Mentor Teacher HANDBOOK

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1 San Diego County Office of Education Designated Subjects Credential Program Mentor Teacher HANDBOOK San Diego County Office of Education 6401 Linda Vista Road, Room 408 San Diego, CA Last revised: October 2011

2 TABLE OF CONTENTS Overview... 1 Consortium Members... 2 Instructional Staff Faculty... 3 Procedures Mentor Teacher Logistics... 4 California Standards for the Teaching Profession... 5 Teacher Performance Expectations... 6 Observations & Candidate Feedback... 8 How to Help Struggling Students... 9 Program Flow Chart Program Coursework Information Policy Non-Discrimination & Sexual Harassment Policy Use of Technology Procedures Coursework Procedures Grievances Information for Candidates How to Apply for a Credential Information for Candidates How to Enroll in a Course Frequently Asked Questions Glossary of Acronyms Appendices Program Mentor Application... Appendix A Program Mentor Recommendation & Verification of Successful Teaching Form... Appendix B District Mentor Experience Evaluation... Appendix C Mentor Teacher Observation of CTE Candidate... Appendix D Mentor Teacher Feedback Log... Appendix E Mentor Tool Box... Appendix F Complete Program Course Outlines... Appendix G 0 i

3 OVERVIEW The San Diego County Office of Education (SDCOE) is approved by the California Commission on Teacher Credentialing (CCTC) to recommend individuals for Designated Subjects teaching credentials. Designated Subjects Credentials include: - Adult Education - Career Technical Education (New) - Career Technical Education (Converts from already held Vocational documents) - Vocational Education (Clear and Extension ONLY) - Special Subjects, and - Supervision & Coordination The Designated Subjects Credential program is located within the SDCOE, Regional Occupational Program (ROP). We provide credentialing services to teachers of local school districts, charter schools, the California Department of Corrections, local Trade Union Apprenticeship programs, and some private employers like the San Diego Job Corps. The Designated Subjects Credential Program consists of the following staff members: Steve Pinning, Senior Director Susie Johnson, Coordinator Lillian Harvey, Credentials Technician Our website can be found at: Our hours of operation are: 7:30 am 5:00 pm Monday through Friday We can be reached at If you have any questions regarding the program, please contact: Lillian Harvey

4 CONSORTIUM MEMBERS Partner Universities San Diego County Office of Education, Designated Subjects Credential Program partners with the following Universities for program coursework: California State University, San Marcos Contact Name: Eric Bullard Telephone: Website: University of California, San Diego Contact Name: Morgan Appel Telephone: (858) Website: Partnering School Districts and Employers These employers have Memorandums of Understanding in place, and are approved to recommend individuals to be Program Mentors. Listed below are the names and contact numbers for the staff member in each district who is responsible for overseeing the mentoring activities with that district/employer. Alcanes Union High Kevin French Central Union High Phil Villamor Guajome Park Academy Carla Skaggs Oceanside Unified Bess Bronson San Pasqual Unified Phil Villamor Borrego Springs Unified Doug Ferber Brawley Union High Phil Villamor Butte County ROP Paul Watters Calexico Community Action Council Enrique Alvarado Calexico Unified Phil Villamor Calipatria Unified Phil Villamor Capistrano-Laguna Beach ROP Dave Giertych Carmel Unified Barbara Beck Carpinteria Unified Tony Bauer Chico Unified Robert Feaster x142 Coastline ROP Darlene Le Fort Contra Costa COE Bill Clark Coronado Unified Karl Mueller El Dorado COE Jeremy Meyers Escondido Charter High Kathleen Low Escondido Union High Dom Gagliardi Fontana Unified Tracie Zerpoli Grossmont Union High Adena Boxer Imperial County ROP Phil Villamor Imperial Unified Phil Villamor Inland Empire Job Corps Linda Stull Lake Tahoe Unified Jim Watson Lompoc Unified Tony Bauer Mammoth Unified Kathy Emerick x521 Monterey Peninsula Unified Sharon Albert Mountain Empire Unified Ken Edwards North Orange County ROP Howard Burkett Opportunities for Learning Charter Schools Verj Boghokian Orland Unified Armand Brett Oroville Union High Corey Willenberg Placer COE (49er ROP) Ward Andrus Poway Unified Kathleen Porter Riverside COE Tracey Vackar Sacramento Job Corps LaShawnda McClellan x4302 San Diego JCCS Ed Rulenz San Marcos Unified Nancy Peterson Santa Barbara ROP Tony Bauer Santa Maria Joint Union Tony Bauer Santa Ynez Valley Union Tony Bauer Shasta Builders Exchange Cindy Weaselbear Shasta-Trinity ROP Charlie Hoffman Siskiyou Union High Mike Matheson Southern California ROC Laurie St. Gean Sweetwater Union High Gerardo Chavez Vista Unified Richard Crane

