2021-22

1574 E. Canal Dr.

Room 119

Turlock, CA 95380

Tel 209-667-0632 x2809

Email DDuewell@turlock.k12.ca.us

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INDUCTION NON-DISCRIMINATION

The Turlock Unified School District Induction Program adheres to the District Notice of Non-Discrimination (Board Policy 4030: Non-Discrimination in Employment).

Welcome to the Turlock Unified School District Induction Program! We are happy you have joined our team. Whether you are new to the profession or new to TUSD, our program strives to provide you with the personalized levels of support needed to assist you as you begin your journey into becoming the best teacher possible. Remember, research continues to show that quality teachers have the biggest impact on a child’s education.

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Turlock Unified School District Initiatives will play an important role in your induction work.

Student Achievement - All students can achieve at the highest level.

Best Practices - Teachers utilize the techniques and strategies designed to help students learn and to reach their potential.

College & Career Readiness - Regardless of the career or the college dreams, students are prepared to move beyond high school.

Technology - Students learn and utilize the technology that will help them be successful.

Safety and Security - Student and staff safety is crucial. This includes the climate and culture of the school and the classroom

Leadership - We are growing tomorrow’s leaders.

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In order to be admitted into the Turlock Unified School District Induction Program, a teacher must be employed by TUSD and meet the following requirements:

• Possess one of the following California preliminary credentials:
• Multiple Subject
• Single Subject
• Education Specialist

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• Possess a preliminary credential from out of state:
• Multiple Subject
• Single Subject
• Education Specialist

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• Possess a clear credential from another state that does not offer an English Learner authorization:
• Multiple Subject
• Single Subject
• Education Specialist

Or

• Possess any of the above and enroll mid-program from another program at the beginning of the year.
• The candidate will bring or request from the former program a transportability document to prove year one completion.
• *This is true for candidates who leave the TUSD Induction Program as well. They may request a transportability document be sent to their new district.
• Please note that according to the State of California, if the candidate is not hired in another California school district and there is a gap in teaching, participation in an induction program may not occur until the candidate is employed.

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*Please note: All first year teachers, whether or not they are able to begin induction, will be provided a trained mentor. This includes interns, those on PIPs or STSPs, and those preliminary credentialed teachers hired after the first 60 days of school.

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Fall 2020-Spring 2022:

If necessary, complete TPA 1 & 2 and RICA

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When teachers are hired in Turlock Unified School District, whether they are experienced teachers or brand new to the profession, they are invited to a New Teacher Academy. The academy is two- three days of getting to know the Turlock Unified School District, including its technology, approved management strategies, and a variety of best practices for student engagement. Additionally, new education specialists are introduced to writing IEPs, managing the adults in the rooms, and Proact training.

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While all are invited and encouraged to attend, TUSD understands that people take vacations in the summer and may be unable to attend. If this is the case, all newly credentialed teachers are encouraged to meet with the induction coordinator to determine placements, receive introductory materials, and to learn more about the program.

(A Defensible Process)

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Critical to meeting the needs of all TK- 12 students is the development and retention of quality teachers; with that in mind, induction is the teacher credentialing program that supports Senate Bill 2042. It fulfills the requirements for the California Clear Multiple Subject Credential, the California Clear Single Subject Credential, and the California Clear Education Specialist Credential. Induction is a state requirement from the California Department of Education (CDE) and the Commission on Teacher Credentialing (CTC).

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While university preliminary programs provide the necessary pedagogical theory through courses and provide in-the-field practice through student teaching, induction programs consistently apply the theory in one’s classroom. In short, induction programs help bring the theories to life.

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They ensure the successful transition of preliminary credentialed teachers to their first teaching assignment through a two-year job-embedded professional learning experience that incorporates inquiry, observation, one-on-one support, group support, and reflection. Therefore, this experience begins in the first year.

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Whenever possible, the Turlock Unified School District (TUSD) Induction Program utilizes university bridging documents or Individual Development Plans (IDP) to help transition the pre-service teacher to the work of a first year teacher. The development plan provides mentors with background knowledge of the candidate in order to tailor initial support from the onset of the working relationship. Thereafter, the California Standards for the Teaching Profession (CSTP) will provide the foundational structure for the ongoing work in induction.

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That work is the Individualized Learning Plan (ILP), and as the name suggests, it is designed

individually by each candidate to study and strengthen candidate-determined CSTP in conjunction with best practices. The ILP provides great freedom to the new teacher, as it allows for deep analysis and reflection of what is occurring in the classroom and how to improve upon it. The ILP is discussed in the handbook and at each seminar throughout the year. Additionally, mentors are trained to support candidate ILP work.

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All candidates enrolled in the TUSD Induction Program are offered the program until they complete the program, withdraw from the program, are dropped from the program (see pages 37-38 of handbook), or are admitted to another program.

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At the end of two years, those candidates who successfully complete all requirements, including an exit interview with members of the TUSD Induction Advisory Council, are recommended for the clear credential. The coordinator then completes the Verification of Completion Form (41-Induction) and submits this and the candidate’s application to the Commission on Teacher Credentialing (CTC). The coordinator follows up and works with HR to ensure the credential is officially issued by the CTC.

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Candidates who are not successful in completing all program requirements are given one month to provide the evidence to the coordinator and are recommended for the clear credential at that time. If the candidates are still unsuccessful, they must apply for an extension and complete the requirements the following school year before being recommended for the credential.

