Paul Rutishauser, Ed. D.

Assistant Superintendent, Educational Services Division

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Ronda Muñoz

Induction Program Administrator

Phone: 209.556.1520

Fax: 209.549.1428

Email: munoz@ceres.k12.ca.us

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Ceres Unified School District

CA Administrative Services Credential Induction Program Handbook

2025-2026

Committed to Excellence, Responsive to Every Student

Contact Information

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List of personnel positions assigned to supporting, advising, and placing candidates.

Table of Contents

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Introduction to Ceres Induction Program 5

Welcome to Ceres Induction Program 6-7

Vision of the Ceres Administrator Induction Program 8

Notice of Non-Discrimination 9

Program Policies 10

Benefits of Participation 11

Guarantee of Services 12

Program Timeline 13

Induction Processes, Administrator Requirements and Schedule 14

Defensible Process of Earning a Clear Administrative Services Credential 15

Recommendation for the Clear Administrative Services Credential 16

Coach and Candidate Pairing 17

Administrator Induction Year 1 Candidates 18

Administrator Induction Year 2 Candidates 19

Learning to Lead System 20

Goal Setting and Professional Learning 21

Standards and Performance Measure for the ASC Credentials 22

Candidate MOU 23

Individual Induction Plan (IIP) 24

Induction Workbook Requirements 25

Document Review 26

Professional Learning 27

Program Procedures and Documents 28

Request for Extension Procedure 29

Request for Reassignment Policy and Procedure 30

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Table of Contents

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Grievance Policy and Procedure 31

Review of Documents Request 32

Progress At A Glance 33

CASC Inquiry Cycle Rubric 34

Verification of Employment 35-36

Candidate Memorandum of Understanding 37

Entrance Interview Verification 38

CASC Coach Memorandum of Understanding 39

Supervisor Letter of Commitment 40

Completing the Recommendation 41

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Introduction

To

Ceres Unified

CA Administrator Credential Induction Program

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Welcome to Ceres Unified

Administrator Induction Program

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Vision

Empowering aspiring school administrators through job-embedded, collaborative, and results-oriented professional learning that fosters reflective practice, continuous growth, and effective leadership. By engaging in this dynamic process, they develop the skills and knowledge to enhance teaching, student learning, and school leadership, becoming lifelong learners and impactful leaders in education.

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Mission

Supporting and guiding aspiring school leaders through a comprehensive, job-embedded professional learning experience that emphasizes reflection, collaboration, and the development of essential leadership skills. Preparing new administrators to foster a positive impact on teaching, student learning and school culture, while ensuring they achieve the competencies required for the Clear Administrative Services Credential and lifelong leadership success.

Dear Administrators,

Welcome to leading and the Ceres Induction Program. Induction is the next step in developing as an effective and competent leader and obtaining a California clear administrative services credential. As you transition to your administrative career in California, you are fortunate to be in one of the few states in the country that provides a period of induction for all beginning administrators.

Ceres Induction Program uses a cycle of reflection that is designed to support your continued development of effective leadership practices. During the next two years, you will be supported by a coach who will support your continued development as a leader. Our intention is that you build upon what you have learned during your pre-service years obtaining your preliminary credential. The reflective processes are there to provide you thoughtfully structured opportunities for you to identify your accomplishments and your challenges which will become part of the ongoing professional thinking and learning of you and your coach. The goals that you will set for yourself will be directly connected to your needs and interests and will be embedded in your job.

Our ultimate goal and vision is that you exit Ceres Induction not only valuing your coach’s support, but also knowing how to lead others to ensure our schools and programs are having a positive impact on teaching and learning. We hope that you will continue to reflect on your own leading practices throughout your career. We also hope that the collaborative partnership you forge with your coach will inspire you to seek out other such opportunities to work with colleagues and help you in supporting your school site to become a professional learning community. It is important that you not experience this induction period as a process of checking off tasks and accomplishments, but rather as a steady, thoughtful process of growth and development that builds your confidence and success.