5 INSTRUCTIONAL STAFF - FACULTY San Diego County Office of Education, Designated Subjects Credential Program s Program Faculty are part of the credentialing team available to provide candidates with services needed to apply for and clear their Designated Subjects credential in Career Technical Education and Adult Education. Our Program Faculty include: Amy Peggy Additionally, each District hosts a non-evaluative Program Support Provider (District Mentor) to assist candidates in their credentialing coursework and on-the-job practice. All district mentors are: Certificated and experienced in teaching Trained in providing coaching and support to beginning teachers Competent in providing complete, accurate and timely feedback to candidates, including information about progress toward competence Provide program improvement suggestions at annual Credential Advisory meetings Assessed by new teachers for their services Become the new teacher s lifeline for a successful career in teaching District mentors serve as coaches and will observe candidates in their on-site teaching assignments. They will conduct observations and provide prompt feedback with tips and skills needed for successful teaching. It is important to note that District mentors are not there to formally evaluate candidates. They are there to support and guide new teachers and meet the parameters set forth by the Commission on Teacher Credentialing for new teacher support and advisement. County office Program Staff is also available to provide support and guidance for candidates. Program Staff is available during regular business hours and may be contacted by telephone, or in person, 5 days a week, at no charge. Program Staff Contacts: Lillian Harvey Credentials Technician Telephone: Fax: Susie Johnson Program Supervisor Telephone: Fax: Valerie Hesson Mentor Coordinator Telephone: Fax:

6 I IMPORTANT PROCEDURES Mentor Teacher Logistics Program Mentor Application The Program Mentor Application (See Appendix A for form) are to be completed by all persons interested in becoming District mentors. Directions how to apply to be a program mentor are included on page 3. Mail completed applications to: Lillian Harvey San Diego County Office of Education 6401 Linda Vista Road., Rm. 408 San Diego, CA Upon receiving a completed packet, a letter from the Credential Program Supervisor will be mailed to the applicant stating whether or not he or she has successfully met the requirements for becoming a mentor. Program Mentor Recommendation & Verification of Teaching Experience Mentors will forward the Program Mentor Recommendation and Verification of Teaching Experience form to their District Administrator/Supervisor (See Appendix B for form). The Administrator will complete the form and return it to the mentor, who will in turn, include it in the application packet. District Mentor Experience Evaluation This form is for CTE candidates to complete by the end of their preliminary credential period. All completed forms will be mailed or ed to the Mentor Coordinator. (See Appendix C for form) Valerie Hesson San Diego County Office of Education 6401 Linda Vista Rd., Rm. 408 San Diego, CA