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Addendum for Executive Order and PS-Variable Term Waiver Candidates (COVID-19)

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Within the first 30 days of a candidate’s hire date, the induction program partners them with a closely matched mentor. Whenever possible candidates are matched with identical grade-level and/or subject matter mentors at their sites. When this is impossible, the program matches the candidate with a district instructional coach who has experience at the candidate’s level or in the candidate’s subject matter. Occasionally, it is necessary to make a match with a mentor from a neighboring school in order to match the particulars of the placement. If a close match cannot be made, the induction coordinator is the primary mentor with support from the district personnel who can best assist the candidate. With these options for matches, the program provides a complete system of support.

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Mentors are here to support candidates in times of immediate need (just in time support) and in the everyday. Such support centers around coaching candidates through the situations and stresses that arise for teachers. The mentors are here to listen and support, and as candidates grow and become more confident, the mentor’s job is to create cognitive challenge and to facilitate a professional vision for candidates (Lipton and Wellman 1). By meeting with candidates for at minimum of an hour per week, mentors create a safe space for candidates to share their stories without fear. In short, the mentor’s job is to consult, to collaborate, and to coach a candidate; thereby, providing a sense of security in this new position (Lipton and Wellman 37 and Rutherford 206).

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The cornerstone of induction and the support system is confidentiality. The induction confidentiality model indicates that while candidates may discuss induction processes and progress with site administrators, mentors may not. It also provides a safe place for the new teacher to discuss the myriad of emotions and challenges that impact new teachers.

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However, the Commission on Teacher Credentialing, makes it clear that the ILP should be developed with input from the site administration (Induction Program Standards), therefore, we have built in a “Triad” meeting at the beginning of the school year with another one possible in November - January. The triad provides two opportunities: 1. for the mentor to explain induction and the need for complete confidentiality with both the candidate and the site administrator present. 2. to work together to help the candidate set overall goals for the year that may or may not be related to specific site or district initiatives.

An easy way to think of the Induction Confidentiality Model is on the next page:

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Candidates

Site Administrator/Evaluator

Mentor

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Per CTC Induction Program Standard 4: Qualifications, Selection and Training of Mentors:

The Induction program assigns qualified mentors and provides guidance and clear expectations for the mentoring experience based on the program’s design. Qualifications for mentors must include but are not limited to:

• Knowledge of the context and the content area of the candidate’s teaching assignment

• Demonstrated commitment to professional learning and collaboration

• Possession of a Clear Teaching Credential

• Ability, willingness, and flexibility to meet candidate needs for support

• Minimum of three years of effective teaching experience

Guidance and clear expectations for the mentoring experience provided by the program must include but are not limited to:

• Providing “just in time” support for candidates, in accordance with the ILP, along with longer term guidance to promote enduring professional skills

• Facilitation of candidate growth and development through modeling, guided reflection on practice, and feedback on classroom instruction

• Connecting candidates with available resources to support their professional growth and accomplishment of the ILP

• Periodically reviewing the ILP with candidates and making adjustments as needed.

I. MINIMUM QUALIFICATIONS:

A. Possesses a valid teaching credential with at least 3 years of teaching experience

B. Demonstrate exemplary teaching ability, as indicated by, among other things:

• Effective lesson and unit plan organization
• Effective communication skills
• Subject matter knowledge
• Mastery of a range of teaching strategies necessary to meet all the needs of pupils using a variety of learning modalities
• Two letters of recommendation

II. CURRICULUM and INSTRUCTION SKILLS:

• Provide collegial support to staff in the elements of effective instruction.
• Model effective teaching strategies and methods that meet the needs of all students.
• Maintain a classroom environment that promotes the intellectual, social, and emotional growth of all students.
• Follow the State Frameworks, the State Curriculum Standards, and the District Initiatives.
• Serve as a role model to students, teachers, parents, and community.
• Willing to deepen understanding of the cultural, ethnic, cognitive, linguistic, and gender needs of students and their families.

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II. CURRICULUM and INSTRUCTION SKILLS, con’t:

• Possesses knowledge of effective strategies for working with students with special needs, including but not limited to English learners, resource, and GATE.
• Possess knowledge of technology use in the classroom.
• Demonstrate commitment to professional learning and collaboration, and possession of effective interpersonal and communication skills,
• Assume or has assumed a leadership role in in-service and/or professional development programs.

C. HUMAN RELATIONS SKILLS:

• Possess personal qualities such as motivation, flexibility, and patience.
• Form positive professional relationships.
• Work with others in a trusting, collaborative, culturally respectful way.
• Willing to engage in non-evaluative conversations about formative assessment with candidates.
• Willingness to meet for a minimum of 60 minutes per week with candidate(s).

D. DESIRED BUT NOT REQUIRED:

• Has received training in peer coaching and/or clinical supervision techniques.

• Participates in professional or educational organizations or activities.

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*Additionally, to ensure mentors are well-suited to this important position, they meet with the induction coordinator every other month for training and guidance in the following:

• foundational mentoring skills,
• goal setting,
• meeting the needs of beginning teachers,
• giving feedback,
• mentoring skill practice, and
• reflection.
• Also, in order to receive feedback and continually improve, mentors reflect upon and submit three mentoring videos per year.

