Handbook
Shelli Hart
Program Specialist for Teacher Development
Gabriela Jimenez
TOSA for Induction
SMBSD Teacher Induction Program
Leadership Team
Dr. Darren McDuffie - Superintendent, Unit Head
Maijue Lochungvu - Assistant Superintendent of Instructional Services - Higher-level administration of the Induction Program
Peter Bland - Assistant Superintendent of Human Resources - Higher-level administration of the Induction Program
Katie Salcido - Director of Teaching & Learning - Administrative supervision of the Induction Program
Shelli Hart - Program Specialist for Teacher Development - Induction Director - responsible for ongoing oversight of all educator preparation programs and coordination of the Induction Program
Ashley Brown - TOSA for Teacher Development - Provides day-to-day support and professional learning to Mentors and Instructional Coaches in support of New Teachers
Gabriela Jimenez- TOSA for Induction in Teacher Development - Will provide day-to-day support and professional learning to mentors and instructional coaches in support of new teachers
Contact Information
Phone: 805-361-8166
Email: rhart@smbsd.net
Google Classroom Code:
Program Website:
https://sites.google.com/smbsd.net/smbsdtip
Mailing address:
708 S. Miller St.
ATTN: Teacher Induction Program - Teaching & Learning
Santa Maria, CA 93454
Dear Participants,
Welcome to the SMBSD Teacher Induction Program! Supporting new teachers is our passion and a commitment we don’t take lightly. You are the future of education and we are honored to be a part of your journey!
Our vision is to support you as you transition from your credential program, through induction, into a clear credential candidate with a long and fulfilling career. Our support will be aligned with your goals in accordance with The California Standards for the Teaching Profession (CSTP) and Common Core Standards. We will equip you with tools to become reflective and resilient practitioners that are equipped to face the challenges of education today. We foster a climate of lifelong learning and provide many opportunities for professional growth and cultivation of relationships.
As an SMBSD Induction Candidate, you will receive many levels of support including your site based mentor, site administrator, site instructional coach, district office TOSAs, as well as collaboration with other new teachers and direct support from our Teacher Development TOSA. We make sure your needs are met and your questions are answered so that you can focus on the growth and intellectual development of your students.
We wish you the best of luck as you embark on the next phase of your journey. We will be there to support you every step of the way! Please feel free to reach out to me personally if you have any questions or concerns. Our staff is here to support you!
Sincerely,
Shelli Hart
Teacher Induction Program
805-361-8166
Table of Contents
Program Summary
Overview:
SMBSD TIP is a two year induction program intended to ease new teachers’ transition into the profession, accelerate teacher effectiveness and enhance teacher retention. We will offer general education and special education teachers who hold a Preliminary Multiple Subject, Preliminary Single Subject, or Preliminary Education Specialist Credentials the opportunity to fulfill the requirements for the California Clear Credential. An Early Completion Option is available for experienced and exceptional candidates. Beginning in their first year of teaching, our new teachers receive job-embedded mentoring support while they develop and enact individualized learning plans to support their growth related to the California Standards for the Teaching Profession (CSTP) within the context of their teaching position.
Enrollment:
1. At the time of employment, district Human Resources (HR) personnel will inform preliminary credentialed teachers of required participation in and information on the two year SMBSD Teacher Induction Program, designed to begin in the first year of teaching. HR personnel will notify TIP of all eligible candidates before the school year begins to begin enrollment. SMBSD staff, will verify the eligibility of each candidate.
2. TIP will provide program participants with registration and orientation information which includes information about eligibility, the Early Completion Option and program requirements.
3. The Teacher Development section of Teaching & Learning is responsible for identifying a suitable mentor for each of their candidates (matched according to credentials held, grade level and/or subject area, as appropriate to the candidate’s employment). Each candidate will begin meeting with their mentor within 30 days of program enrollment. This is job embedded peer support. See the Mentor Overview for additional information.
4. Coordinators of the TIP program are in regular contact with both new teachers and mentors, providing support and guidance as they work their way through induction.
Mentoring Support:
Mentors serve as the foundation for our induction program. Mentors receive an initial program orientation, ongoing support, and the development of mentoring skills by engaging in training and developing a community of practice with their mentor-peers. They are expected to meet no less than one hour each week with their candidate to provide “just in time” support and encourage analysis of teaching practices to help their candidate develop enduring professional skills. The work between the mentor and the candidate is confidential and will not be shared with site administration for evaluative purposes. This support is integral to our candidates’ successful entry into the teaching profession. Mentors will be matched within the first 30 days of new teacher enrollment and will have like credentials as their new teacher.
Program Summary
Individual Learning Plan (ILP):
The ILP is at the heart of our induction program and ensures the candidates growth and development if focused on their interests, personal, and professional goals. Their ILP is connected to the work and goals they set in their credential programs and is connected to site and district goals. The ILP is place where mentors and new teachers can collaborate around the growth of the new teachers and what they’d most like to accomplish for the year centered around the CSTP.
Professional Development:
Candidates will pursue professional development opportunities as it relates to their ILP. SMBSD TIP will provide professional learning opportunities as well as monthly opportunities for collaboration and problem of practice protocols. Professional reading materials will be provided and supported throughout the two year participation in our program.