7 California Standards for the Teaching Profession (CSTP) 2009 Standard 1: ENGAGING & SUPPORTING ALL STUDENTS IN LEARNING 1.1 Using knowledge of students to engage them in learning 1.2 Connecting learning to students prior knowledge, backgrounds, life experiences, and interests 1.3 Connecting subject matter to meaningful, real-life contexts 1.4 Using a variety of instructional strategies, resources, and technologies to meet students diverse learning needs 1.5 Promoting critical thinking through inquiry, problem solving, and reflection 1.6 Monitoring student learning and adjusting instruction while teaching Standard 3: UNDERSTANDING AND ORGANIZING SUBJECT MATTER FOR STUDENT LEARNING 3.1 Demonstrating knowledge of subject matter, academic content standards, and curriculum Frameworks 3.2 Applying knowledge of student development and proficiencies to ensure student understanding of subject matter 3.3 Organizing curriculum to facilitate student understanding of the subject matter 3.4 Utilizing instructional strategies that are appropriate to the subject matter 3.5 Using and adapting resources, technologies, and standards-aligned instructional materials, including adopted materials, to make subject matter accessible to all students 3.6 Addressing the needs of English learners and students with special needs to provide equitable access to the content Standard 2: CREATING & MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING 2.1 Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully 2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students 2.3 Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe 2.4 Creating a rigorous learning environment with high expectations and appropriate support for all students 2.5 Developing, communicating, and maintaining high standards for individual and group behavior 2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn 2.7 Using instructional time to optimize learning Standard 4: PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR ALL STUDENTS 4.1 Using knowledge of students' academic readiness, language proficiency, cultural background, and individual development to plan instruction 4.2 Establishing and articulating goals for student learning 4.3 Developing and sequencing long-term and short-term instructional plans to support student Learning 4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all students 4.5 Adapting instructional plans and curricular materials to meet the assessed learning needs of all students Standard 5: ASSESSING STUDENTS FOR LEARNING 5.1 Applying knowledge of the purposes, characteristics, and uses of different types of Assessments 5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction 5.3 Reviewing data, both individually and with colleagues, to monitor student learning 5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify Instruction 5.5 Involving all students in self-assessment, goal setting, and monitoring progress 5.6 Using available technologies to assist in assessment, analysis, and communication of student learning 5.7 Using assessment information to share timely and comprehensible feedback with students and their families Standard 6: DEVELOPING AS A PROFESSIONAL EDUCATOR 6.1 Reflecting on teaching practice in support of student learning 6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and development 6.3 Collaborating with colleagues and the broader professional community to support teacher and student learning 6.4 Working with families to support student learning 6.5 Engaging local communities in support of the instructional program 6.6 Managing professional responsibilities to maintain motivation and commitment to all Students 6.7 Demonstrating professional responsibility, integrity, and ethical conduct

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10 OBSERVATIONS AND CANDIDATE FEEDBACK Mentor Teacher Observation of CTE Candidate Advanced scheduling for observations must be made by mentors. Mentors need to check with teachers and districts/employers for appropriate dates and times to visit. Observations should not take place when testing days are scheduled. Mentors need to check with school sites for master scheduling. Mentors need to allow sufficient time to complete observations properly and to provide feedback and coaching with CTE candidates. Mentors will visit candidates in the classroom and conduct a formal observation once per semester during the preliminary credential period to provide beginning teacher support and advisement (Program Standard 5, page 3). Additional visits may be requested by either the mentor or the CTE candidate. Informal communication will take place monthly via telephone calls, s, and visits. Documentation of these contacts is required. The Mentor Teacher Observation form is two-pages. Mentors will use these forms when observing CTE candidates in the classroom. Mentors will complete all the CTE candidate information and observation information. Mentors will ensure that all sections of the form are completed, including the candidate comments. Both the mentor and candidate will sign the form at the bottom of the page. The reverse side of this form (or page two) is used only by the mentor. While conducting the observation, the mentor will mark the box that identifies the standards and performance expectations outlined on the Classroom Teaching Observation form. Completed copies of the observation will be given to the CTE candidate for inclusion in his or her portfolio. Mentors are required to keep all original copies of observations in their personal Mentor handbook. At the end of a CTE candidate s preliminary credential period, mentors will turn in their original copies of observations to the Program Supervisor. These documents will be scanned and archived at the County LEA. (See Appendix D for form) Mentor Teacher Feedback Log This form is used by the Mentor to record when visits occurred, the type of contact made with the candidate and a brief description including recommendations and assignments suggested. A separate form will be needed for each candidate receiving services. Feedback logs must be turned into the Credential Supervisor (via ) the last calendar day of September, March, and June. The Credential Supervisor will review feedback logs and store them for accreditations evidence purposes. Information gained from the feedback logs will be gathered and used for program improvement strategies at Curriculum Review meetings and annual Credential Advisory meetings. Mentor Coordinator contact information: Valerie Hesson ) (See Appendix E for form) 8

