocated formentors to reflectonhoweach topicimpactstheirinteractionswiththeircandidateandthesupportprovided.Timeisalsospenthelpingmentorsdevelopa“MentorToolKit.”Mentorsareintroducedto:howtobuildandmaintaintrust;theFourLevelsofSupport;componentsofLearningFocusedConversations,ActiveListening;andStylesof Questioning. Mentors are provided role-playing scenarios in which to practice their newlyacquiredskills.

Ongoing trainingandsupport formentors takesplace throughattendanceateveningseminarsandthroughemailcorrespondence.

AssessingMentorEffectivenessThe inductionstandardsrequire thatprogramsregularlyassess thequalityof servicesprovidedbymentors to candidates. To communicate with districts regarding whether or not mentors areattendingrequiredseminarsand/orsubmittingMentorSupportLogs,severaltimesduringtheyear,TCSJprovideseachdistrictwitha summary identifyingmentorattendanceat the requiredeveningseminarsandsubmissionoftheMentorSupportLog.

Justascandidatesareaskedtoreflectontheirteachingpractice,mentorsareaskedtoreflectontheirmentoringpractices.MentorscompleteaMentorSelf-Assessmentmid-waythroughtheschoolyear,andthenareaskedtodevelopandimplementanIndividualMentorSkillDevelopmentPlan.

ContinuingEducationUnitsTCSJoffersmentorstheopportunitytopurchaseatotaloftwelve(12)continuingeducationunits,6unitsforthefirsttimetheyareamentor,and6unitsthesecondtimetheyareamentor(SupportingNew Teachers – Techniques and Application I and Supporting New Teachers – Techniques andApplication II). To earn units,mentorsmust have submitted allMentor Support Logs, submit theappropriateregistrationform,andmakepaymentnolaterthan8weeksaftertheendofthecourse.Unitsmaynotbepurchasedafterthe8-weekdeadline.

GeneralInformation

EndoftheYearSurveysAt the end of the year, both candidates andmentors complete an End of the Year Survey. Severalquestionsonthesurveyare thesameforbothgroupsso thatacomparisoncanbemaderegardingmentor support, if both candidates and mentors are meeting their respective roles andresponsibilitiesaswellasifcandidatesaremeetingofinductionrequirements.Thesurveyalsoasksforfeedbackontheprogram.Thecumulativesummaryisthensharedwithbothgroups.


ConfidentialityTheworkthatisdonebetweenamentorandcandidateisconfidential.Theonlyexceptiontothisruleisifstudents’health/safetyisindanger.

EventhoughthesiteadministratorisinvolvedwiththedevelopmentoftheIndividualLearningPlan(ILP),theirinvolvementafterthethree-wayconferenceprovidesthenecessarysupportrequiredforthementor and candidate to carry out the components of the Individual LearningPlan (ILP) or tomeetinductionrequirements.

The IndividualLearningPlan (ILP)mustbedesignedand implemented solely for theprofessionalgrowthanddevelopmentofthecandidateandnotforevaluationforemploymentpurposes.

Justasthereciprocalconfidentialrelationshipbetweenamentorandcandidateisimportant,soistherelationship that TCSJ has established with each participating district/employee. Therefore, thefollowinginformationissharedwitheachparticipatingdistrict/employer:mentorattendanceattherequiredeveningseminars;submissionofMentorSupportLogs;candidatemeetingofrequiredduedates;candidatesubmissionofrequireddocuments;andcandidate’scompletionoftheprogram.

ChangeinPartnership1. In situations where the mentor/candidate match may not be working the following process

applies:2. The candidate andmentormeet to discuss the issue and establish a plan to resolve the issue.

Havinganhonestconversationaboutwhatisorisnotworkinginyourrelationshipcanleadtoaresolution.

3. If the conversation does not resolve the issue or the mentor or candidate does not feelcomfortablediscussingtheissuewiththeotherparty,theInductionCoordinatoriscontactedbyemailorbyphone([email protected];468-9190).

4. A face-to-facemeeting is then scheduled to discuss thematter and formulate a formal plan ofaction

5. If the feeling of either the mentor or candidate is to end the partnership, the InductionCoordinator will notify the district’s Consortium Leadership Team member and request thatanothermentorbeassigned.

ProfessionalLearningCenter(PLC)UnitsCandidateshavetheopportunitytopurchase12continuingeducationunits(6unitsperyear)throughTCSJ’s Professional Learning Center. To earn the units, candidates meet the requirements of theprogram.EarlyCompletionOptioncandidatesmayonlypurchase6unitssince theyarecompletingoneyearofinduction.Mentorsmayalsopurchaseatotalof12continuingeducationunits(6unitsperyear).

AsperTCSJpolicy,topurchaseunits,paymentneedstobereceivedwithin8weeksafterthelastdateofthecoursewhichisJune30.

SiteAdministratorRolesandResponsibilities

1. Become familiar with the components of TCSJ’s Induction Program by reviewing the TCSJInductionHandbook.

2. AttendtheSiteAdministratorBreakfasttolearnaboutTCSJ’sInductionProgram.3. Become familiar with the Early Completion Option (ECO) requirements and of what your role

consists.


4. When selecting mentors and pairing them with candidates, the pairing must be based uponcredentials held, grade level and/or subject area taught as appropriate to the candidate’semployment. The pairingmust occurwithin 30 days of the candidate being enrolled in TCSJ’sInductionProgram.

5. Whenplacingcandidatesinateachingassignment,candidatesmustbeteachinginasettingthataligns with the credential they want to clear; are teaching in a P-12 setting where they areteachingthesamegroupofstudentsonadailyorweeklybasis;andareabletovideotapelessonsforcandidate’suseindevelopingandimplementingtheILP

6. Consultwith thementor and candidate in developing the candidate’s Individual Learning Plan(ILP).

7. Identify site/district professional development opportunities thatwould assist the candidate inmeetingtheirgoals.

8. Identify any district/site goals that you would like to see addressed within the candidate’sIndividualLearningPlan(ILP).

9. Identify specific support you will provide the candidate to assist him/her in meeting theIndividualLearningPlan(ILP)goals.

10. SigntheSiteAdministratorIndividualLearningPlan(ILP)SignaturePage.11. UnderstandthattheIndividualLearningPlanmustbedesignedandimplementedsolelyforthe

professionalgrowthanddevelopmentof thecandidateandnot forevaluation foremploymentpurposes.

12. Provide thenecessaryresourcesso that therequiredmentorandcandidateobservations/videoanalysisrequirementscanbemet.

13. Providethesupportneededso thementorandcandidatecanmeetaminimumofonehourperweek.

14. Honorthementorandcandidate’sconfidentiality.15. CompleteanyTCSJinductionsurveysorevaluationdocuments.

District/EmployerResponsibilities

1. SignandreturntheTCSJInductionCo-SponsorAgreement.2. Honorthedistrict/employerresponsibilitiesasidentifiedwithintheco-sponsoragreement.3. Become familiar with the components of TCSJ’s Induction Program by reviewing the TCSJ

InductionHandbook.