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• New Teacher Academy
• Introduction to Induction
• Review of Transition Document

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• Teaching context
• Initial CSTP Reflection on CoP
• Begin ILP
• Triad
• Plan & attend PD (18 hrs./year)

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Cycle 1:

• Create wondering
• Plan of action
• Observations
• Reflections
• Potential revisions

Cycle 1 submission

• Observation by coordinator
• Reflections, including CoP
• Potential revisions and resubmits

Cycle 2 submission

• Observation by coordinator
• Reflections, including on CoP
• Potential revisions and resubmits

• Finale
• Share Self-assessment using CoP
• Year-end reflections

TUSD Induction

Year 1

Cycle 2:

• Create wondering
• Plan of action
• Potential second triad
• Observations
• Reflections
• PD

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• Teaching context
• Initial CSTP Reflection on CoP
• Begin ILP
• Triad
• Plan & attend PD (18 hrs./year)

Cycle 1:

• Create wondering
• Plan of action
• Observations
• Reflections
• Potential revisions

Cycle 1 submission

• Observation by coordinator
• Reflections, including on CoP
• Potential revisions and resubmits

Cycle 2:

• Create wondering
• Plan of action
• Potential second triad
• Observations
• Reflections
• PD

• Finale
• Share Self-assessment using CoP
• Reflections on teaching and learning

• Exit interview
• Apply for clear credential

TUSD Induction

Year 2

Cycle 2 submission

• Observation by coordinator
• Reflections, including on CoP
• Potential revisions and resubmits

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• Teaching context
• Initial CSTP Reflection on CoP
• Begin ILP
• Triad
• Plan & attend PD (18 hrs./year)

Cycle 1

• Create wondering
• Plan of action
• Observations
• Reflections
• Potential revisions

Cycle 1 submission

• Observation by coordinator
• Reflections, including on CoP
• Potential revisions and resubmits

Cycle 2

• Create wondering
• Plan of action
• Potential second triad
• Observations
• Reflections
• PD

TUSD Induction

ECO

Cycle 2 submission

• Observation by coordinator
• Reflections, including on CoP
• Potential revisions and resubmits

• New Teacher Academy
• Introduction to Induction
• Review of Transition Document

Cycle 3

• Create wondering
• Plan of action
• Potential second triad
• Observations
• Reflections
• PD

Cycle 3 submission

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• Continued on the next page

Next page

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• Finale
• Share Self-assessment using CoP
• Reflections on teaching and learning

• Exit interview
• Apply for clear credential

TUSD Induction

ECO con’t

Cycle 3 submission

• Observation by coordinator
• Reflections, including on CoP
• Potential revisions and resubmits

Two perfect scores without resubmission = move to

Finale

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Depending upon individual experiences and education, clearing two credentials may require additional professional practice in the appropriate fields. The following indicates the possibility of clearing an Education Specialist credential and a General Education credential concurrently.

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1. Candidate states desire to clear more than one preliminary credential.
2. Candidate and induction coordinator meet to discuss background and the *possibility for a crossover experience.
3. Induction coordinator meets with site administrator to ensure access to and suitability for additional professional practice (crossover experience).

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• During triad candidate, mentor, and site administrator create a goal related to crossover experience.
• If deemed necessary and appropriate, ILP work is related to crossover experience.

*If the candidate has ample experiences that act as a crossover experience, there is no need for further crossover.

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**See next page for potential crossover experiences.

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Underlying Philosophy:

Senate Bill 57 is legislation that provides experienced and exceptional candidates the opportunity to complete a Commission-approved induction program at a faster pace than the full two years generally required to complete induction and earn a clear credential. With that in mind, the TUSD Induction Program offers the ECO pathway (one year to one and a half years) to those who have had two or more successful years as teacher of record.

For the purposes of identification, exceptional shall be defined by

1) administrative evaluations that label the teacher’s overall performance as meeting or exceeding standards and

2) a letter of recommendation from the candidate’s current administrator using the “Early Completion Option (ECO) Candidate Site Administrator Recommendation Form.”

Eligibility Requirements for Candidates:

1. Hold a Preliminary General Education Multiple or Single Subject credential or a preliminary Education Specialist credential.
2. Currently employed as the teacher of record.
3. Document a minimum of two years prior teaching experience as the teacher of record.
4. Meet with induction coordinator to discuss the option.
5. Submit authenticated performance evaluations (meeting or exceeding standards) from the two most recent years of teaching.
6. Submit a letter of recommendation with an observation report from current site administrator supporting candidate readiness and participation in the ECO. *This can be done via the “Early Completion Option (ECO) Candidate Site Administrator Recommendation Form.”
7. Submit a letter explaining why you believe you are a strong candidate for the Early Completion Option.
8. All paperwork will be reviewed by site principal, induction coordinator, and Assistant Superintendent of Human Resources and all must agree that the ECO path is the most appropriate pathway for the candidate.

Early Completion Option Requirements:

Once approved for this option, the candidate must do the following:

• Complete the ILP with the following components:
• Complete up to three inquiry cycles within one year or as modified between semesters two-three.
• Observe five or more teachers
• Be observed by your mentor at least four times.
• Submit two video lessons and reflections.
• Participate in at least one triad conversation.

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Early Completion Option Requirements:

• Participate in at least one triad conversation.
• Complete verifications throughout the year.
• Complete 18 hours of PD.
• Earn a passing score on all three inquiry cycles on the first submission*.
• Pass the Exit Interview.

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Attendance at induction events is part of the candidate path to clearing a preliminary credential; therefore, attendance is mandatory. In order to help candidates meet this professional obligation, all induction events are offered multiple times. Candidates are expected to be on time and to stay for the entire two and a half-hour seminar. These meetings allow for check-ins with the coordinator, for differentiation of the ILP, and for extended work with mentors. This is how we ensure people are getting their questions answered and are able to spend extended time with their mentors.