Program Meetings:
We anticipate a combination of in-person meetings and Zoom meetings for the 2022-23 school year. In addition to our meetings, our online Google Classroom will be used to instruct and support our new teachers and mentors with all program responsibilities. Advance notice of all meeting dates and times are provided at registration.
Program Completion:
Candidates earn the induction program recommendation for a clear credential by successfully completing all program requirements according to the published deadlines and standards-aligned program guidelines. SMBSD TIP maintains online Google classroom where candidates can clearly see the tasks they must complete, giving them the ability to monitor their own progress. Once all program requirements are met, the TIP leadership team instructs the SMBSD Induction Director to submit the online recommendation to the CTC. Upon receipt of the CTC confirmation email, candidates will pay the clear credential fees online and the clear credential will be issued. If a candidate knows they may have difficulty completing TIP or meeting published deadlines, they should contact TIP for additional assistance. New Teachers may repeat portions of the program that are incomplete or unsatisfactory by asking for an extension in writing and emailing the request to the Induction Director. Documentation of growth will be reported on the ILP and the End of Year review of the induction coursework.
Repeat Portions of the Program:
If candidates need to repeat sections of the program due to not meeting expectations, life circumstances, or need additional time to complete, they may email the Induction Director and request the additional time. Candidates that are not meeting expectations will be notified via email and a plan for support will be implemented between the Candidate, Mentor, and Program Director. Candidates may also choose to repeat portions of the program if life circumstances have limited progress or growth. Extra time will be considered on a case by case basis. Candidates will explain the need for extension and expected date of completion.
Program Summary
Responsibility and Authority
Santa Maria Bonita School District is proposing to offer a teacher induction program. The Director of Teaching and Learning, Katie Salcido, will be responsible for the administrative supervision of the Induction Program..
Program Specialist for Teacher Development, Shelli Hart, will be the Induction Director, this position reports to the Director of Teaching and Learning. The Induction Director will meet quarterly with the Advisory Committee, monthly with the Director of Teaching and Learning, and with the Assistant Superintendent of Instructional Services as needed. The Induction Director will be responsible for ongoing oversight and coordination of the Induction Program.
TOSA for Teacher Development, reporting directly to the Program Specialist for Teacher Development, will provide day-to-day support and professional learning to mentors and instructional coaches in support of new teachers.
TOSA for Induction, reporting directly to the Program Specialist for Teacher Development, will provide day-to-day support and professional learning to new teachers.
SMBSD has submitted an organizational chart that indicates the teacher induction program will be housed under the Department of Teaching and Learning and in partnership with Human Resources.
Commission Assurances and Compliance
SMBSD assures that the duties related to credential recommendations will be performed only by employees of SMBSD and that these individuals will take part in the Commission training related to the recommendation process.
SMBSD provided assurances, signed by Matthew Beecher, SMBSD Deputy Superintendent, that states the institution:
Requests for Data
Induction Director: Program Specialist for Teacher Development, Shelli Hart will be responsible for reporting and responding to all requests from the Commission within the specified time frames for data regarding:
Teacher Development Pipeline
Induction is an integral part of our SMBSD Pipeline of Teacher Development and philosophy of Growing our Own. In addition to supporting new teachers through induction, we have pathways of support from CTC pathways in education in high school, through leadership development as an administrator. We have residency partnerships with local Institutes of Higher Education (IHE) to remove barriers and provide more equitable opportunities to teaching. We have an in-house credential program with an IHE partner to provide convenient access to a high quality education. We host job fairs, grant application nights, and information nights to current employees and community members to enhance recruitment efforts and help create a job force that is reflective of our student population. In addition to Induction, these efforts are all to recruit and retain high quality teachers.
SMBSD Teacher Induction Program Vision Statement
Every new teacher is provided with the resources, support, and skill development to achieve maximum efficacy, so that every student is given equitable access to a rigorous, high quality education.
SMBSD Teacher Induction Program Vision
The SMBSD teacher induction program mission and vision exemplify SMBSD’s commitment to California’s adopted state standards and frameworks through the provision of high quality, research-based professional development that is in alignment with the California Standards for the Teaching Profession and emphasizes equity and access to all students.
Teacher candidates will contribute to this mission by successfully implementing the Common Core State Standards and frameworks as adopted by the California Department of Education by providing a rigorous curriculum, research-based quality instruction, and ongoing standards-based assessment.
SMBSD Induction is built on the core values of equity, responsiveness, positive presupposition, reflective dialogue, and inquiry. Through an individualized goal focused approach, the Program guides teachers, and coaches in strengthening best practices within and beyond the classroom as outlined in the CSTP to ensure the growth of all students.
In order to create a community of lifelong learners, SMBSD Induction will facilitate Professional Learning and book studies around the works of Zaretta Hammond, Doug Fisher, and Jim Knight. All new teachers will walk through the learning presented in The Skillful Teacher by Saphier, Haley-Speca, & Grower to align with learning presented to our site leaders around The Skillful Leader. We will interweave The Teacher Clarity Playbook as well as The Success Criteria Playbook by Doug Fisher and Culturally Responsive Teaching and the Brain by Zaretta Hammond. Mentors and Instructional coaches will guide their discussions and work through the teachings of Jim Knight, Diane Sweeney, and Elena Aguilar.