The Ceres Induction program for administrators (CASC) supports Ceres Unified School District’s vision by equipping aspiring administrators with the skills and knowledge needed to foster academic success and community engagement. Through its focus on job-embedded, collaborative, and results-oriented professional learning, the program empowers leaders to enhance teaching and student learning while promoting reflective practice and continuous growth. By developing effective leadership skills, participants are prepared to support all students in reaching their full potential and contribute meaningfully to their school communities, ensuring alignment with the district's mission of academic preparation and community support.

You are an incredibly valuable resource to our schools and children and ensuring your successful and fulfilling start is important to Ceres Unified School District. We are delighted that you have chosen to join one of the most important professions in our society. May these two years encourage you to become the amazing leader you envision.

Respectfully,

Ronda Munoz

Ceres Induction Program Administrator

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Welcome!

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Vision of the Ceres Administrator Induction Program

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The vision of the Ceres Administrator Induction Program is to provide job-embedded and candidate-driven support to induction candidates. Administrator candidates are paired with a coach at the beginning of the school year to ensure ample support to start the school year. The Ceres Induction Program creates and sets forth a research-based vision of leading and learning that encourages consistency within our program. To structure our program, Impact Coaching: Scaling Instructional Leadership (Raymond L. Smith & Julie R. Smith, 2018), provides the foundation to support our candidates and coaches. The research based seminar topics from this resource guides our process design and implementation for both candidates and coaches. Our vision is consistent with preparing leaders for California public schools and the candidate’s ability to demonstrate the administrative and operational knowledge, skills, and dispositions needed to effectively lead, manage, and improve educational organizations.

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Beginning with a kick-off orientation meeting prior to the beginning of the school year, candidates and coaches are provided with a description of the program, an overview of activities and submission timelines, and are apprised of the process of earning a clear credential. The defensible process for completing the program and the appeal process are also included. Candidates and coaches are provided regular updates of program completion to help ensure that progress towards the clear credential is maintained.

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The California Professional Standards for Educational Leaders (CPSEL) provide the foundation for all reflection and activities in which the administrator candidates are engaged. From an initial self-reflection to the development of the Individualized Induction Plan (IIP) goals, the administrator candidates identify their own strengths and areas for focus. The IIP is a working document and is reviewed and updated throughout their time in induction. Participation in an end of year 1 benchmark assessment allows the administrator candidate to share their growth and areas of focus with other administrator candidates and coaches. An end of year summative review with the administrator candidate, site principal, and induction leadership allows the candidate to show how they have met all competency expectations.

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Professional learning is both self-selected and provided to the group. Sessions are directly linked to CPSEL elements and applied to IIP goals. Monthly reflection on professional learning is submitted directly in the candidates’ workbook and documents candidate growth. Thus all activities, reflection, professional learning, and coaching support are connected to candidate needs.

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With the completion of:

1. Two successful years of successful experience in a full-time administrative position, and
2. All program requirements

the candidate will be recommended for the CA clear administrative services credential.

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Notice of Non-Discrimination

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Ceres Unified School District Induction Program adheres to the District Nondiscrimination Policy:

Ceres Unified School District does not discriminate on the basis of race, color, national origin, ancestry, religion, gender, sexual orientation, disability, parental, family, or marital status.