11 HOW TO HELP STRUGGLING CANDIDATES Become the lifeline and support liaison to help candidates feel confident as new teachers. Recognize candidates who are struggling and coach and guide them accordingly. Look for the following signs for candidates who may need assistance: Uneasy transitions while teaching Unorganized or incomplete lesson plans Little or no SDAIE strategies Confusion regarding assessments and checks for understanding No accommodation for students that are English Learners or Special Needs Students not on task Series of missed or rescheduled meetings Unethical behavior Use the following resources to help struggling candidates: Review of Early Orientation units located on the Program credentialing website Review of appropriate Program Standard and accompanying program prompts Review of California Standards for the Teaching Profession (CSTPs)and Teacher Performance Expectations (TPEs) Contact the candidate s Program faculty and provide him/her with a copy of your confidential observation and comments Contact the Program staff for additional resources 9

12 San Diego Designated Subjects Credential Consortium Program Coursework Flow Chart Simultaneous Application for Program and Preliminary Credential Advise & Support Candidate Sent Planned Course of Study Program Orientation Credit/No Credit Foundations Course 30 hours/3 qtr units Holders of Clear SS or MS credentials TBD Adult Emphasis Course 90 hours/9 qtr units Speciality Courses CTE Emphasis Course 90 hours/9 qtr units English Learner & Mainstreaming infused throughout curriculum; including but not limited to: Classroom management Learning & Instruction Curriculum Strategies Diversity Technology Assessment CTE Foundation Pathway Advanced Training Course Only needed for candidates without 2 years of Portfolio Course 20 hours/2 qtr units Candidates Referred for Health Education, CPR, & U.S. Constitution CTE Core for CLEAR SS & MS Credential Holders 45 hours/4.5 qtr units Apply for Clear Credential Rev. 10/2011

13 PROGRAM COURSEWORK INFORMATION (Full course descriptions can be found in Appendix G) To be recommended for a Clear credential, candidates must complete the following courses: Early Orientation The Designated Subjects Early Orientation is designed to meet the needs of beginning teachers so they are prepared to successfully teach in a Career Technical Education (CTE) classroom. Early Orientation includes foundational knowledge and skills needed for beginning teachers. Early Orientation introduces new teachers to classroom management, critical elements of course structure, learning theories and learning styles, and teaching methods and strategies. Candidates will be provided a New Teacher Resource Guide. Topics Include: 1. CTE/ROP Overview 2. Classroom ethics and legal responsibilities 3. Student attendance recording 4. Advisory committees 5. Lesson planning a. Academic and CTE standards based curriculum b. Differentiated instruction c. SDAIE strategies d. Pacing instruction e. Special needs accommodations f. Evaluations and assessments 6. Student populations in today s classroom 7. District/County policies & emergency procedures 8. Classroom management and Safety 9. Safety 10. Equipment maintenance and replacement Program Orientation Workshop The Designated Subjects Program Orientation provides individuals interested in the Designated Subjects Credential Program with a clear understanding of the entire program, including its scope and goals, requirements, standards, the procedures that affect competencies, and field experience(s). This orientation is mandatory for applicants entering the San Diego County Credential Consortium Program. Foundations Course The Foundations Course is mandatory for all candidates new to teaching introducing candidates to fundamental precepts and practices of education. The course provides an overview for teachers of learning concepts and developmental skills as they relate to CTE and Adult Education. Instruction fulfills the competencies as identified by the California Commission on Teacher Credentialing (CCTC) Program Standards 6, 9, 13, and 14 (see website for full listing: 11