SMBSD Induction seeks to offer Teacher Induction for all teachers who hold Preliminary California Single Subject, Multiple Subject, and Education Specialist credentials to meet the needs of all California students. A highly effective induction and mentoring program for teacher candidates is the beginning of that professional development. The goal of this Teacher Induction Program is to recruit and retain quality teachers to address the statewide teacher shortage.
SMBSD Induction provides opportunities for reflection, utilizes the pre-service transition plan, professional learning, teaching strategies, peer collaboration, and goal setting. Candidate goals are articulated in each candidate’s ILP, which is based on the candidate’s assessed progress toward mastery of the CSTP.
The SMBSD Teacher Induction Program Mission
SMBSD will develop teacher capacity through a collaborative professional learning journey that is individualized to support teacher needs. The SMBSD Induction Program’s hand-in-hand partnership with the mentor, supports the development of a deliberate, intentional culture of learning with high expectations where all teachers are supported in meeting the health, ethnic, racial, socioeconomic, linguistic and learning needs of all students. SMBSD induction candidates will be reflective practitioners who are committed to continuous improvement. SMBSD mentors will model reflection, quality instruction, provide collaborative support, guidance toward professional independence, along with a deep understanding of the California standards and frameworks for TK-12 students.
SMBSD offers both general and special education teachers the opportunity to fulfill the requirements for the California Clear Credential. An early completion option is available for experienced or exceptional candidates. Support for our new teachers will be a joint effort of the Department of Teaching and Learning team, which includes TOSAs, site administrators, instructional coaches, and new teacher mentors. All support will be in alignment with our district vision for student success.
Oversight and Support
Induction Support for Year 1 & Year 2 Teachers by SMBSD
Santa Maria Bonita School District provides wraparound support to all new teachers through a combination of District and site based support. This comprehensive and collaborative approach ensures new teacher success and retention.
District Support
In partnership with Instructional Services and Human Resources, the Department of Teacher Development will:
Mentors
Instructional Coaches
SMBSD Induction Advisory Board
Will include board members, District and site leaders, representatives from partnering districts, teachers, mentors, and parents of SMBSD students.
SMBSD assures that the duties related to credential recommendations will be performed only by employees of SMBSD and that these individuals will take part in the Commission training related to the recommendation process.
Dr. Darren McDuffie
Superintendent, Unit Head
Ashley Brown
TOSA for Teacher Development
Day to day support of all Coaches. Delivers professional learning and offers one on one support.
Shelli Hart
Program Specialist for Teacher Development
Induction Director
Ongoing oversight and Coordinator
Recommendation of Candidates
Dr. Katie Salcido
Director of Teaching & Learning
Administrative Supervision of
Induction Program
Dr. Peter Bland
Assistant Superintendent of Human Resources
Higher level administration of
Induction Program
Maijue Lochungvu
Assistant Superintendent of Instructional Services
Higher level administration of
Induction Program
Gabriela Jimenez
TOSA for New Teacher Induction
Day to day support of all new teachers and Mentors. Delivers professional learning and offers one on one support.
New Teachers
Mentors
Oversight and Support
Induction Support for Year 1 & Year 2 Teachers by SMBSD
Santa Maria Bonita School District provides wraparound support to all new teachers through a combination of District and site based support. This comprehensive and collaborative approach ensures new teacher success and retention.
Santa Maria Bonita School District is proposing to offer a teacher induction program.
Program Oversight:
Dr. Darren McDuffie- Superintendent Induction Unit Head
Maijue Lochungvu, Assistant Superintendent of Instructional Services, reporting directly to the Interim/Deputy Superintendent, will provide higher-level administration of the Induction Program.
Dr. Peter Bland, Assistant Superintendent of Human Resources, reporting directly to the Interim/Deputy Superintendent, will provide higher-level administration of the Induction Program.
Dr. Katie Salcido, Director of Teaching and Learning, under the direction of the Assistant Superintendent of Instructional Services, will be responsible for the administrative supervision of the Induction Program.
Shelli Hart, Program Specialist for Teacher Development, Induction Director, this position reports to the Director of Teaching and Learning. The Induction Director will meet quarterly with the Advisory Committee, monthly with the Director of Teaching and Learning, and with the Assistant Superintendent of Instructional Services as needed. The Induction Director will be responsible for ongoing oversight and coordination of the Induction Program.
Gabriela Jimenez, TOSA for Induction, reporting directly to the Program Specialist for Teacher Development, will provide day-to-day support and professional learning to new teachers and mentors.
Ashley Brown, TOSA for Teacher Development, reporting directly to the Program Specialist for Teacher Development, will provide day-to-day support and professional learning to mentors and instructional coaches in support of new teachers.
SMBSD has submitted an organizational chart that indicates the teacher induction program will be housed under the Department of Teaching and Learning and in partnership with Human Resources.
SMBSD assures that the duties related to credential recommendations will be performed only by employees of SMBSD and that these individuals will take part in the Commission training related to the recommendation process.
SMBSD Induction Program
Commitment to Diversity
We believe anyone can change the world.