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Nondiscrimination Policy: The Ceres Unified School District is committed to ensuring equal, fair, and meaningful access to employment and education services. The CUSD does not discriminate in any employment practice, education program, or educational activity on the basis and/or association with a person or group with one or more of these actual or perceived characteristics of age, ancestry, color, disability, ethnicity, ethnic group identifications, gender, gender identity, gender expression, genetic information, marital, family or parental status, medical condition, military or veteran status, nationality, national origin, immigration status, political affiliation, pregnancy, and related conditions, race, religion, retaliation, sex (including sexual harassment), secual orientation, or any other basis prohibited by California state and federal nondiscrimination laws respectively. Not all bases of discrimination will apply to both education services and employment. If you believe you have been subjected to discrimination, harassment, intimidation, or bullying, immediately contact the District’s Discrimination, Equity Officer and Title IX Conpliance Officer, Alfonso Navarro, Director of Child Welfare and Attendance, 209.556.1540, anavarro@ceres.k12.ca.us (Equity Officer) and Jennifer Cervantes, Director of Personnel Services, 209.556.1510, jcervantes@ceres.k12.ca.us (Title IX Compliance Officer).

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Program Policies

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Program Eligibility

Candidates must satisfy all of the following requirements to be granted admission to the program:

1. Possess a valid Preliminary Administrative Services Credential,
2. Be working in an administrative position,
3. Complete an intake meeting with the Induction Program Administrator and complete required documents.

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Professionalism

Candidates are professionals entering a graduate level course of study that will lead to their recommendation for a California Clear Credential. It is expected that candidates will present themselves in a professional manner, both in actions and expectations. Candidates are responsible for bringing value to all aspects of the induction process.

Attendance

It is important for the professional growth of the candidate that they participate in all Ceres Induction Program workshops.

Enrollment

Candidates are enrolled into and begin induction in their first year of their administrative position with a preliminary administrative credential or upon recommendation of the preliminary administrative credential if already serving as an administrator, which has been verified by the Credential Analyst at the time of hiring.

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Benefits of Participation

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Professional Learning Support

• Professional learning geared towards Ceres Unified School District leadership needs.
• Integration of California Professional Standards for Educational Leaders, English learners, special populations, technology, California content standards, diversity, and school health and safety issues as connected to leadership roles.
• Opportunity for collegial collaboration and networking with other leaders.

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Academic Support

• Coaching during the two-year program.
• The benefit of a confidential professional relationship; coaches do not share an reflective information with site administrators or supervisors.

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Credential Support

• Earn a California clear administrative services credential.

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Guarantee of Services

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Once a candidate is accepted and enrolled in the CUSD 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; 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 CUSD 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 or other CTC accredited CASC program.
• If it is possible, current candidates who complete Year 1 will remain with Ceres Unified School District Induction Program in order to complete Year 2. The district will continue to provide well-matched coaches. 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 Ceres USD. 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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Program Timeline

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May-July

Intake Meeting (Year 1 and New To District Year 2 Candidates)

The information meeting will provide details about the program. The Induction Program Administrator will discuss program eligibility and requirements, role of the coach, resources available for the candidate, and dates for program activities.

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July-August

Orientation Meeting (Year 1 Candidates)

As the first required meeting of the program, an orientation meeting will be held for all new candidates and their coaches. The purpose of the orientation meeting is to provide information regarding the content and context for the two year program. Topics of discussion will include: CPSEL, candidate self-assessment, candidate responsibilities, supervisor input, candidate’s Individual Induction Plan (IIP), processes, program support and resources and schedule of events.

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September-December

Individual Induction Plan (IIP) Drafting Meeting (Year 1 and Year 2 candidates)

The purpose of the IIP drafting meeting is for candidates to use the results of their self-assessment to create an IIP consisting of three (3) CPSELs that reflect the areas of leadership focus, based on the California Professional Standards for Educational Leaders (CPSEL). Additionally, candidates and coaches will explore the types of support that will be provided by coaches, other resources provided by the program, and other district and/or job specific resources. An IIP draft will be completed in the candidate’s digital workbook for continued use and reflection throughout the year. Candidates will identify potential professional learning opportunities related to their three CPSEL in which they can participate throughout the year. Candidates and coaches will also have time to collaborate around individual needs.

