Induction Programs Preconditions

General Education and Education Specialist Teacher Education Induction

Beginning in Fall 2023 we will be offering a single induction program for multiple subjects, single subject and education specialists. The program will follow the general education induction program responses below (Revised February 2023).

(1) Each Induction Program must be designed to provide a two-year, individualized, job-embedded system of mentoring, support and professional learning that begins in the teacher’s first year of teaching.

 

General Education Response:  The Teacher Induction Program (Revised March 2023) for Multiple and Single Subject candidates is a two-year program that is offered to teachers in their first year of teaching and beyond. It provides individualized mentoring, support, and professional learning to teachers who are employed in their credential areas as teachers of record. The program is designed to support candidate development and growth in the profession by building on the knowledge and skills gained during the Preliminary Preparation program through coursework, classroom practices, and a robust mentoring system that helps candidates work to meet the California Standards for the Teaching Profession.

Candidates apply online and there is no application fee.  The application period is between February-August, with a start date in mid-September for traditional candidates.

The traditional program consists of four courses for a total of nine units:

  • EDEL/EDSC 502E: Pedagogy, Assessment, and Support for New Teachers, Semester 1 (3 units)
  • EDEL/EDSC 502F: Pedagogy, Assessment, and Support for New Teachers, Semester 2 (2 units)
  • EDEL/EDSC 502G: Pedagogy, Assessment, and Support for New Teachers, Semester 3 (2 units)
  • EDEL/EDSC 502H: Pedagogy, Assessment, and Support for New Teachers, Semester 4 (2 units)

Sample course syllabi are available at https://www.fotip.org/course-syllabi.html.

Educational Specialist Response: The Education Specialist Program is a two-year program, as indicated on the Clear Program ApplicationPDF File Opens in new window , that provides scaffolded learning of all aspects of the profession from their coursework, individualized mentoring and support from their onsite mentor, course faculty, and monthly support seminars offered to both current candidates and alumni. Once candidates begin the Induction year, they take courses designed to build upon the knowledge and skills gained in the Preliminary program, and incorporates the candidates personal and professional goals and objectives so that gain confidence and expertise that will help to keep them in the profession. 

The Induction phase advances the learning from the Preliminary Program by building on and expanding the candidate’s professional learning. The Induction phase begins with a Seminar course focused on the discipline area (SPED 531 Moderate/Severe, SPED 532 Mild/Moderate, or SPED 535 Early Childhood) that explores classroom-based issues such as working with Paraprofessionals, working with families in poverty, accessing the general education curriculum, co-teaching challenges, and assistive technology. Candidates are guided to develop a year-long Action Research project based on a need in their classrooms, which culminates in SPED 533.

(2) The Induction Program must identify and assign a mentor to each participating teacher within the first 30 days of the participant’s enrollment in the program, matching the mentor and participating teacher according to credentials held, grade level and/or subject area, as appropriate to the participant’s employment.

 

General Education Response: Applicants must obtain administrator approval and agreement to cooperate with their participation in the Program. District or school administrators who verify New Teachers' employment and agree to provide required support at the school site complete the Administrator Agreement Form.

Within the first month (30 days) of the Fullerton Teacher Induction Program, candidates are assigned a mentor who is approved by the candidate’s site administrator according to credentials held, grade level and/or subject level, and employment at the school site of the candidate. As evidence that these requirements have been met, all assigned mentors are required to have a current Mentor Agreement FormPDF File Opens in new window on file with the Teacher Induction Program. The program collects uses a spreadsheet to track program admission, credential areas and mentor matching to ensure matches happen within the first 30 days (revised March 2023). See Mentor responsibilitiesOpens in new window online.

Mentor qualifications include:

  • Knowledge of and experience in teaching California K-12 content within the contexts of California K-12 public schools;
  • Demonstrated commitment to professional learning and collaboration;
  • Possession of a Clear Teaching Credential;
  • Ability, willingness, and flexibility to meet the New Teacher's needs for support;
  • Competence in mentoring practices and familiarity with the Fullerton Teacher Induction Program, including willingness to participate in online training activities;
  • Minimum of three years of effective teaching experience;
  • Approval by the New Teacher's Site Administrator to serve in the role of Mentor.

