Grossmont Union High School District

Welcome to the Grossmont Union High School District

Teacher Induction Program

The vision of the GUHSD Teacher Induction Program is to support the development of lifelong, reflective practitioners who continually strive to provide the most effective teaching and learning for all students.  With the support of exemplary and trained support providers, candidates participate in research-based cycles of inquiry and reflection aligned with the California Standards for the Teaching Profession.  Participating teachers explore best practices designed to meet the needs of diverse learners with a focus on individualized goals and student achievement.  Teachers are supported while establishing and providing a safe, inclusive, and equitable learning environment that will enable all students to succeed.

 

 Program Design

The Grossmont Union High School District BTSA / Induction program has been developed and implemented in accordance with the standards adopted by the Commission on Teacher Credentialing.  It is a CCTC approved program that recommends participating teachers for their Professional Clear Single Subject, Multiple Subject, or Education Specialist Credential as described by the California Commision on Teacher Credentialing (http://www.ctc.ca.gov/.)

The goal of the GUHSD Induction Program is to:

  1. Provide an effective transition to a successful teaching career
  2. Increase professional success and retention of promising new teachers
  3. Improve the educational performance of students through effective classroom instruction facilitated by extensive training and support
  4. Provide an approved path to obtain a Professional Clear Credential from the CCTC

The design of the GUHSD BTSA Induction program builds on the skills and knowledge acquired in the preliminary program and considers individual teacher needs.  This is accomplished through the completion of the Formative Assessment for California Teachers (FACT) program, discussion of TPA results, support

provider observations, and the participating teacher’s self- assessments throughout

the two year program.

Program Eligibility

Teachers must hold a California Preliminary Multiple Subject, Single Subject, and/or Education Specialist credential. Teachers must be employed in a contracted teaching position within our district or a GUHSD Charter School as teacher of record for no less than 50% time in a teaching assignment that matches the subjects and/or grade levels of the California preliminary credential that is being cleared. The term of employment must include the time frame when the induction program is offered, September through May.

Incoming Participants / Program Description

Participants enter with a preliminary teaching credential and are guided throughout the two year program with individualized, job-embedded support and mentoring. Professional development and individualized support are based on the participating teacher’s self-assessment and their choices of areas for focused growth.  Teachers may choose to work with colleagues, read professional articles, and attend professional development activities in addition to the required professional development embedded in the program. Throughout their induction experience, teachers conduct action research to continue the development of their pedagogical knowledge and skills learned in their teacher preparation program with a focus on evidence as a basis for self- reflection.

Early Completion Option

Eligible new program participants are advised on the availability of an “Early Completion Option.” This option is available for experienced and exceptional candidates who meet the following criteria:

  1.  Three or more years of prior teaching experience
  2.  Evidence of exceptional practice which may include:
  1. Evaluation marked at the highest level from previous teaching assignment  (CSTP-based)
  2. Letter of Recommendation from previous principal

If approved, the candidate will have the option to complete a one year accelerated program.

Mentor Support

2.  All support providers have at least 3 years of exemplary teaching experience and must be recommended for the position by their principal, as well as two colleagues from their content area.   Support providers participate in extensive training prior to starting their position with continued monthly training throughout the two year program.

 

Participating teachers are matched with an appropriate support provider within 30 days of their enrollment in the program.  Matches are carefully assigned based on credentials held, subject area and school site need.

In addition to their initial preparation training and monthly follow up training, support providers are encouraged to maintain a regular schedule of professional development built around their own teaching assignments in order to hone their skills as teachers, be kept up-to-date on current research and practice, and serve as role models for participating teachers.

Professional Development

In addition to quality support providers, the Induction Program provides professional development workshops for participating teachers with highly effective presenters and practitioners.  Participants receive professional development at each monthly afternoon meeting, as well as full day workshops three times during the year.  

Workshop topics are aligned to the California Teaching Standards and the Induction Program Standards.  Topics include Technology for Teaching and Learning, Differentiated Instruction for the Teenage Brain, Conscious Classroom Management, Strategies for Working with Unmotivated Students, Team Building With Students for Academic Success, Strategies for Effective Common Core Instruction, Supporting EL and Special Ed students, and Use of Assessment Data.

Individualized Support

3. Using the knowledge and skills gained from their initial and ongoing training, as well as additional professional development, and classroom experience, support providers are required to meet and strategically guide their participating teacher an average of not less than one hour per week, tailoring their support to the ongoing needs of their teacher.  Support providers are trained to continually assess the status of their teacher and to differentiate their support based on current need.

4- Induction participants consistently receive a program that is specifically tailored to meet their needs.  Within 60 days of starting the program, support providers observe their participating teacher’s classroom and schedule a meeting to discuss the goals and learning plan for professional growth.  During this meeting, an Individual Learning Plan (ILP) is developed, designed specific to a teacher’s specific needs, and becomes the foundation for growth throughout the year.  5 -The ILP is implemented for the professional growth and development of the participating teacher  and not for evaluation for employment purposes.

The Grossmont Union High School District is proud to offer a highly effective program of support which provides a safe environment for teachers to grow in their professional practice.  The GUHSD Teacher Induction program carefully builds on teacher preparation experiences to expand knowledge and skill levels to create lifelong autonomous, reflective classroom practitioners.

Induction Completion Requirements

All candidates must:

  1. Attend the program orientation;
  2. Begin working with their assigned support provider within the first 30 days of enrollment in the program;
  3. Develop an Individualized Learning Plan (ILP) with the guidance of the mentor and site administrator, that is based on the teacher’s needs and interests, and aligned with the California Standards for the Teaching Profession (CSTPs), and in coherence with the district and site goals, within 60 days of enrollment in the program;
  4. Complete two cycles of inquiry, based on the above goals, with the mentor, that is documented through the Formative Assessment for CA Teachers (FACT) program.
  5. Engage in reflective conversations with their support provider for an average of one hour per week, over the course of the school year, focusing on individualized support/mentoring, and must include both “just in time” and longer term analysis of teaching practice to help candidates develop enduring professional skills;
  6. Maintain their completed FACT documents through Google Classroom.
  7. Participate in professional development sessions/activities that lead to the achievement of the ILP goals;
  8. Participate in Competency Interviews at the end of each year to demonstrate application of learning to practice.
  9. Participate in FACT Reviews (twice annually) to ensure timely progress throughout the program.
  10.  Participate in the program’s Colloquium at the end of each year to share their greatest growth and to provide evidence that documents their growth.
  11. Contact the Director of Learning and Innovation regarding Induction issues that arise in a timely manner.

Teach Out Plan

In the event the program closes, a teach out plan would be provided for induction participants. If a candidate changes districts or programs for any reason, a transcript of all work completed is always available and accessible by contacting the Director of Learning and Innovation in the Educational Services Department.

Induction Non-Discrimination Policy

 

The Grossmont Union High School District provides an induction program for all candidates that guarantees equal access from initial program admission through completion. The program is free from unlawful discrimination based on race, color, ancestry, nationality, national origin, immigration status, ethnic group identification, ethnicity, age, religion, marital status, pregnancy, parental status, physical or mental disability, sex, sexual orientation, gender, or gender identity.

Grievance Process

In the event of a grievance regarding mentor support or program requirements / completion, participants are advised to contact the Director of Learning and Innovation in the Educational Services Department.  Once a grievance has been initiated, the Induction Advisory Board reviews the circumstances and makes a determination. Participants always have the right to request a review of the decision by the Assistant Superintendent of Educational Services.