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January-June

IIP Check-in Meeting (Year 1 and Year 2 candidates)

While candidates may make a change to their IIP CPSEL at any time needed, a mid-year meeting provides a formal opportunity for reviewing and revising their IIP CPSEL. Candidates may make revisions to one or more CPSEL___ or note that no revisions are needed. Candidates will also have an opportunity to communicate with their job-alike peers for support and sharing of information. Candidates will have the opportunity to provide feedback on the support they have received from their coach as well as provide program process feedback.

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IIP Collaborative Event–Year End (Year 1 and Year 2 candidates)

The annual culminating event will provide candidates with an opportunity to reflect on their professional growth over the course of the program. Coaches will conduct an exit interview in a group setting. Candidates will receive feedback after completing the process. Additionally, candidates will be asked to complete an evaluation of the program (regarding the quality of various aspects of the program, including those areas in which the program provided coaching, support and assistance, and in areas in which candidates perceived program deficiencies). Coaches will also be provided an opportunity to evaluate the program.

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Induction Processes, Administrator Requirements and Schedule

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Defensible Process of Earning a

Clear Administrative Services Credential

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Orientation

1. Sign MOU
2. Receive Handbook:
• Extension Request & Completion Plan explained
• Change of Coach
• Review of Documents
3. Syllabus
4. Scoring Guide & Rubric

Documents

• All work done in candidate workbook.
• Reviewed and scored by Program Administrator
• Revisions made if needed (PA will provide specific feedback)
• Completion tracked in Administrator Interface.

Work with Coach

• One hour weekly, documented in Coach Contact Log
• Provides verification of support in the program.
• Change of Coach process (in Handbook).

Evidence of Application

• Progress through program shared two times annually with candidate, coach, and site administrator.
• Report identifies completion of program components.
• Candidate may submit review of documents request.

Clear Credential Recommendation

• Confirm that all program components have been completed.
• Participate in Exit Interview
• Recommendation made and completed by Induction Program Administrator, Candidate and Credential Analyst

Appeal process throughout–including extension request for the current school year, an additional year, change of coach, or credential recommendation.

Recommendation for the

Clear Administrative Services Credential

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1. Determination for the recommendation for the CA Clear Administrative Services Credential is made by the contents of the candidate’s CASC Induction Workbook, Individualized Induction Plan (IIP) completion, evidence of CPSELs competency, and professional learning hours.
2. The primary responsibility for collecting evidence in the CASC Induction Workbook lies with the candidate, with assistance and guidance from the coach.
3. The Induction Program Administrator verifies and documents completion of candidate’s CASC Induction Workbook/portfolio.
4. Online CASC Induction Workbooks are reviewed at regular intervals, and progress is noted toward induction completion. Formative feedback is provided.
5. At the end of Year Two of Induction, the Induction Program Administrator reviews the Portfolio and signs Documentation Completion forms, making copies for the Induction file.
6. The Induction Program Administrator and the Credential Analyst applies online for the California Clear Administrative Services Credential to the California Commission on Teaching Credentials (CTC). The Commission then contacts the candidate with online payment information.

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Coach and Candidate Pairing

1. Interested CUSD Administrators submit the CASC Coach Application to the Induction Program Administrator during application window.
1. Induction Program Administrator reviews application for completion and to ensure requirements have been met.
2. Prospective coaches are interviewed by the Induction Program Administrator, Assistant Superintendent of Ed Services, and the Director of Personnel.
3. Induction Program Administrator receives information of administrators eligible for CASC Induction from Credential Analyst in Personnel.
4. Induction Program Administrator meets with incoming CASC Candidates for an intake and information meeting, taking place mainly in May, June and July. Credential requirements and other induction information is reviewed with candidate.
• Meetings provide an informal opportunity to meet and helps guide the coach/candidate pairing.
5. Induction Program Administrator reviews job assignment held by candidate and coaches in the pool to determine the best coach pairing, ensuring coach is not the immediate supervisor of the candidate. Matches are reviewed to ensure match is based on job assignment, experience, and prior knowledge, and/or any request or identified need of new administrator.
• Coaches are assigned within the first 30 days of the candidate’s admission to the program.
6. Coaches are informed of candidate pairing in early July, before the start of the school year. Coaches make contact with candidates before the start of the school year to introduce themselves.
7. Candidates complete induction required activities with coach support.
8. Candidate and coach complete program surveys, confirming satisfaction with pairing.
9. Candidate and coach work and collaboration are monitored in induction trainings/workshops and through contact log summaries of meetings between coach and candidate by Induction Program Administrator.