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• ANY potential absences must be cleared with the induction coordinator PRIOR to the event.
• An individual check-in with the coordinator is required if an event is missed.

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In the event that induction seminars must become virtual, the same expectations are in place. A link will be given through Google calendar, Google Classroom and through email in order to assist candidates and mentors with attendance.

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Within the first 60 days of enrollment, the TUSD Induction Program will provide an Individualized Learning Plan (ILP) map as a guide to assist candidates in setting professional goals for themselves as well as goals for their students with the ultimate result being strong, knowledgeable, reflective, and thoughtful teachers.

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As mentioned previously, preliminary credentialed teachers are prepared to build and extend their capacity. The ILP provides the freedom for asking questions and setting professional short-term and long-term goals. At the beginning of induction, the candidate and mentor collaboratively analyze candidate experience based upon the CSTP and craft a professional goal with an inquiry (a “wondering”). The goal and inquiry are set with input from a site administrator and from program staff. Such input reminds the candidate of both site and district initiatives, which can help to shape the ILP. However, it is clear to all and supported by the superintendent that the ILP is for professional growth, not evaluation purposes. The ILP is a “living” document in that it changes and grows throughout induction. Candidates document their successes, challenges, lessons learned, and they reflect in order to push themselves further and to help their students be successful.

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It is designed to be completed with the support of a qualified and trained mentor. The mentor guides, observes, and provides feedback for evidence of classroom practice based upon the focus of the candidate’s ILP. Additionally, the mentor coaches the candidate using reflective conversations and questions to analyze the lessons taught and the student-generated work. The ILP acts as the overarching umbrella of the work completed each year, including 18 hours of PD related to the indivIdual ILP. See below. Furthermore, the Director of Curriculum and Instruction and the TUSD Instructional Coaches, mentors, and the Coordinator of Professional Development & Induction, will provide meaningful professional development as needed, as well as on-site support for the effective implementation of research-based instruction throughout the year.

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Please see the appendix a for sample pages from an ILP Map.

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Two inquiry cycles are created each year as part of the ILP. Inquiry cycle 1 is submitted and reviewed in early December, and inquiry cycle 2 is submitted and reviewed in early May. The purpose of these reviews is to ensure that candidates are making progress toward their chosen CSTP and/or that they are demonstrating growth in their teaching practices.

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Process for review:

1. Each inquiry cycle is read/viewed using a common rubric by a mentor or an instructional coach other than the candidate’s own mentor.
2. If the work meets established criteria with a score of 9 or higher, then the reading is complete, the score is documented, and comments/commendations are made to the candidate.
1. If the work does not pass with a minimum score of 9, then it moves to a second reader.
2. If the second reader scores with a passing score, it will move to the induction coordinator for a third read in order to make a clear determination.
3. If the inquiry cycle earns a second score below 9, it will be sent back to the candidate. (See below)
3. If the work does not earn a passing score upon two readings, then it is given back to the candidate with questions and comments to assist the candidate with improvement. At that time, a resubmission plan is determined with the candidate (not to exceed 30 days). This process will continue until the candidate meets the established criteria.

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*Please see the “Resubmission Process” section of this handbook for more information.

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CANDIDATES:

The program recognizes that all teachers are extremely busy and that new teachers are especially so; however, it is also known that improvement in teaching practice occurs with reflection. While reflection on a lesson at the end of the day is beneficial, some nuances can be missed or simply forgotten. Therefore, all candidates are required to utilize either the district-adopted platform to upload two 10-20 minute recordings of themselves teaching. The only way to truly ensure that these videos are useful to the candidates is to additionally require that they watch their videos and reflect upon their teaching and upon the student learning. Such reflections are done directly through the platform. They are then shared with mentors for review and coaching dialogue. The videos are also shared with the coordinator for potential review. Candidates are encouraged to use these videos as an opportunity to set goals and collect evidence.

Candidate video submissions are due as follows:

1. November 23, 2021
2. April 25, 2022

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MENTORS:

In addition, mentors are expected to practice the craft of mentoring and to record themselves mentoring a candidate for 10-20 minutes. During the mentoring, they should be listening, pausing, paraphrasing, and asking questions to move the candidate along in his/her practice. There are three such videos due each year and reflections of strengths and areas for improvement should accompany each.

Mentor video submissions are due as follows:

1. October 19, 2021
2. February 22, 2022
3. May 17, 2022

Video Upload Instructions:

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Candidates are required to participate in a variety of observations throughout the year:

1. Observations of peers (4 peers): Two observations should be completed for the first inquiry cycle and two should be completed for the second inquiry cycle. Mentors and candidates work together to schedule a date and time. Mentors then set up the observations with outstanding teachers within and outside of TUSD, depending upon what the goal of the observation is. Mentors also sign up for the date of the observation using the Google 2020-21 Induction Calendar. This is the only way to ensure the TUSD Induction Program can support the substitute teacher(s) needed.

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2. Observation by mentor (4): Again, two should be completed for the first inquiry cycle and two should be completed for the second inquiry cycle. In this case the mentor and candidate determine what the mentor will be observing. The mentor observes, takes notes, and the two debrief to discuss and set goals for the future. *All of these observations can be completed via the YouTube.