Educational Specialist Response: According to the Induction Partnership AgreementPDF File Opens in new window signed by the employing school, a mentor who meets the following criteria must be assigned within 30 days of employment of the Intern:

  1. Possession of a Clear Education Specialist Teaching Credential, with at least three years of effective teaching experience.
  2. Demonstrated commitment to professional learning and collaboration.
  3. Ability, willingness, and flexibility to meet the New Teacher's needs for support.
  4. Competence in mentoring practices and willingness to participate in online training activities.Opens in new window

In addition, the Induction Partnership AgreementPDF File Opens in new window requires Mentors to commit to the following roles and responsibilities to support the new teacher’s growth and development throughout the induction process:

  1. Devote time to meet with the new teacher and assist with induction assignments
  2. Observe and offer to be observed by the new teacher in order to model effective teaching techniques
  3. Visit the new teacher's classroom for the purpose of non -evaluative observation and the provision of feedback, coaching, and support.
  4. Be accessible for informal support, consultation, and orientation of the new teacher about district and school policies, procedures, and expectations.

Within 30 days of beginning the Induction Program and as a Teacher of Record in a district, Induction Candidates meet with a Mentor and get the Induction Partnership Agreement signed. The Program Coordinator uses an excel spreadsheet to track the completion of the requirements (revised February 2023).

In addition, the Individual Development PlanPDF File Opens in new window is begun, with goals and objectives written that are related to the job assignment and the Candidate’s professional development needs as stated in the Transition Plan.

(3) Each Induction Program must assure that each participating teacher receives an average of not less than one hour per week of individualized support/mentoring coordinated and/or provided by the mentor.

 

General Education Response: Mentors provide individualized support and mentoring an average of at least one hour per week for conversation and support. Roles and responsibilities of mentors can be found on the website/handbook (revised February 2023). One important resource is Mentor Conversations Guide designed to help new teachers explore topics related to their teaching practice. New teachers discuss topics with their mentors, and then share what they have learned in a course discussion forum. There are typically four to five Mentor Conversation Topics each semester, and each topic includes 3-6 questions. Questions are organized by semester and provided in the Student Handbook. However, conversations between the Mentor and New Teacher are not limited to these conversation topics.

Additional mentoring activities/conversations include the completion of one pre-observation conference, observation, and post-observation conference (POP Cycle Assessment of Classroom Practice) that is aligned with the candidate's individualized learning plan and teacher inquiry.

Mentors are required to complete a new Mentoring Process Log for each semester. The log includes the date, category and description of mentoring activity, identification of Mentoring Practices Standard(s), and time involved (estimate in hours). This log and directions for completion are found in the Student Handbook and submitted by the candidate each semester as part of course assignments.

Educational Specialist Response: Roles and responsibilities of mentors can be found on the website/handbook (revised March 2023).  Mentors provide individualized support and mentoring an average of at least one hour per week for:

  1. Conversation, coaching, and support;
  2. Consultation on legal issues of writing and carrying out Individual Education Plans effectively;
  3. Consultation and support for working with parents and families of children with disabilities;
  4. Assisting with creating and implementing schedules to service all students on a caseload and to choose and administer the appropriate assessments;
  5. Orientation of the new teacher to district and school policies, procedures, and expectations;
  6. Discussion of candidate observations of mentor teaching or the non-evaluative observation post-conferences of the candidate as stated in the Individual Development PlanPDF File Opens in new window .

Mentors are required to complete a new Mentoring Process Log for each semester. The log includes the date, category and description of mentoring activity, identification of Mentoring Practices Standard(s), and time involved (estimate in hours). This log and directions for completion are found in the Student Handbook and submitted by the candidate each semester as part of course assignments. (Revised February 2023)

(4) Goals for each participating teacher must be developed within the context of the Individual Learning Plan (ILP) within the first 60 days of the teacher’s enrollment in the program.

 

General Education Response: In the first two weeks of the first semester of the program ( in Module 1 of EDEL/EDSC 502E, (revised February 2023) assigned in the first two weeks of the program) , candidates conduct an assessment of their teaching proficiency based on the CSTP Continuum of Teaching Practice, and identify goals for improving practice.  These goals are delineated on their Individual Learning Plan (ILP).