14 Topics include but not limited to: 1. Foundational Theories (Developmental & Educational) (Standard 13) 2. History and Philosophy of American Education (Standard 13) 3. Scope and function of education in California (Standard 13) 4. Professional, legal and ethical responsibilities (Standard 14) 5. CA Standards for the Teaching Profession (CSTP) (Standard 6, 9) 6. Teacher Performance Expectations (TPE s) (Standard 6, 9) 7. Current Topics in American Education (Standard 13) CTE Emphasis Course This course provides the foundation for teachers of Career Technical Education (CTE) by exploring learning concepts and developmental skills as they relate to CTE. This course meets the competencies as identified by the California Commission on Teacher Credentialing (CCTC) Program Standards (See website for full listing: Topics include but not limited to: 1. Curriculum Development (Standard 8) 2. Instructional Planning Skills (Standard 9) 3. Instructional Strategies (including SDAIE Strategies) (Standard 9) 4. Students with Special Needs (Standard 16) 5. Assessment and Student Achievement (Standard 10) 6. Diversity and Inclusion (Standard 15) 7. Technology (Standard 11) 8. Classroom and Laboratory Management (Standard 12) 9. CTE Foundations (Standard 13) Portfolio Course The Designated Subjects Portfolio Course is required for all candidates. Under the guidance of the Program faculty and District mentor, candidates will assemble a culminating portfolio. Candidates are required to present their portfolio within the context of the course and to share challenges and best practices they have experienced during the Program. Coursework includes: Assemble and document evidence from each course in the Designated Subjects program demonstrating knowledge, skills, and abilities in each of the Program Standards Summarize the content of the portfolio and engage in discussions about experiences and practical applications of theory in the context of the program Present the contents of the portfolio in the final course in the Designated Subjects program Candidates unable to obtain two (2) years of successful teaching may complete the following course to satisfy the requirements to clear their credential: Advanced Training Course This course is required for candidates who have not completed two years of successful teaching. Candidates will study advanced teaching methodology and instructional technology as it is directly related to Career Technical Education. The Advanced Teaching Methods and Strategies course is also designed to support teachers attainment of the TPEs and CSTP s and address the Category II teacher outcomes. Teachers complete an e-portfolio consisting of multiple lesson, 12

15 unit, and course plans that reflect Secretary s Commission on Achieving Necessary Skills (SCANS), state adopted CTE and academic standards, as well as, CTE curriculum framework. Topics include: 1. Curriculum (Standard 8) 2. Learning and Instruction (Standard 9) 3. Assessing Student Learning (Standard 10) 4. Education Technology (Standard 11) 5. Classroom and Lab Management (Standard 12) 6. Foundations (Standard 13) 7. Professional, Legal, and Ethical Responsibility (Standard 14) 8. English Language Learner (Standard 15) 9. Special Needs (Standard 16) 13