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3. Observation by coordinator (1-2). Candidates are responsible for signing up via the Calendly link and for giving the coordinator a particular focus for the observation. Depending upon the goal of the candidate, the coordinator will leave feedback and a potential question for moving forward.*For 2020-21, these observations will be virtual. Please click here to choose a day and time.

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The criteria for earning the clear credential are communicated during induction orientation (New Teacher Academy and Kick Off) meetings and routinely during bi-monthly induction seminars. The criteria are also outlined in the program handbook and the induction contract between the candidate and the district.

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Candidates earn the induction program’s recommendation for a clear credential by completing all induction requirements, including the Individualized Learning Plan (ILP). Within that ILP, the candidate must have successfully completed inquiry cycles and the following:

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• observations with reflections
• self-assessment on the Continuum of Teaching Practice
• student data and evidence to support self-assessment and reflection
• video lessons with reflections
• incorporation of district initiatives in the ILP

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Once the ILP has been reviewed by the induction coordinator and the readers (mentors and/or instructional coaches), the candidate is scheduled for an exit interview with member(s) of the TUSD Induction Advisory Council.

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Following successful completion of the interview, the coordinator will apprise candidates of the application process for the clear credential. The candidate is responsible for returning the application forms to the induction coordinator. An online recommendation will be made on behalf of the teacher by the induction coordinator to the California Commission on Teacher Credentialing (CCTC) for the clear credential. The coordinator is recognized by the Commission as an “authorized submitter” for the Turlock Unified School District. It is the responsibility of the candidate to correctly complete and submit the application for the clear credential to program staff in a timely manner.

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*Please note: until a candidate has successfully cleared a credential, he/she may be held accountable for any additional requirements the California Commission on Teacher Credentialing adds.

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1. Mentors:

If candidates and mentors are unable to work collaboratively, there is a process to follow to remedy the situation and/or to change mentors.

• Either the mentor or the candidate should notify the Induction Coordinator.
• The coordinator will meet with the candidate and/or with the mentor to discuss possible issues.
• During the meeting, notes are taken, and the pair/group brainstorms ways to resolve the issues. Every attempt is made to correct the issues between the pair; however, if a change is necessary, it will be made by the Induction Coordinator in a timely manner.
• Both the candidate and the mentor sign the notes from the meeting and the notes are filed with the candidate’s records in the Induction office.
• The request for a change must be made by either the candidate or the mentor on the Guidelines for Mentor and Candidate Reassignment form.
• This change will be made by assigning a support provider from another site or by requesting a teacher at the candidate’s site to take on this role.

2. Eligibility:

If new teachers are denied eligibility, they are encouraged to speak with the Coordinator of Professional Development and Induction. At that meeting, the new teacher will be informed of the criteria that must be met in order to participate in induction:

• The new teacher must possess or have applied for a general education credential (SB 2042) or an Education Specialist credential and receive the credential within the first sixty days of the school year. After that time, the teacher will be asked to wait for induction until the following year.

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• At this meeting the new teacher will be given a document to sign, stating that he/she has been advised of the policy.

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3. Candidate Work:

Satisfactory completion of work is based on a rubric for the ILP, including individual inquiry cycles.

• All work is read (and/or watched) and evaluated by one person who is not a mentor for that particular candidate.
• If the candidate earns an unsatisfactory score on an inquiry cycle, then the work will go on to a second reader.
• If the candidate again scores unsatisfactorily on an inquiry cycle, the work will be passed to the induction coordinator who will then read the work and possibly set up an appointment with the candidate. An incomplete assignment will also result in immediate review by the induction coordinator for possible appointment and resubmission.
• At this appointment, the coordinator, the mentor, and the candidate will work together to set goals and devise a timeline for re-submitting the incomplete sections of work. This time frame will not exceed two months, and it must be noted that the next steps in induction cannot begin until the prior year’s work is complete (i.e. Year 2 may not begin before Year 1 work is complete). Also, as per eligibility requirements, if the work is not complete within the first 60 days of the school year, the candidate will be required to wait until the following school year to finish Year 2.
• During this appointment, the candidate and the team may determine that a series of observations would be beneficial.
• If the candidate is unable to complete the assignments in the agreed-upon time frame, not to exceed two months, the work will carry over into the new school year with a substitute assignment and new time frame given. Again, it must be noted that the next steps in induction cannot begin until the prior year’s work is complete (i.e. Year 2 may not begin before Year 1 work is complete). Also, as per eligibility requirements, if the work is not complete within the first 60 days of the school year, the candidate will be required to wait until the following school year to finish Year 2.
• The exit interview will not be scheduled until all pieces of the Individualized Learning Plan have been satisfactorily completed.

*If a candidate is not responsive to program communications regarding the timely completion of the induction experience, the program reserves the right to terminate the candidate’s enrollment and participation. The candidate will be informed of this action via certified letter .

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Should a candidate disagree with being asked to repeat a section prior to Year 2 or prior to the end-of- program interview and recommendation for a clear credential, the candidate may appeal the decision.

• In order to appeal, the teacher must write a letter to the Assistant Superintendent of Human Resources stating a wish to appeal the specific decision.

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• Along with the written notice of appeal, the teacher must supply a copy of the document notifying the candidate of the induction program decision and evidence the candidate wishes to supply in order to dispute the decision.
• Once the assistant superintendent has the notice of appeal and the evidence from the candidate, the assistant superintendent will meet with the induction coordinator and the Appeals Committee to set a date and time for a “hearing.”
• The candidate will be notified of a “hearing” by both telephone and written notice. This hearing is an opportunity for the candidate to verbally state his/her position, supply evidence, and bring a representative.
• When a final determination has been made, the candidate will be notified in writing.