Administrator Induction

Year 1 Candidates

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Administrator Induction

Year 2 Candidates

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The Learning to Lead System

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Goal Setting and

Professional Learning

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Candidate MOU

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Sample

Individual Induction Plan (IIP)

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Prior to the start of the school year, the candidate, coach, and site administrator meet in a triad meeting to discuss the goals and initiatives of both the school site and the district. The site administrator also provides clarification of the specific responsibilities the candidate has as a school leader. Following that meeting, the candidate and coach meet to reflect upon what was learned and identify areas the candidate feels are a strength and areas they will need more support to master.

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Simultaneously, the candidate and coach spend several weeks reviewing each of the Descriptions of Practice (DOP) and the candidate completes the initial assessment, using the Self-Reflection on the CPSEL document to record their ratings.

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Using information from the triad meeting and the Self-Reflection on the CPSEL document, along with results from the preliminary coursework and APA, if applicable, the candidate and coach are ready to develop goals on the Individual Induction Plan (IIP). Candidates and coaches meet in a group setting by their year of experience (Year 1 and Year 2) with the induction program administrator. They walk through the IIP document and work to develop one goal. They must select at least one element from three different CPSELs, ensuring that work in each of the six CPSELs is completed by the end of their two years in induction. They are advised that the IIP is a living document and should be reviewed and updated regularly. All professional learning, data and evidence, and reflections should be added to it each month. The initial IIP with the Plan and Do sections completed in the candidate workbook to be reviewed by the induction program administrator using the same scoring guide and rubric.

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The IIP is updated for official review in January and June. The induction program administrator reviews each IIP to confirm that all sections of the IIP are complete in the Study and Act sections, using the same scoring guide and rubric. The candidate’s workbook will show their progress towards completion on the “Progress and Attendance at a Glance” tab. The Administrator Interface Google Sheet will be populated with each candidate’s name and completion of the assignment. The candidate and coach also collaboratively reflect on the three CPSELs that were used to set the initial goals and and the candidate again rates themselves on the Self-Reflection on the CPSEL. This serves as a benchmark review. Candidates also meet as a group with their coaches to share with the group their goals and the progress made.

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The process is repeated in Year 2 of induction. Because responsibilities, initiatives and goals are fluid, the triad meeting is repeated. The candidate and coach reflect upon the remaining three CPSELs and the candidate rates themselves on the Self-Reflection on the CPSEL. The year 2 candidates and coaches meet with the induction coordinator to develop the IIP goals for the remaining CPSELs. The same Plan, Do, Study, Act cycle repeats in year 2. At the end of the year, the candidate and coach reflect on all six CPSELs and the rating is documented on the Self-Reflection on the CPSEL. The candidate meets with the induction program administrator, Assistant Superintendent of Education Services, and the Director of Personnel for the exit interview.

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Induction Workbook Requirements

Ceres Induction will generate a Google workbook for each candidate. Said portfolio will be shared with the candidate and the coach. The workbook contains all modules/components that need to be completed by candidates and coaches.

The candidate’s induction workbook is created using Google Sheets and as the year progresses, module/component tabs will be released to candidates and their coach. Any evidence linked by candidates and/or coaches in the portfolio must be shared to “anyone with the link.”

The workbook must contain evidence of application of knowledge. Documents are reflections of the professionalism of candidates and should reflect graduate level writing.