16 IMPORTANT POLICIES Non-Discrimination & Sexual Harassment Non-Discrimination The County Board of Education and the County Superintendent of Schools believe in the inherent worth of every individual and the right of each student to receive equal opportunities in all educational programs and activities which are conducted by the San Diego County Office of Education. The County Board of Education and the County Superintendent of Schools shall not unlawfully discriminate against anyone on the basis of race, color, national origin, ancestry, religion, socioeconomic status, marital status, or membership in legally constituted organizations, gender (including sexual harassment), disability, or age in any of its policies, procedures or practices. This nondiscrimination policy covers admission, access to treatment, and employment of all applicants, employees and students in all programs and activities managed or operated by the County Superintendent of Schools. Inquiries regarding federal law and requirements concerning nondiscrimination in education or the County's compliance with those provisions may also be directed to the Office for Civil Rights, U.S. Department of Education, 50 United Nations Plaza, Rm. 239, San Francisco, CA 94102, Telephone (415) Sexual Harassment Sexual harassment of or by any employee shall not be tolerated. The County Board of Education and the County Superintendent...consider sexual harassment to be a major offense which will result in disciplinary action up to and including dismissal of the offending individual and may lead to personal legal and financial liability. And: Education Code 212.5: unwelcome sexual advances, requests for sexual favors and other verbal, visual or physical conduct of a sexual nature made by someone from or in the work or educational setting constitute sexual harassment when: 1. Submission to the conduct is made either an explicit or implicit condition of employment, status or promotion. 2. Submission to or rejection of the conduct is used as the basis for an employment or academic decision affecting the harassed individual. 3. The harassment substantially interferes with an individual's work or academic performance or creates an intimidating, hostile or offensive work or educational environment. 4. Submission to, or rejection of, the conduct is the basis for any decision affecting an individual regarding benefits and services, honors, programs or other available activities at or through the work of educational setting. Source: ROP Manager s Handbook 14

17 IMPORTANT POLICIES Use of Technology The County Superintendent of Schools encourages employees use of technological resources. This administrative regulation presents the obligations and responsibilities of employees and other authorized adults in the use of San Diego County Office of Education technological resources. This regulation implements the Internet safety requirements of the Children s Internet Protection Act (CIPA) to ensure eligibility for Universal Service (E-rate) discounts on Internet access and internal connection services. The employee or authorized user of San Diego County Office of Education technological resources (user) is responsible for their proper use at all times. Users are expected to use technological resources to more effectively perform the duties and responsibilities of the operations and programs of the San Diego County Office of Education. Users should be aware that computer files and communications over electronic networks, including e- mail and voice mail, are not private. Information maintained on technological resources may be required to be disclosed under the California Public Records Act. Technology systems are not routinely inspected, monitored, or disclosed; however, the County Superintendent of Schools or his/her designee may monitor technological resources, including and voice mail systems, at any time without advance notice or consent. If system passwords are used, they must be made known to the County Superintendent of Schools or his/her designee so that he/she may have backup access in exceptional cases, when required to meet time-dependent, critical operational needs. In compliance with Federal Communications Commission rules for CIPA, the executive director, Technology Research and Network Services, or designee, shall ensure that the Internet access of all San Diego County Office of Education computers is regulated by a technology protection measure and that the operation of such measure is maintained. The technology protection measure shall continuously filter or block access to visual depictions that are obscene, child pornography, or harmful to minors. The executive director, Technology Research and Network Services, or designee, may disable the technology protection measure during use of a computer by an adult to enable access for bona fide research or other lawful purpose. No employee may permit minors to use computers with Internet access where the technology protection measure is not enabled. Use of San Diego County Office of Education computers by minors is governed by Administrative Regulation No. 6163, Student Use of Technology. Employees are authorized to use the technological resources of the San Diego County Office of Education in accordance with the user obligations and responsibilities specified below. 1. Users shall keep personal account addresses, home addresses, telephone numbers, Social Security numbers, and other individually identifiable information private. They shall use the system only under their own user account. 15