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4. Candidate Recommendation:

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After the candidate has submitted his/her work and passed that portion, all Year 2 and ECO candidates are required to take part in an exit interview. This interview is designed to demonstrate teacher competence and growth throughout the time spent in the program. Members of the Induction Advisory Council are on the interview panel. The rubrics for the interview are in the appendix and the topics are as follows:

• Share your professional growth goals from your ILP.How did your inquiry cycles relate to one or more of those goals? (CSTP 6)
• Describe how student learning was impacted by one or more of your inquiry cycles. (CSTP 1-5)
• What overall impact has induction, including your ILP inquiry cycles, had on your teaching practice? (CSTP 1-6)
• How do you create and maintain an equitable learning community in your classroom? (CSTP 1-4)
• Teachers are always learning and developing their craft. Describe a professional growth goal you have for your classroom/teaching? (CSTP 6 - reflection and looking to the future)
• How have you helped to make your students college and career ready as per our district initiatives? (CSTP 1-5)
• *How do you manage the paraprofessionals in your room in order to provide the best environment for your students?

If the candidate does not successfully complete the interview, a second opportunity to interview with the Induction Coordinator, and when possible with the Assistant Superintendent of Human Resources, is arranged. At the end of the interview, the candidate will be made aware of any other information that needs to be submitted. If the candidate does not pass the second interview, a meeting is arranged with the coordinator, the candidate, and the mentor. At that time, an observation may be scheduled or there will be arrangements made for another interview.

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*The Appeals Committee is made up of Induction Advisory Council members and a district instructional coach who is not currently a mentor.

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If a candidate is unable to complete the program in the time allotted or anticipates being unable to complete the program within the two-year time frame, the candidate may complete and submit a “Request for Extension.” *The form can be found on the TUSD Induction webpage, in the back of this handbook, and in the coordinator’s office.

• The form should be submitted to the induction coordinator as soon as possible, so the coordinator may review.
• At that time, the coordinator will contact the candidate to make a plan for completion.
• When it is time to complete the program, the candidate, the mentor, and the coordinator will meet to check progress and due dates.

Please note:

• It is the candidate’s responsibility to communicate with the induction coordinator regarding the need for an extension and progress toward completion.
• The candidate must complete induction requirements in order to apply for a Clear Teaching Credential.

Sometimes a candidate’s work needs revision. When this occurs, the candidate is given written notification via Google Classroom and/or email. At that time, the candidate is provided an opportunity to meet with the induction coordinator to review the changes that must be made, or the candidate may choose to simply begin work on the enhancements. Candidates have up to 30 days to re-submit their work. Throughout the re-do process, the coordinator is available to meet with the candidate and to assist as often as is necessary. At the end of 30 days, the candidate submits the revised work in Google Classroom. The work is reviewed by the coordinator and one other reader. If it still does not meet standards, another meeting is held with the coordinator and the mentor (if requested) in order to assist the candidate. The candidate and coordinator will need to work together on a timeline, and it is possible that the candidate will need to request an extension.

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Some important points to remember regarding resubmission:

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• It must be noted that the next steps in induction cannot begin until the prior year’s work is complete (i.e. Year 2 may not begin before Year 1 work is complete). Also, as per eligibility requirements, if the work is not complete within the first 30 days of the school year, the candidate will be required to wait until the following school year to finish Year 2.

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• Candidates, their mentors, and the induction coordinator may determine that a series of observations would be beneficial.
• If the candidate is unable to complete the assignments in the agreed-upon time frame, not to exceed two months, the work will carry over into the new school year with a substitute assignment and new time frame given. Again, it must be noted that the next steps in induction cannot begin until the prior year’s work is complete (i.e. Year 2 may not begin before Year 1 work is complete). Also, as per eligibility requirements, if the work is not complete within the first 30 days of the school year, the candidate will be required to wait until the following school year to finish Year 2.

Through the LCAP, the Office of Curriculum and Instruction, the Office of Fiscal Services, and the Office of Human Resources will provide the material, physical, and fiscal support to ensure the program is aligned to district initiatives and is addressing the needs of candidates. This will be monitored through the district LCAP. All references to the LCAP and Induction can be found on the TUSD website under the LCAP webpages.

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Once a candidate is accepted and enrolls in the TUSD Induction Program, the candidate is assured that the program will meet the adopted standards until the candidate:

i. completes the program;

ii. withdraws from the program;

iii. is dropped from the program based on established criteria (see page24); or

iv. is admitted to another approved program to complete the requirements, with minimal disruption, for the authorization.

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In the event that TUSD must discontinue its Induction Program, candidates will complete the program with the following teach-out plan:

• Incoming new hires will begin and complete induction through the *Stanislaus County Office of Education, as will those candidates who are utilizing the Early Completion Option (ECO).
• If it is possible, current candidates who complete year 1 will remain with Turlock Unified School District Induction in order to complete year 2. The district will continue to provide well-matched mentors. At the end of year 2, candidates will participate in exit interviews and upon successful completion be recommended for the Clear credential.
• However, should the program have to close immediately, year 1 candidates will complete the year with TUSD. At the end of which each candidate will receive a transition plan in the form of a transfer document with information indicating their level of completion in the program.

