Revised CA Teacher Induction Program Standards for Mentoring General Education Clear Teaching Credential Candidates

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1 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 a robust mentoring system, as described in the following standards, that helps each candidate work to meet the California Standards for the Teaching Profession. Focus on CSTPs through the ILP and inquiry- based, action research model Use of the Continuum of Teaching Practice which is connected to CSTPs in beginning and at the end of each Inquiry Ongoing, just in time mentoring by veteran teachers through monthly seminars and weekly meetings based on CSTP- driven work Veteran, on- site teachers that mentor candidates and are familiar with the CSTPs Focus on all CSTPs for two years of program rather than individual CSTPs and Inquiries (i.e., having classroom management for both Year 1 and Year 2) Creating and maintaining opportunities for the practical use and application of CSTPs Review Professional Coaching & Mentoring Series to see if CSTPs are integrated Standard 1: Program Purpose Each Induction program must support candidate development and growth in the profession by designing and ing a robust mentoring system, as described in the following standards, that helps each candidate work to meet the California Standards for the Teaching Profession. major minor not need any (mnth/yr)

2 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 ed 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. Growth demonstrated with CSTPs over 4 Inquiries ILP is developed with mentor teacher ILP focuses on candidate s current assignment, students, etc. ILP includes description of school and/or district CCSS priorities ILP includes candidate competencies assessment of CSTP strengths, areas of growth, and personal examples for both ILP includes Continuum of Teaching Practice for candidate competencies in development of an Inquiry Question Administrator Mid- Year Meetings Consistent, just in time mentoring by veteran teachers through monthly seminars and weekly meetings Ongoing analysis of teaching practice via Inquiry documents Mentors are trained via Professional Coaching & Mentoring Series and through break- out groups in monthly seminars ILP needs to include candidate competencies of all CSTPs Make a clearer connection to current research and theory (notes in seminars) Provide more time for mentors to provide in class coaching and modeling Not all mentors take PCMS each year Make a clearer connection to current research and theory (notes in seminars) Consider how to market PD for mentor teachers to be interested and motivated Revisit Talking Points handout and add more of a district connection Revise SP Roles & Responsibilities ILP needs to include more consultation with site administrators Identify and clearly define what the candidate competencies are and how teachers can be measured/can measure themselves Provide more training for SPs as to how to work with PTs on linkage to sites/districts Make a more direct connection to school/district goal linkage in seminars when PTs develop their Inquiry Questions Create Guiding Questions for the IIP (i.e., See your school s LCAP or Site Council for site goals) Create a SP Nuts & Bolts of bullet points and use it within a structure (i.e., agreed upon at registration, in 1 st break- outs in seminars)

3 Program Program Program Share the standard of focus for each Inquiry with District Coordinators to share with administrators Ask administrators how they would like to be more involved Look at other ways to involve admin (i.e., regular updates) Look at Admin Survey data prior to Fall DC Meeting 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. major minor not need any (mnth/yr) The mentoring approach ed by the program must include the development of an Individualized Learning Plan (ILP) for candidates based on needs determined by the teacher, site administrator, and program provider. 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 candidate s professional practice and contribute to the candidate s future retention in the profession.

4 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, and early childhood education. Within the ILP, professional learning and support opportunities for each candidate must be identified for candidates to practice and refine effective teaching practices for all students through focused cycles of inquiry. 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 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. ILP Inquiry Question is completed within first months of year ILP includes goals, specific and measurable actions and outcomes, and reflection Focused cycles of inquiry Inquiry documents are formatively assessed over the year to provide candidate reflection and revision Current seminars and materials support and collaborate with each other and are interrelated ILP focuses on context Inquiry process includes time to observe colleagues There are connections with professional living community Connection with ILP and mentor, Facilitators and District Coordinators Partner time is built into seminars Strong relationship with mentors and candidates (data supports) Investigate how to modify ILP to allow candidates to add additional goals based on their interests How is availability of resources assured? Develop resources list for professional development with/for Year 1 and Year 2 candidates over summer. How to provide more options, other academic sources, and individualized PD for teachers according to their ILPs, including information on how to support students who've experienced trauma, homelessness, etc. ILP needs to include more input/consultation with employer/site administrators Investigate how to model and provide more time for collaboration and dedicated time for regular and just in time mentoring

5 Standard 3: Designing and Implementing Individual Learning Plans within the Mentoring System not 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, and early childhood education. Within the ILP, professional learning and support opportunities must be identified for each candi practice and refine effective teaching practices for all students through focused cycles of inquiry. 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.

6 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 via providing 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 Program support and training for SPs is varied and ongoing Newly revised PCMS Have offered New SP Orientations Seminar Break- outs with training Stronger screening practice needed Train SPs in just in time concept Consider how we might better monitor the clear credential status of SPs Create a bank of potential SP s in hard to find credential areas Does the program assigning SPs mean we go with the district s recommendation per the roster? Good that district assigns. Application process could be strengthened Consider the configuration of support offered; virtual support (was this successful?) Add a Common Core component to the SP application Use of instructional and/or technology coaches (add a level of certification and perhaps tiered stipends for same) Change pension reform allowing new retirees to serve as SPs Consider training retirees in first 180 days and paying later Create capacity for leadership to set up PTà SP opportunities capacity builds leadership = skills sets- relationships

7 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 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 Goal setting major minor not need any (mnth/yr)

8 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 evidence, collaboratively assembled by the candidate, the mentor and/or other colleagues, according to the 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. There is inquiry documentation that shows growth in a systemic way Provided with Formative Assessment with Inquiry Readers Assessment based on a portfolio rubric Program Inquiry Readers who are regularly trained and provide Formative Assessment Defensible process in place All program requirements supported Continue work with candidates to keep this process authentic and practical Update PCMS to include coaching models toward work with candidate competencies (i.e., Continuum of Teaching) Update training to include documentation mentoring to be more of a learning- focused conversation Program Reconfigure Reader training to be more of a learning- focused conversation Continue to update sample documents if such documents are part of program moving forward Define candidate competencies along with the CSTPs and the Continuum ü where and how to move? ü What if they don t move? Re- examine the Portfolio Rubric to better align with competencies and standards. Program Create a handout with one page as a check- off with specific requirements upon clearing induction/ctc

9 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 evidence, collaboratively assembled by the candidate, the mentor and/or other colleagues, according to the 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. major minor not need any (mnth/yr)

10 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 ing 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. Candidates have an opportunity to provide feedback after seminars and at mid- year via SurveyMonkey Candidates have possibilities of Early Completion Option (ECO) Mentors have an opportunity to provide feedback after seminars and at mid- year via SurveyMonkey Mentors complete a Self- Assessment Is there a clear reassignment process in place? Consider continued reflections for evaluating roles of our own practice meant to promote growth How is formative feedback provided to mentors on their work? Revisit data at beginning of follow up seminar (i.e., share with participants what the data indicated last month let them know we re hearing them) Create a mentor evaluation based on the Self- Assessment Include Employer feedback (trends) about SP effectiveness long term 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 ing 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. major minor not need any (mnth/yr)