At Santa Maria-Bonita School District we wholeheartedly believe that our strengths come from the people who make up our team. Inclusion and diversity is ingrained in who we are because it’s who encompasses our school buildings and the community we serve. We empower our team to make an impact in our schools and in the world. We foster a culture that is unconditionally inclusive, and encourage our team to contribute all their differing perspectives, ideas and experiences for one common purpose: to prepare children to be successful citizens.
A program of professional preparation must be proposed and operated by an entity that makes all personnel decisions regarding the employment, retention or promotion of employees without unlawful discrimination. The entity must make all decisions regarding the admission, retention and graduation of students without unlawful discrimination.
New Teachers and mentors will be notified of our Commitment to Diversity and Non Discrimination policy in orientation. It will also be included in their handbook and housed on our district and induction website.
Statement of Lawful Practice
Institutional and program leadership assure that all decisions regarding candidate and mentor admission, retention, and program completion are based on lawful practices.
TIP provides equal opportunities for participation to all qualified persons without unlawful discrimination and/or harassment of candidates, mentors, and instructors on the basis of actual or perceived race, religious creed, color, national origin, ancestry, age, marital status, pregnancy, physical or mental disability, medical condition, genetic information, veteran status, gender, gender identity, gender expression, sex, or sexual orientation.
Furthermore, it is the goal of the Santa Maria Bonita Teacher Induction Program to recruit, retain, and advance a qualified, effective, diverse teacher candidate pool for the state of California, consistent with the State Superintendent of Public Instruction’s mission statement for the CDE:
"California will provide a world-class education for all students, from early childhood to adulthood. The Department of Education serves our state by innovating and collaborating with educators, schools, parents, and community partners. Together, as a team, we prepare students to live, work, and thrive in a multicultural, multilingual, and highly connected world."
SMBSD Teacher Induction Program Grievance Procedure
SMBSD Teacher Induction Program has provided a grievance process which will be accessible to all candidates and applicants in the Teacher Candidate Handbook.
Candidates are informed of the grievance process during the Induction Program Orientation.
Candidates confirm that they have received information regarding program policies including the grievance process by completing the Induction Program Professional Agreement.
In the event that a candidate chooses to file a grievance against any part of the candidate’s experience participating in the SMBSD Induction Program, the candidate will use the following process:
SMBSD Induction candidates will be notified of this process during orientation and information is included in the candidate’s Handbook. All concerns regarding discrimination and/or harassment shall be immediately investigated in accordance with the Program Grievance Process. Personnel in these processes may include and involve those across program leadership and administration in any of the credential programs and institutional governance of Santa Maria Bonita School District.
2. Candidate Overview and Commitment
Candidate Eligibility, Admissions & Expectations
Eligibility
Upon hire, teachers with Preliminary Credentials will be informed and advised of their obligation to participate in and complete a State approved Teacher Induction Program within five years of obtaining their Preliminary Credential. Participation in the SMBSD Induction Program is not a condition of employment but rather is offered as a support to teachers interested in being recommended for a Professional Clear Credential. All candidates are assured of equal access to the Induction Program and are free from harassment in accordance with the law. The SMBSD Induction Program will be offered to teachers who possess:
SMBSD Teachers
SMBSD teachers who wish to be a part of the SMBSD New Teacher Induction Program will complete an annual professional agreement and join the SMBSD Induction Google Classroom. New teachers will be enrolled in induction by completing the Professional Agreement. The coordinator will confirm with the SMBSD Credential Analyst that all of the above criteria of eligibility have been submitted to the district. All SMBSD Teachers who meet the eligibility requirements are offered automatic enrollment in the Induction Program free of charge. Santa Maria Bonita School district will cover the cost of induction for its employees if they are in full time teaching positions.
Out of District Teachers
Teachers who wish to be a part of the SMBSD New Teacher Induction Program, but are not employees of SMBSD, need to complete the Professional Agreement. The SMBSD Induction Director will review available program space as well as submitted documents, and contact the prospective candidate to inform them of further program details, fee payment and candidate/mentor matching. The cost of the induction program is $3,500 per year, per candidate; $2,000 for program fees and $1,500 paid out to the mentor in the form of a stipend.
Expectations
All candidates will read and sign an annual Professional Agreement outlining program requirements.
Candidate Overview
Candidate Overview
SMBSD Teacher Induction Program provides preliminary credential holders the opportunity to reflect upon and apply the California Standards for the Teaching Profession (CSTP) in a supportive, job embedded environment of professional growth, whereby all teachers can define and develop their practice beyond what was demonstrated in an educator preparation program.
Eligibility:
Participants must hold a California preliminary single, multiple, or education specialist credential and be employed part or full time as a teacher. Induction should be completed within the first two years of teaching. Experienced teachers who are new to the state may be eligible for our Early Completion Option. Special cases should contact our Program Director and/or the SBCEO Manager of Credential Services for more information.
Enrollment:
All participants complete an annual professional agreement and join the SMBSD Induction Google Classroom. New teachers will be enrolled in induction by completing the Professional Agreement. The cost of the induction program is $3,500 per year, per candidate; $2,000 for program fees and $1,500 paid out to the mentor in the form of a stipend. Santa Maria Bonita School district will cover the cost of induction for its employees if they are in full time teaching positions.