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Candidate records are stored on a password-protected TUSD server. Candidates who need proof that they completed year one of induction must have the induction coordinator in their new district request that record in writing. At that time , the TUSD coordinator will complete a transfer document with the appropriate information. See page 33 for the document.

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*The Stanislaus County Office of Education Induction Program is the program with which Turlock was contracted prior to having its own program. The director and coordinator are aware that Turlock Unified School District will rejoin them should the TUSD program end.

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These are samples of common program documents. All documents are available on the TUSD Induction Program webpage and through the TUSD Induction Program office.

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1. ECO Application
2. ECO Site Administrator Recommendation
3. Request for Program Extension Form
4. Mentor-Candidate Reassignment Form
5. Transfer Document
6. Inquiry Cycle 1 Rubric
7. ILP Map for Inquiry Cycle 1
8. ILP Map for TPA
9. Mentor Description of Practice

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Choose CSTP(s) and describe your placement.

Admin and mentors give input

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Reflect on your inquiry.

Track the steps you take.

Measure the impact!

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Mentors also set goals and reflect!

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Commission on Teacher Credentialing (CTC) Standards Adopted October 2016

Induction Program Design for Mentoring Clear Teaching Credential Candidates

Updated in CTC Handbook on June 4, 2017

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Standard 1: Program Purpose

Each Induction program must support candidate development and growth in the profession by building on the knowledge and skills gained during the Preliminary Preparation program to design and implement a robust mentoring system as described in the following standards that helps each candidate work to meet the California Standards for the Teaching Profession.

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Standard 2: Components of the Mentoring Design

The Induction program’s mentoring design must be based on a sound rationale informed by theory and research, and must provide multiple opportunities for candidates to demonstrate growth in the California Standards for the Teaching Profession. The mentoring approach implemented by the program must include the development of an Individualized Learning Plan (ILP) for candidates based on needs determined by the teacher and program provider, in consultation with the site administrator and guided by the Preliminary Program Transition Plan. The ILP must address identified candidate competencies that support the recommendation for the credential. Mentoring support for candidates must include both “just in time” and longer term analysis of teaching practice to help candidates develop enduring professional skills. The program’s design features both individually and as a whole must serve to strengthen the candidate’s professional practice and contribute to the candidate’s future retention in the profession.

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Standard 3: Designing and Implementing Individual Learning Plans within the Mentoring System

The Individualized Learning Plan (ILP) must address the California Standards for the Teaching Profession and provide the road map for candidates’ Induction work during their time in the program along with guidance for the mentor in providing support. The ILP must be collaboratively developed at the beginning of Induction by the candidate and the mentor, with input from the employer regarding the candidate’s job assignment, and guidance from the program staff. The ILP must include candidate professional growth goals, a description of how the candidate will work to meet those goals, defined and measurable outcomes for the candidate, and planned opportunities to reflect on progress and modify the ILP as needed. The candidate’s specific teaching assignment should provide the appropriate context for the development of the overall ILP; however, the candidate and the mentor may add additional goals based on the candidate’s professional interests such as, for example, advanced certifications, additional content area literacy, early childhood education, case management evidence based practices supportive of specific disabilities within the candidate’s caseload, consultation, collaboration, co-teaching, and collaborating with para-educators and service providers. Within the ILP, professional learning and support opportunities must be identified for each candidate to practice and refine effective teaching practices for all students through focused cycles of inquiry.

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Standard 3: Designing and Implementing Individual Learning Plans within the Mentoring System, con’t

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The program must assist the candidate and the mentor with assuring the availability of resources necessary to accomplish the ILP. The program must ensure dedicated time for regular mentor and candidate interactions, observations of colleagues and peers by the candidate, and other activities contained in the ILP. In addition, the mentoring process must support each candidate’s consistent practice of reflection on the effectiveness of instruction, analysis of student and other outcomes data, and the use of these data to further inform the repeated cycle of planning and instruction. Within the ongoing mentoring interactions, the mentor must encourage and assist candidates to connect with and become part of the larger professional learning community within the profession.

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Standard 4: Qualifications, Selection and Training of Mentors

The Induction program assigns qualified mentors and provides guidance and clear expectations for the mentoring experience based on the program’s design. Qualifications for mentors must include but are not limited to:

• Knowledge of the context and the content area of the candidate’s teaching assignment

• Demonstrated commitment to professional learning and collaboration

• Possession of a Clear Teaching Credential

• Ability, willingness, and flexibility to meet candidate needs for support

• Minimum of three years of effective teaching experience Guidance and clear expectations for the mentoring experience provided by the program must include but are not limited to:

• Providing “just in time” support for candidates, in accordance with the ILP, along with longer term guidance to promote enduring professional skills

• Facilitation of candidate growth and development through modeling, guided reflection on practice, and feedback on classroom instruction

• Connecting candidates with available resources to support their professional growth and accomplishment of the ILP

• Periodically reviewing the ILP with candidates and making adjustments as needed.