Candidates and coaches should check the workbook during their weekly meetings to determine that all pieces of each cycle are completed in a timely manner. Coaches should check the CASC Induction Workbook regularly to ensure that work submitted to the Ceres Induction Program for review by the induction program staff has been completed satisfactorily.

Access to the candidate’s CASC induction workbook in Google Drive is limited to the candidate and coaches, Induction Program Administrator and Induction Secretary, and is password protected. The induction workbook and documents contained within are not accessible to the general public.

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Document Review

Components are read by the Induction Program Administrator at the conclusion of each section. Candidates and coaches are provided feedback on each section. Candidate work is scored on thoughtful and thorough completion, with evidence and examples provided and explained to support placement on the CPSELs and/or demonstrate competency in leadership skills.

Should a candidate’s work not meet program criteria, the candidate and coaches will receive feedback for needed revisions or clarity. If needed, the candidate, coach and Induction Program Administrator will meet to discuss feedback, areas in need of revision as well as discussing or identifying areas of need. The team will develop a plan and a timeline for re-submitting the cycle evidence. The process will continue until the candidate meets established criteria.

Resubmission criteria can be found in the candidates’ portfolio under the section “Completion and Competency Criteria & Rubric.”

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Professional Learning

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CASC Candidates will maintain a log of professional learning they attend in support of meeting CPSEL competencies. Professional Learning Logs will be reviewed in January and June by the Induction Program Administrator and/or staff. Candidates must log a minimum of 60 hours to a maximum of 90 hours over the course of the two year program.

Program Procedures and Documents

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Request for Extension Procedure

Candidates are expected to adhere to the timeline and due dates set forth on the Induction Timeline and the Calendar of Events. When an unforeseeable circumstance arises or a life event takes place that will impact the candidate’s completion of induction requirements, the Candidate is expected to communicate with the Induction Program Administrator as soon as possible.

Procedure:

1. It is the responsibility of the candidate to communicate with the Induction Program Administrator regarding their need for an extension.
2. Should the candidate need to take an extended leave of absence, the candidate will need to meet with the Induction Program Administrator to submit a “Request for Extension.”
3. The “Request for Extension” will have an “Action Plan for Completion” of needed components that will be developed collaboratively between the Induction Program Administrator and the candidate.
4. Candidate understands that they must complete Induction requirements in order to apply for a Clear Administrative Services Credential. Candidate will be made aware of the expiration date of their preliminary credential and that it is their responsibility to meet any revised Induction standards and/or other requirements which may be added as the result of their not completing the Induction process on time.

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Request for Reassignment

Policy and Procedure

If at any time the pairing between the candidate and coach is perceived as being unsuccessful for any reason, this assignment may be revised.

Procedure:

1. At intake meeting, candidates receive an outline detailing the role and responsibilities of their assigned coach. Communication frequency, expectations, and scope of the coaching relationship is included in the outline.
2. The relationship and effectiveness of the candidate and coach match is monitored by the Induction Program Administrator through check-ins and feedback completed by the candidate in the mid-year and end-of-year surveys. This provides the candidate with the opportunity to discuss support provided by the coach and to ensure the coach is meeting expectations.
3. If at any point, the candidate feels that the coaching relationship is not meeting expectations, candidate can formally request a review of the pairing by the Induction Program Administrator. The request will be reviewed within 10 days of submission.
4. A meeting will be held with the candidate, coach, and Induction Program Administrator to determine the root cause of the disconnect or mismatch. The discussion will be documented and used to guide the decision-making process of reassignment.
5. The reassignment will be considered if there is a clear and documented mismatch between coaching style or support and the candidate’s needs. This includes factors such as communication breakdowns, lack of progress, or specific skill set gaps.

Steps for Reassignment:

1. Candidate submits a formal request for reassignment.
2. A meeting is held between candidate, coach and Induction Program Administrator.
3. Documentation of meeting and decision.
4. If reassignment is necessary, a new coach is identified, and both the candidate and new coach are briefed on the transition.