Meetings:
All new teachers will attend monthly collaborative meetings as well as onboarding and new teacher conferences as scheduled.
Professional Collaboration:
Each candidate is assigned a mentor within 30 days of enrollment who will guide and support the induction experience. Candidates and mentors will meet weekly (minimum of one hour) for “just in time” support. The practice of setting goals, intentionally taking steps towards growth and consciously evaluating the effectiveness of one’s teaching practices is a skill necessary for the long term success of any teacher. With guidance from their mentor, candidates will establish, revise and update an Individualized Learning Plan (ILP) which includes two cycles of inquiry each year with self-identified professional growth goals related to the CSTP. Each candidate is required to document professional learning related to their professional growth goals in their ILP. Candidates will also observe at least one colleague to support their growth in the CSTP. Mentoring logs will be monitored weekly and submitted bi-annually. In some special circumstances, candidates will pursue the completion of tasks such as the RICA or TPA related to their preliminary programs as a portion of their ILP.
Google Classroom:
All assignments must be completed in the Google classroom and submitted in a timely manner. Each year will be broken down into two semesters and checked after each semester to ensure candidates are on track and making progress.
Program Completion:
Candidates who successfully complete both years of TIP (meeting all program responsibilities and requirements in accordance with published deadlines and standards) will be recommended for a clear credential. If circumstances arise that interfere with a candidate’s ability to complete the program as planned, a formal written request for extension may be submitted (See Extension of Induction Program in the Program Guide).
Candidate Overview
SMBSD’s Teacher Induction Director will work with the program’s Mentors to regularly monitor evidence of Candidates’ progress toward reaching ILP goals. A document review form will be used to determine the progress toward ILP completion which will be assessed by the Mentors and Induction Director. Evidence of progress may include completion of weekly Mentor logs, completion of program coursework, completion of classroom observations, completion of district provided professional development, and/ or completion of outside professional development as indicated by ILP goals. All coursework is accessed through a TIP Google Classroom to help the Candidate, Mentor and Induction Director remain organized with coursework deadlines.
The Induction Program Director and/or Mentor will determine a Candidate as struggling or in need of additional assistance if coursework is not completed by the given deadlines, the Candidate expresses a need for additional assistance in a weekly meeting, a comment is left by the Candidate asking for assistance on any survey or communication is sent to the Induction Director or site administrator. In such cases the following steps will be taken:
Details of this support plan meeting, description of next steps, and timeline for its completion will be maintained in the Candidate’s Induction Support records. In cases when it becomes clear that the Candidate will require additional time beyond two years to complete program requirements, the Candidate will submit a written request to extend the induction program and provide a description of the extenuating circumstances which accompany this request. The Coordinator and Executive Director over the program will consider these circumstances on a case-by-case basis. These procedures are outlined in our Induction Handbook that is given to each Candidate.
SMBSD Induction Program
Orientation Protocol
Mentors: Please complete by September 29
Purpose: To connect with mentor/mentee, learn about the induction program, explore resources and ask questions.
Review the following (in any order):
Program Overview
Driving Questions for each collaborative Meeting:
1. What is going well and you are proud to share?
2. What is your current focus: a challenge, concern or question that you would like to focus on?
3. What induction work will we accomplish during our time together today?
The Quality of Teaching in the classroom is the Number 1 contributing factor related to Student Success.�-Research: Linda Darling Hammond, Stanford University
What is Induction?
What is Induction?
SMBSD is in the process of becoming a California Commission on Teacher Credentialing approved two-year induction program of job-embedded learning, which provides Teacher Candidates support at the inception of their teaching journey. The work is guided by the Professional Teacher Induction Standards, California Standards for the Teaching Profession, and the State Adopted Academic Content and Performance Standards for Students. It is the route from a Multiple, Single Subject, or Special Education Preliminary Credential to a Professional Clear Credential.
A Teacher Candidate works in collaboration with a highly skilled veteran teacher leader Mentor as well as site Instructional and ELD Coaches.
The mentor and coaches guide the Teacher Candidate to engage in reflective conversations structured around a formative assessment process. The Mentor and/or Coach and Teacher Candidate collect data over time, examine it against multiple levels of teaching performance, and then chart progress on the Continuum of Skills, Knowledge, and Abilities aligned to the California Standards for the Teaching Profession.
Benefits of SMBSD Teacher Induction Program
Induction Experience
The SMBSD Teacher Induction Experience
Mentorship
SMBSD Teacher Induction Program uses a variety of strategies for supporting our Induction Candidates. One such support is the use of mentors to support and guide new teachers through goal-setting, development of the Individual Learning Plan, and facilitating targeted personalized learning and collaborative experiences. Mentors are selected by building administrators for exuding the desired characteristics required for a quality program and are trained by the SMBSD Induction Program.
Coaching
All schools within SMBSD have site Instructional and ELD Coaches. Teachers within SMBSD have the opportunity to work closely with these highly trained professionals as they navigate their first years in the teaching profession. These coaches are extremely knowledgeable about our district’s curriculum, teaching and engagement strategies, and our Student Vision for Success. Other participating districts will be required to support their candidates in similar ways.