The program must provide ongoing training and support for mentors that includes, but is not limited to:

• Coaching and mentoring

• Goal setting

• Use of appropriate mentoring instruments

• Best practices in adult learning

• Support for individual mentoring challenges, reflection on mentoring practice, and opportunities to engage with mentoring peers in professional learning networks

• Program processes designed to support candidate growth and effectiveness

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Standard 5: Determining Candidate Competence for the Clear Credential Recommendation

The Induction program must assess candidate progress towards mastery of the California Standards for the Teaching Profession to support the recommendation for the clear credential. The documentation of candidate progress must reflect the learning and professional growth goals indicated within the Individualized Learning Plan and evidence of the candidate’s successful completion of the activities outlined in the ILP. Prior to recommending a candidate for a Clear Credential, the Induction program sponsor must verify that the candidate has satisfactorily completed all program activities and requirements, and that the program has documented the basis on which the recommendation for the clear credential is made. The program sponsor’s verification must be based on a review of observed and documented

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Standard 5: Determining Candidate Competence for the Clear Credential Recommendation, con’t

evidence, collaboratively assembled by the candidate, the mentor and/or other colleagues, according to the Commission on Teacher Credentialing Handbook Revised Teacher Induction Program 4 June 2017 program’s design. The Induction program’s recommendation verification process must include a defensible process of reviewing documentation, a written appeal process for candidates, and a procedure for candidates to repeat portions of the program, as needed.

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Standard 6: Program Responsibilities for Assuring Quality of Program Services

The program must regularly assess the quality of services provided by mentors to candidates, using criteria that include candidate feedback, the quality and perceived effectiveness of support provided to candidates in implementing their Individualized Learning Plan, and the opportunity to complete the full range of program requirements. Induction program leaders must provide formative feedback to mentors on their work, including establishment of collaborative relationships. Clear procedures must be in place for the reassignment of mentors, if the pairing of candidate and mentor is not effective. The program must provide a coherent overall system of support through the collaboration, communication and coordination between candidates, mentors, school and district administrators, and all members of the Induction system.

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On pages 63-64, you will find information from the Governor’s Executive Order N-66-20. In addition, you will find a link directly to the executive order if you wish to read it.

Critical to meeting the needs of all TK- 12 students is the development and retention of quality teachers; with that in mind, induction is the teacher credentialing program that supports Senate Bill 2042. It fulfills the requirements for the California Clear Multiple Subject Credential, the California Clear Single Subject Credential, and the California Clear Education Specialist Credential. Induction is a state requirement from the California Department of Education (CDE) and the Commission on Teacher Credentialing (CTC).

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In order to meet the needs of the many potential candidates who were unable to complete either the Teaching Performance Assessments (TPA) or the Reading Instruction Competence Assessment (RICA) due to COVID-19, Governor Newsom signed Executive Order N-66-20 temporarily moving those preliminary credential requirements to the clear credential. Therefore, those candidates who completed their student teaching except for the TPA or RICA will be granted a preliminary credential and once hired by a district, may begin induction. However, rather than beginning with a “regular” inquiry cycle, the candidate will work with a mentor to complete the TPA. The need to complete the TPA should be clearly stated on the bridging document or Individual Development Plan (IDP) from the candidate’s university. The purpose of which is to help the candidate transition from the preliminary program to an induction program. Additionally, it will be stated under renewal/upgrade requirements on the CTC website.

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Because this is a slightly different path than most candidates take, mentors will have the opportunity to access resources, view videos, and ask questions, so they can provide the best support. Additionally, training is available on the CTC YouTube channel and from the local university, California State University, Stanislaus.

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Please see here for Commission TPA information specific to Bilingual Authorization candidates.

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After the TPA has been successfully completed, the candidate’s remaining time in induction will focus on inquiry cycles.

Guidance Regarding Actions Related to COVID-19

Updated: August 11, 2021

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On July 9, 2021, the Governor signed AB 130 (Chap. 44, Stats. 2021) extending previously adopted actions to assist credential candidates impacted by the health and safety restrictions related to COVID19. These extensions, which are effective through December 31, 2021 in some cases, or academic year 2021-22 in others, are separate from the actions adopted by the Commission at its April 2020 meeting. Guidance on the actions can be found below, and guidance on the actions taken by the Commission can be found on the COVID-19 Information page on the Commission’s website.

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Postponement of Assessments Required for a Preliminary Credential – RICA, TPA, and CalAPA

The statutory requirement for candidates to complete a Teaching Performance Assessment (TPA), and/or California’s Administrator Performance Assessment (CalAPA) for issuance of a preliminary credential are temporarily suspended and moved to the Clear credential requirements for candidates impacted by school closures related to COVID-19. The statutory requirement for candidates to complete the Reading Instruction Competence Assessment (RICA), for issuance of a preliminary credential are temporarily suspended and moved to the Clear credential requirements for candidates impacted by testing center closures related to COVID-19. Candidates may be issued a preliminary credential without completion of RICA, TPA, or CalAPA but will be required to complete the assessment(s) in order to qualify for the Clear credential.

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Induction program sponsors who enroll Preliminary credential holders with additional examination or assessment requirements will need to support candidates as they finish their examination/assessment and verify completion of the additional requirement prior to recommending for the Clear credential. Induction programs need to work closely with the candidate, employer, and preliminary preparation program to ensure that all assessments and examinations are passed prior to recommending for the clear credential.

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California Commission on Teacher Credentialing. Executive Branch of California State Government., 2016, https://www.ctc.ca.gov/ . Accessed August 18, 2021.

Lipton, Laura and Bruce Wellman, Mentoring Matters. Charlotte, VT. 2018.

Rutherford, Paula. The 21st Century Mentor’s Handbook. Alexandria, Virginia. 2008

Rutherford, Paula. Why Didn’t I Learn This in College?. Alexandria, Virginia. 2008

Tschannen-Moran, Bob and Megan. Evocative Coaching. San Francisco, CA. 2010

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