The Induction Program is based on

• The California Standards for the Teaching Profession (CSTP),
• State Frameworks, and State-adopted Student Content Standards
  • Note that California is transitioning to the adopted California Common Core State Standards, and the Induction Program, along with the district, is working to make a smooth transition to the CCSS (Common Core State Standards)

• California Induction Standards  
  • Programs are accredited based on two sets of standards.  Common Standards are shared with Institutions of Higher Education (IHE), and Induction Standards are unique to the programs for clearing the Preliminary Credential.  While Induction Programs have 14 standards to meet, the standards that are most visible to Participating Teachers are
    • Standard 5: Pedagogy,
    • Standard 6: Universal Access,  and
    • Standard 7: Professional Development Options: Education Specialists

Our two-year induction program pairs teachers with a Support Provider who coaches them through a three-part cycle that is documented in a portfolio.

The process begins with an analysis of context.  This part of the induction cycle has several components.

·Become familiar with the school and community in an orientation with district and site administrators.   Teachers learn about the vision and culture of the district and the school, policies and procedures, available technologies, and other resources to help increase student achievement.

·Learn about the demographics of the school, including the API and AYP scores and targets, the academic focus from the School Improvement Plan, and site and district goals

·Year one teachers reflect on their Teaching Performance Expectation (TPE) to help the Support Provider begin to understand the strengths and areas for growth of the Participating Teacher.  Year two teachers share the final reflection from Year One.

With a Support Provider, or in a Professional Learning Community, teachers continue to analyze context by analyzing student achievement in the context of the state standards (including an introduction to the Common Core State Standards), frameworks for their discipline, pedagogical practices, and available technologies for teachers and students.  This process includes several steps:

·Analyze student data to determine the instructional strengths and needs of the students in their class(es) from formative and summative data. 

·From this data, choose two case study students.  One is an English Language Learner, and the other is a Special Population Student. Samples of work for each case study student are collected and analyzed, and teachers identify strategies that might increase student achievement.  This data also helps inform family communication.

·Review the frameworks and content standards for the discipline of focus. 

·Learn about available technologies and best practices for teacher and student use of technology to facilitate student achievement.

·Self-assess on the California Standards for the Teaching Profession, using both the guiding questions for each element, and The Continuum of Teaching Practice to determine personal strengths and areas for growth.

·Use all of this information to create an Individual Induction Plan using the district goal-setting protocol.  In harmony with the district evaluation process, year one Participating Teachers focus on CSTP 2, 4, and 6.  Year two Candidates focus on CSTP 1, 3, and 5.

In addition to the specific activities in each part, the Participating Teacher and Support Provider engage in reflective conversation that is directed by a variety of Formative Assessment conversation protocols.

Together, the Participating Teacher and Support Provider plan and reflect on professional development activities that facilitate professional growth.

In Part B and Part C of the Induction cycle, Participating Teachers complete two Cycles of Inquiry (plan, teach, reflect, apply).  The first cycle focuses on Standard 5, Pedagogy.  The second cycle focuses on Standard 6, Universal Access.  Details about the action plans for each cycle can be found by clicking on the links above.

Education Specialists with a Preliminary Credential in Mild/Moderate or Moderate/Severe disabilities can clear their credential through BI-SMFC.  The action plans for Context, Inquiry focused on Pedagogy, and Inquiry based on Universal Access follow a parallel pathway as the Multiple Subject/Single Subject process listed above.  Specifics of the Action Plans can be found by clicking the links above.

Click here for a diagram showing the entire Induction Cycle