Teachers On Special Assignment
When a teacher needs targeted support in addition to the support they receive on-site, SMBSD has a team of content TOSAs for each subject area including Climate & Culture and Special Education. TOSAs have a minimum of 5 years teaching experience and have a high level of expertise in their field.
Inquiry Cycles
One of our goals is to develop a culture of lifelong learners. All new educators within SMBSD engage in inquiry cycles of observation and reflection centered around the California Standards for the Teaching Profession. Mentors guide the Teacher Candidate through a series of inquiry processes which are designed to mirror effective classroom practices that are embedded in day-to-day teaching while building on the teacher’s professional thinking, learning, and reflection.
Program Requirements
Program Requirements
ILPs are created by the new teacher in collaboration with their mentor to foster a culture of responsiveness, positive presuppositions, reflective dialogue, and inquiry.
Please reach out to your Induction TOSA or Induction Director if you have any questions regarding attainment of Program requirements.
Induction Office - 805-361-8166 or 805-361-5950
Gabriela Jimenez- gjimenez@smbsd.net - TOSA for Induction
Shelli Hart - rhart@smbsd.net - Induction Director
Induction Program Requirements
1. Develop an Individual Learning Plan (ILP) with a SMBSD Mentor (within the first 60 days of enrollment) |
2. Collaborate with Mentor to engage in learning and inquiry cycles in relation to the ILP.�
|
3. Engage in Professional Development aligned to Professional Goals�
|
4. Complete State and Program Required Documentation�
Note: Individual credentials may specify additional clear credential completion requirements by the state in addition to completing an induction program |
Lawful Practices
Lawful Practices
The Governing Board is committed to equal opportunity for all individuals in district programs and activities. District programs, activities, and practices shall be free from unlawful discrimination, including discrimination against an individual or group 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, gender identity, gender expression, or genetic information; a perception of one or more of such characteristics; or association with a person or group with one or more of these actual or perceived characteristics.
Induction candidates will have access to all documents that show their program progress through a shared digital folder of records. These records will include, but are not limited to, interaction logs which document candidates’ fieldwork and professional development, notes from meetings related to components of the Induction program, process tools and Individual Learning Plan (ILP) documents.
The process for maintaining confidential documents will be in alignment with how the district currently maintains confidential employee records. Transcripts will be included in the confidential documents housed in the district office in Human Resources. Candidates may access these transcripts by contacting Human Resources or the Induction Director. The district office is a locked facility, and all offices are inaccessible to the public. All teacher candidates’ paper records will be kept in a locked file cabinet; electronic files will be stored on a secured district server and access is limited to the SMBSD Assistant Superintendent of Human Resources, Director of Teaching and Learning, the Induction Program Director, and the SMBSD Credential Analyst. Teacher candidate records will be maintained indefinitely.
SMBSD Teacher Induction Program will use the candidate’s ILP to assess candidate progress towards mastery of the California Standards for the Teaching Profession (CSTP) to support the recommendation for the Clear credential and for verification of participation and/or as a transportable document should an Induction candidate transfer districts. Candidates will be awarded a certificate of participation after their first year of program completion and a certificate of completion at the end of their second year of induction.
Goals & Preconditions
SMBSD TIP Goals
California State Induction Program Preconditions
Enrollment Process
SMBSD TIP Enrollment Process
A teacher participates in the Induction Program if they:
OR
OR
Please reach out to your Induction TOSA or Induction Director if you have any questions regarding attainment of Program requirements.
Induction Office - 805-361-8166
Gabriela Jimenez - gjimenez@smbsd.net - TOSA for Induction
Shelli Hart - rhart@smbsd.net - Induction Director
Professional Agreement SMBSD Induction
In order to participate in SMBSD Teacher Induction, all candidates must complete the professional agreement form. This allows us to gather all pertinent information that will be required to appropriately match you with a mentor, correctly place you in our program, and report accurate credentialing needs to the Commission on Teacher Credentialing.
TIP Website & Google Classroom
Teacher Induction Program resources are maintained in the Teacher Induction Website and Google Classroom. Links are provided below.
Induction Program Early Completion Option
All Teacher Induction Programs in California approved by the Commission on Teacher Credentialing are required to offer an option for accelerated induction completion for experienced teachers who have demonstrated exceptional teaching practices. Mentors may recommend candidates for this option to the Santa Maria-Bonita School District Teacher Induction Program if the participating teacher candidate meets all of the requirements of the Teacher Induction Program, as well as the additional requirements of the accelerated program.
If approved for the Early Completion Option, participating teacher candidates are expected to demonstrate proficiency and the highest level of professionalism when completing all required elements of the Early Completion Option. Any candidate that fails to do so will be restored to the original induction program to meet all regular requirements and follow the regular timeline.
The deadline for submission of the TIP Early Completion Option application and documents is October 1st. Please return the completed application and all required documentation to the Santa Maria-Bonita School District Induction Programs located at 708 S Miller Street, Santa Maria, CA 93454.
Eligibility:
The Early Completion Option is open to teachers who hold a California Preliminary Credential and meet at least one of the following criteria:
Complete the Early Completion Form if you are eligible and interested in this option.
3. Mentor Overview and Commitment
SMBSD Induction Program
Orientation Protocol
Mentors: Please complete by September 30
Purpose: To connect with mentor/mentee, learn about the induction program, explore resources and ask questions.