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Transparency and Fairness:

• All decisions made in this process will be documented and shared with the relevant parties to ensure transparency.
• Induction Program Administrator will be available to mediate any disputes or concerns that arise during the process.
• Clear timelines and specific action steps will be provided to both candidates and coaches throughout the process, ensuring that all parties understand what is expected and what the next steps are at all times.

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Grievance Policy and Procedure

An administrative services clear credential candidate may appeal any decision by submitting a written notice to the Ceres Induction Program Administrator following procedures for the specific concern described in the Ceres Induction Handbook.

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When the appeal is received, the process is documented and a copy of the form below is provided to the administrator candidate.

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The Grievance Committee is comprised of members from the Induction Advisory Committee:

• Director of Personnel
• Assistant Superintendent of Education Services
• Induction Program Administrator

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Review of Documents Request

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The administrator candidate is able to request a review of any of the documents that they feel is subject to a review for feedback and/or revision. The request is given to the Induction Program Administrator for review and determination of next steps.

Progress At A Glance

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Candidates and coaches will be able to track candidate’s progress through induction components on the “Progress and Attendance at a Glance” tab in the induction workbook. Program staff will update candidate’s completion status which will be reflected on the “Progress and Attendance at a Glance” tab.

CASC Inquiry Cycle Rubric

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Individual Induction Plan Inquiry Cycles are scored using the rubric below. All submissions must “meet expectations” at a Level 3 or Level 4. Any submissions scoring a Level 1 or 2 must be revised and resubmitted.

Verification of Employment

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At the end of two years of induction, the immediate supervisor will verify that the candidate has completed two years of experience in an administrative position.

Verification of Employment

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Upon hiring, the credential analyst will complete the “Verification of Employment as an Administrator” and inform the Induction Program Administrator of the new administrator candidate’s need to enroll into CASC Induction.

Candidate Memorandum of Understanding

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At the intake meeting, the candidate will complete the “Candidate Memorandum of Understanding” with the Induction Program Administrator. Responsibilities of the candidate will be explained to the candidate by the Induction Program Administrator

Entrance Interview Verification

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During the intake meeting, the candidate will read and initial the “Entrance Interview Verification” indicating that they understand the requirements of the program.

CASC Coach Memorandum of Understanding

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CASC Coaches will complete the “Coach Memorandum of Understanding” at their first meeting of the year.

Supervisor Letter of Commitment

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Supervisors will complete the “Letter of Commitment” at beginning of the year as part of the administrator orientation.

Completing the Recommendation

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Upon completing

1. Two years of successful experience in an administrative position, and
2. Fulfilling the summative assessment requirement, and completing all required documents and activities,

Induction candidates will receive a final Evidence of Completion report and the program administrator and/or credential analyst will submit the clear administrative services credential recommendation to the Commission.

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Candidates must complete the recommendation and pay for the credential within the 90 days allowed by the Commission. Candidates who do not complete the process will need to contact the program administrator and credential analyst to request a new recommendation be submitted. A fee of $75 payable to Ceres Unified School District may be required for re-submission.

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When an individual completes an approved program to earn a credential or permit through a California college, university, school district, or other approved entity, they must be formally recommended for the document. This recommendation is submitted by the program via the Commission’s CTC Online system. It is the educator’s job to complete the recommendation by logging into their profile, completing the Professional Fitness Questions (PFQ), and completing payment for the document.

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Applicants will receive an email notification when a recommendation is submitted and will be able to complete and pay for the application immediately. The payment process must be completed within 90 days or the application will be purged and a new recommendation will need to be submitted by the program.

Roles and Responsibilities:

Induction Program Administrator

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The Induction Program Administrator coordinates and oversees the administrative services of the Ceres Induction Program as well as facilitates induction meetings and trainings.