ILPs are collaboratively developed and implemented by the New Teacher and Mentor, with input from the employer regarding the candidate’s job assignment, and guidance from program course instructors.   Each semester, New Teachers design, implement, evaluate, and update ILPs.  Revised plans may identify new goals for professional growth as well as revisit goals from a previous semester. The ILP requires New Teachers to identify professional growth goals and measurable outcomes, describe how the they will work to meet those goals, and plans for evaluating data to reflect on progress. The New Teacher's specific teaching assignment provides the primary context for overall ILP development.  In addition, some course assignments include additional goals; and the New Teacher and Mentor may add additional goals based on the candidate’s professional interests. The ultimate goal of the ILP process is to identify professional learning and support opportunities so that each New Teacher may refine effective teaching practices for all students through focused cycles of inquiry. Additional information on the ILP is found in the Student Handbook.

Educational Specialist Response: The Individual Learning Plan stipulates (Revised February 2023) the process by which the Induction candidate is observed and provided with feedback, and given the opportunity to self-evaluate their professional needs, all of which is used to develop the ILP within 60 days of enrollment in the program. This is verified by the instructor of SPED 531 (Moderate/Severe), 532 (Mild/Moderate), or 535 (Early Childhood) course (Revised February 2023) , which is offered during the first semester of the Induction Program.

(5) The ILP must be designed and implemented solely for the professional growth and development of the participating teacher and not for evaluation for employment purposes.

 

General Education Response: Candidate program assignments and grades are not shared with employers at any point in the program. The ILP is designed and implemented solely for the professional growth and development of the participating teacher and not for evaluation purposes or for employment purposes as attested to by the Dean of the College (Revised March 2023).  Candidates, Mentors and Employers are notified of this requirement at several points throughout the program including but not limited to the Program Design page and the Program Policies and Procedures page

Educational Specialist Response: The Induction Partnership Agreement (Revised March 2023) clearly states that observations by the mentor are to be non-evaluative and used to support the Induction teacher’s professional growth.  The Induction Individual Learning Plan details to the Mentor how observations are to be planned and conducted so that they can be used first, to develop the ILP goals and second, to assist and support the teacher to reach those goals.&;

(6) An Induction Program sponsor must make available and must advise participants of an Early Completion option for "experienced and exceptional" candidates who meet the program’s established criteria.

 

General Education Response:  The Early Completion Option is open to all Induction Program applicants. This option serves experienced and exceptional candidates who meet established criteria for Early Completion. This option puts candidates on track to complete their induction program within one year as opposed to the traditional two-year program.

This option serves experienced and exceptional candidates who meet established criteria for early completion. These criteria include:

  • Submission of the Administrator Recommendation for Early Completion Option Form. This form will be emailed to all applicants who indicate interest in the ECO on their initial application to the Teacher Induction Program. This form requires the applicant's administrator to:
    1. Verify that the candidate has completed minimum two years full-time consecutive teaching experience as the teacher of record in the earned credential area in the same school and district of employment;
    2. Verify that the candidate will be teaching full-time in the earned credential area in the same school and district as Item #1 during the year enrolled in the ECO Teacher Induction Program;
    3. Confirm that the candidate is "experienced and exceptional;" and
    4. Confirm that the administrator recommends the candidate for the Early Completion Option.
  • Demonstrate exceptional teaching performance via submission of the following:
    1. Copy of most recent administrator evaluation of teaching practice utilizing site/district format.
    2. Copy of current (within February - June of the same year as application) assessment of teaching performance by a qualified site/district administrator, mentor, or coach utilizing the Assessment of ECO Candidate Classroom PracticePDF File Opens in new window .

Educational Specialist Response:  The Early Completion Option is open to all Induction Program applicants. This option serves experienced and exceptional candidates who meet established criteria for Early Completion. This option puts candidates on track to complete their induction program within one year as opposed to the traditional two-year program.  Applicants are advised of this option on the Induction Program website (Revised February 2023).