Review the following (in any order):�
Program Overview
Mentorship Mission & Goals
Mentorship Missions & Goals
Mission
At Santa Maria-Bonita School District we have one common purpose: to prepare children to be successful citizens. We hold on to this belief by hiring, training, and retaining the highest quality educators to ensure our students are receiving the education which will launch them into academic and social achievement. The purpose of the SMBSD Mentoring Program is to support new teacher development and growth in the profession by building upon knowledge and skills gained during the pre-service program while working towards mastery of the California Standards for the Teaching Profession. Research supports the positive effect mentors have on new teachers. With this partnership, we will guide our students into a successful future while retaining quality educators.
Goals
Mentor Professional Learning and Support
Mentors will be provided with ongoing training and support which includes, but it not limited to:
Mentor Selection
Mentors will be selected based on the needs of the system and new teacher pool. Mentors will be referred by site administrators based on the qualifications and characteristics listed on the next two pages. Interested Mentor candidates will fill out the Induction Mentor Application form (PDF version for viewing only) to ensure commitment and interest in supporting new teachers. Mentors will be supported and encouraged to remain as mentors by providing stipends, professional development specifically to meet their needs, and publicly recognizing their efforts at the yearly colloquium.
Mentor Description
The mentor-mentee relationship is essential to the success of a new teacher as she or he enters the education profession. The formal and informal activities associated with a successful mentoring program are based upon the positive relationship built between experienced and novice teachers. Mentoring provides valuable learning for both the new educator and mentor. Through a relationship built on partnership, instructional practices improve, enhancing and providing equity to the learning experience for our students. Research shows a well-designed mentoring program increases retention rate of educators.
The key to an effective mentoring program is the recruitment, training and retention of mentors. Mentors should have a comprehensive understanding of the program’s goals and commitments before committing to a mentoring partnership.
Description
Benefits
Qualifications, Characteristics, & Professionalism
Qualifications
Qualifications, as per Commission on Teacher Credentialing (CTC) Guidelines:
Characteristics
The following characteristics have been identified, by new educators, as a need in a district mentor:
Professionalism
Responsibilities of the SMBSD Teacher Induction Program are highlighted within this handbook. When questions arise about any particular responsibility, candidates and/or mentors should consult the SMBSD Induction program TOSA or Induction Director. Any questions regarding individual educator licenses should be directed to the licensure consultants at the California for Teacher Credentialing.
It is expected that both the new teacher and the mentor will act with professionalism. Mentors should keep accurate records using the Mentor Log. It is expected that mentors will give adequate notice to the new teacher in regards to any meetings or observation opportunities. Mentors and candidates shall agree to honor integrity by keeping interactions confidential. Refrain from talking about the new teacher using specifics which would allude to the identity of the new teacher. Never post any information pertaining to the new teacher on social media.
The safety and well-being of students and staff is a priority of Santa Maria-Bonita Induction Program. Confidentially report any dangerous or harmful situations to the building principal and notify the Director of Induction.
Relationship building is key to a successful mentoring partnership. Is it expected that mentors will use feedback strategies to support the new teacher. There will be training on effective conversations within your mentor meetings. Please refrain from any actions which could be perceived as evaluative.
Reflective Practitioner | Excellent Listener | Credible |
Empathetic | Caring | Problem Solver |
Trustworthy | Expert at their Craft | Empowering |
Responsive | Approachable | Organized |
Reliable | Relational | Compassionate |
Quality of Program Services
Quality of Program Services
Santa Maria-Bonita’s Induction Program must regularly assess the quality of services provided by mentors to candidates, using criteria which includes candidate feedback, the quality of perceived effectiveness of support provided to candidates in implementing their Individual Learning Plan, and the opportunity to complete the full range of program requirements. SMBSD’s Induction Program leaders must provide formative feedback to mentors on their work, including establishment of collaborative relationships.
No-Fault Agreement
It needs to be understood that there may be circumstances by which an assigned mentor may not be able to complete their assigned mentoring role. These circumstances may range from events in the life of a mentor, personality differences, or professional conflicts. If these circumstances arise, then the mentor or new teacher should request that the Induction Director find a new mentor. Finally, a building principal or Induction Coordinator may decide that in the best interest of the mentee and the population served, a change in mentorship is required. In all circumstances, all parties will have adequate notice for the transition.
When the pairing of Coach and Candidate is not effective, a process of input and support is in place to ensure adjustments are made. This process is presented during Year 1 Candidate Orientation and is provided in the program handbook. Candidates may formally request a new Coach at any point within the program. When the Induction Coordinator determines that a Coach should be reassigned, the Director of Teaching and Learning is asked to review the Coach’s weekly logs, ILP and Candidate survey data. Based on these ongoing assessments and feedback, the Director of Teaching and Learning, and the Director of Induction works collaboratively with program leadership to replace or reassign the Coach.
Evidence of Ineffective Pairing
Induction Director
Resolution Meeting
Induction Director has separate meetings with the Mentor and Candidate to gather information and determine if Candidate needs to be paired with a different coach.
Restored Pairing
If both candidate and coach believe that the existing pairing can be effective then the pair will continue. The Induction Director will follow up with both individuals weekly for the next 6 weeks.