18 2. Users shall not use technological resources to transmit records or confidential information about students, employees, or privileged matters of the San Diego County Office of Education to anyone not legally entitled to receive it. 3. Users shall not use technological resources for commercial or political purposes, to encourage the use of drugs, alcohol, or tobacco, or to promote unethical practices or conduct any activity prohibited by law, Board policy, or administrative regulations. 4. Users shall not access, post, publish, transmit, or display harmful or inappropriate material, including visual depictions, in electronic form that is threatening, obscene, disruptive, sexually explicit, or child pornography, or that could be construed as harassment or disparaging of others based on race, color, ancestry, national origin, sex, sexual orientation, age, marital status, physical disability, mental disability, medical condition, religious creed, or political beliefs. 5. Users may only place copyrighted material, including multimedia, on the system with appropriate permission or user license. Users may download copyrighted material for their own use only in accordance with copyright laws. 6. Except as required in the course and scope of their job responsibilities, users shall not read other users mail or files; they shall not attempt to interfere with other users ability to send or receive electronic messages, nor shall they attempt to read, delete, copy, modify, forge, or fraudulently use other users mail. 7. Users shall not use San Diego County Office of Education technology resources to commit acts of vandalism. Security problems, vandalism, or misuse of the network shall be reported to the network administrator. Vandalism includes, but is not limited to, hacking, intentionally uploading, downloading, transferring, or creating computer viruses and/or any malicious use of San Diego County Office of Education technology equipment. Also included are any actions that attempt to harm or destroy equipment or materials, whether paper, microform, or electronically based, or data in any form of any other user. Public offenses related to computer crime are further defined in Penal Code section 502. User privileges may be canceled and/or the user may be subject to disciplinary or legal action in the event of violation of any conditions of applicable law, Board policy, or administrative regulation. 16

19 I IMPORTANT PROCEDURES Coursework Incomplete Coursework and Grading Candidates will be issued a grade of incomplete if any of the coursework assignments in each course are not met. The following norms are expected: 1. Candidates will complete all coursework at a minimum level of proficiency. 2. Regular attendance is expected (see course syllabi). 3. Culmination of completed assignments will be inserted into the e-portfolio. 4. Candidates will work with Program Faculty, District mentors and District Supervisors to ensure all Commission on Teacher Credentialing Program Standards are met. 5. Candidates who are struggling in a course or with any course assignment are expected to take the initiative and contact their instructor and/or mentor immediately for support and guidance. Candidates not completing the above requirements will be notified by their instructor of an incomplete grade status. Candidates failing to meet the course requirements are required to request to repeat the course and pay the regular tuition fee(s). Missed assignments will be allowed to be made up; full tuition fees will be charged. All tuition payments are made directly to the University. *All candidates are required to complete the Early Orientation within the first 30 days of employment. Failure to do so will result in notification to the employer. Request to Repeat a Course One of the goals of the program is to support candidate success. If you were unsuccessful in completing a course you attempted we want to make every reasonable support available to you. If you wish to repeat a Course that you were unsuccessful in completing, you will need to make a request in writing. The Request to Repeat Course form can be found our website or by contacting the office at This form is simply a way for us to start the conversation with you about what went wrong on your first attempt and what will be necessary for you to be successful this time. Course fees are your responsibility. In order to register for a repeated course, you will need to pay the current course fee for that class. 17

20 IMPORTANT PROCEDURES Grievances A grievance is a complaint by a candidate against the SDCOE Designated Subjects Credential Program, program instructors, representatives, or staff. The grievance procedure is as follows: Step 1: Informal Resolution Before filing a written grievance, candidates are encouraged to resolve the issue with the program staff member by discussing the situation directly with the individual directly. If this discussion does not result is a satisfactory resolution, candidates may proceed to the formal resolution outlined in step 2. Step 2: Formal Resolution The candidate is responsible for filing a written grievance to the attention of the Program Supervisor. The written statement must contain the following information: - Your name and Social Security Number (for identification purposes) - Your current contact information (address, phone, and ) - A clear, concise, and accurate explanation of the circumstances of the situation - Your understanding of the outcome of the discussion mentioned in step 1 of the process - A listing of the specific remedy being sought - The statement should also be signed under penalty of perjury (an original signature is required). The statement should be mailed to: San Diego County Office of Education Attn: Susie Johnson, Program Supervisor 6401 Linda Vista Road, Room 408 San Diego, CA The candidate will be sent via US Mail a written response regarding their grievance from the Program within ten (10) working days. 18

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