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The Induction Program Administrator will:

1. Ensure that eligible teacher candidates are enrolled in induction and matched with a mentor who is as credential and content alike as possible.
2. Facilitate induction workshops and professional learning for candidates and mentors.
3. Support the confidential relationship between the mentor and candidate.
4. Observe candidates at least twice a year and provide feedback specific to the CSTPs observed.
5. Communicate and provide feedback to the candidate regarding progress on induction process throughout the year..
6. Communicate with and provide feedback to the mentor throughout the year.
7. Utilize effective reflective and cognitive coaching skills to support professional growth of candidates and mentors.
8. Communicate with site administrators in regards to induction activities and timelines with the goal of securing necessary release time, support, and access to facilities to support work with candidates.
9. Collect, review, and act upon program feedback and data.
10. Attend and collaborate with local induction program directors meetings.
11. Verify candidate completion status to authorize and submit clear credential recommendations to the California Commission on Teacher Credentialing.
12. Complete all accreditation activities as determined by the California Commission on Teacher Credentialing.

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Roles and Responsibilities:

Induction Advisory Committee

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The Ceres Induction Advisory Committee analyzes and implements support services for candidates in collaboration with district departments, site-level administration, and institutions of higher education. The Ceres Induction Advisory Committee meets regularly throughout the year to:

1. Review program evaluation data and to provide input.
2. Make recommendations for changes and improvements to the induction programs, including additional supports and services for induction candidates who are not making adequate progress.
3. Monitor and adjust program services to better serve candidates.

The Induction Advisory Committee is comprised of the following:

• Induction Program Administrator for Teacher Induction & CASC
• Director of Personnel for CUSD
• Assistant Superintendent of Educational Services, CUSD
• Assistant Superintendent of Educational Services, Riverbank Unified School District
• Director of Elementary Education
• Director of Secondary Education
• Elementary Principals (2-3)
• Secondary Principals or Associate Principals (4)
• Program Specialist, Special Education
• Lead Teacher Induction Mentor
• Clear Administrative Services Credential (CASC) Coach
• Teacher Induction Program Candidates
• Year 1 Candidate
• Year 2 Candidate
• Program Completer
• Clear Administrative Services Credential (CASC) Candidates
• Year 1 Candidate
• Year 2 Candidate
• Program Completer
• Ceres United Teachers Association (CUTA) President
• CSU Stanislaus Department Chairs for:
• Multiple Subject Credential Program
• Single Subject Credential Program
• Education Specialist Credential Program

Advisory board feedback and information will be shared through regular meetings with CASC coaches and participants.

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Candidate Intervention &

Potential Removal

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Candidate Intervention If a candidate is not meeting program expectations (i.e., lack of engagement in the IIP process, failure to meet established deadlines, etc.), a structured intervention process will be implemented:

• Step 1: Initial conversation between the candidate and their coach to address concerns and provide additional support and/or resources. Coach will notify Induction Program Specialist.
• Step 2: If the issue persists, the candidate will meet with the Induction Program Administrator to discuss performance and identify potential barriers.
• Step 3: A formal performance improvement plan will be put in place, with specific benchmarks for the candidate to meet within a designated timeframe (i.e. 30 days).

Criteria for Removal from Program If the candidate fails to meet the expectations outlined in the performance improvement plan or does not show improvement, the candidate may be removed from the program. This will be a last-resort measure, and all steps will be taken to ensure that the candidate has been given the opportunity to succeed.

• Step 1: Failure to meet with expectations outlined in the improvement plan.
• Step 2: A final review meeting with the candidate and Induction Program Administrator to discuss removal.
• Step 3: Formal removal from the program with documented reasoning and transparency.

Transparency and Fairness:

• All decisions made in this process will be documented and shared with the relevant parties to ensure transparency.
• Clear timelines and specific action steps will be provided to both candidates and coaches throughout the process, ensuring that all parties understand what is expected and what the next steps are at all times.