Reassignment
If Mentor, Candidate, or Induction Director believes that the existing pairing will not be effective, the Induction Director will provide a new Mentor within 15 days of meeting.
4. Site Administrator Overview
Site Administrator Overview
Site Administrator Overview
The site administrator helps develop a powerful team of support, working with mentors and candidates toward common goals and successful practices. In support of the California Commission on Teacher Credentialing accreditation system, the program provides a system of support through collaboration, communication and coordination between candidates, mentors, school and district administrators and members of the Induction Program. The site administrator plays a vital role in the candidate’s induction experience by providing support, knowledge, input and guidance.
Responsibilities:
Confidentiality:
The Induction Program is a non-evaluative program where mutual respect and confidentiality exist between mentors, candidates and site administrators, building a strong community of trust. Under no circumstance is the ILP and/or any related induction information to be shared or used as evaluation for employment purposes.
A Site Administrator should not:
Discuss the performance of one teacher with another
Use mentors as a liaison between administration and candidates
Ask mentors about strengths or weaknesses of their candidates
Ask to see observation records or notes from time spent in one another’s classrooms
Use the Induction Program or any Formative Assessments, including the ILP, for the purpose of teacher evaluation or employment consideration
Ask mentors, or Induction Program staff, whether a candidate should be rehired
Model of Confidentiality
5. Resources & Links
* NOTE: These are snapshots of the first page of each document. Please visit the Induction website or the Google Classroom for full documents.
This tool is required for Year 1 TIP teachers only. New teachers bring with them an IDP through their preliminary credential program. The purpose of the IDP is to provide a transition between the preliminary program work and the induction program work. To complete this tool, the new teacher and the mentor will review the IDP and use the attached log to assist the new teacher in processing the transition from the preliminary program to the induction program. Please upload a copy of the IDP as well as the completed Induction/Transition Plan Log.
In rare cases, the Year 1 TIP teacher may not have an IDP (i.e. previously taught out of state). If this is the case, please indicate there is no IDP on the Individual Learning Plan and complete the three Understanding Context choices not to include the Induction/Transition Plan.
Complete the Semester 1 ILP during the first half of the school year to indicate the TIP tools used between the New Teacher and Mentor. This document will be used during the mid-year review to indicate progress towards completion.
Use the Mentoring Log to record the interaction between the Mentor and New Teacher. You should be collaborating a minimum of 1 hour per week (1140 minutes/year). Please update weekly to monitor progress.
This is to document monthly reflections between the Mentor and Candidate.
Please submit a document that includes a total of three professional goals for the year, along with this completed goal setting document. These goals should match the goals the new teacher has written for their district. If their district does not require three goals, the new teacher will still need to create and submit three. Goals should be submitted to Google Classroom by September 30th. Reflections will be due at the end of each semester.
Make an appointment with the new teacher's administrator for the purpose of communicating with the administrator about what you and your new teacher are addressing and and to identify next steps to support the new teacher. (Be cautious that the conversation remains free from evaluation and focused on collaborative support for the new teacher.) Use this tool to plan and document the conversation and then submit the completed tool.
Use the Getting to Know Teachers Tool to guide a collaborative conversation and then submit your completed document.
Use the Getting to Know Students Tool to guide a collaborative conversation and then submit your completed document.
Use the Communicating with Families tool to guide a collaborative conversation and submit your completed document.
Use this Lesson Planning Conversation tool to guide your Mentor/New Teacher conversation for planning instruction and submit the completed document. (Note: You may not use every section depending on the lesson.)
The Observation Cycle includes three parts: the Pre-Observation Conversation, the Observation and the Post-Observation Conversation. The three parts are to be completed in order with the post-observation conversation occurring as soon after the observation as possible.
Following the completion of the Pre-Observation, complete and submit one of the three choices for the classroom Observation: Focused Scripting, Seating Chart, or Aligning Content and Strategies.
Following the completion of the Pre-Observation, complete and submit one of the three choices for the classroom Observation: Focused Scripting, Seating Chart, or Aligning Content and Strategies.
Following the completion of the Pre-Observation, complete and submit one of the three choices for the classroom Observation: Focused Scripting, Seating Chart, or Aligning Content and Strategies.
As a follow-up to the Pre-Observation and Observation, capture your observation follow-up conversation by completing and submitting the Post-Observation Conversation tool.
Use the Colleague Observation tool to plan and process a TIP Teacher observation of another teacher then submit the completed document.
Use the Professional Learning Log to log the professional learning hours for the year. The log will be submitted once prior to the end-of-the-year review to show the total hours for the year. A Professional Learning Reflection Log must be completed and submitted for each of the professional learning entries in your log which count toward your 9 or 12 hours of TIP required professional learning.
Note: Minimum total hours (by the end-of-year review) of professional learning: 9 hours General Ed, 12 hours Special Ed, 20 hours total for CEUs
Complete and submit a Professional Learning Reflection Log for each of the professional learning entries in your log which count toward your 9 or 12 hours of TIP required professional learning. You do not need to complete a reflection for professional learning that exceeds your TIP required 9 or 12 hours even if you are counting them toward the CEUs.
To be completed by the Induction Director
To be completed by the Induction Director