General Education Induction Credential Program
Program Review
Program Addendum: Program Response to Feedback (Sep 2023).
1. Program Summary
Program Design
The Teacher Induction Program (TIP) is designed to coordinate local face-to-face support with an online curriculum that serves qualifying multiple and single subject teachers who are employed in districts or sites that do not offer induction programs and with whom the university establishes an agreement. The program incorporates a purposeful, logically sequenced structure of extended preparation and professional development that prepares participating teachers to meet the academic learning needs of their P-12 students. There are two versions of the induction program, traditional and an early completion option or ECO.
The traditional option is a two-year, four semester mentoring program through Extension and International Programs (EIP) that builds on the knowledge and skills that candidate developed in their preliminary preparation program. The one year, three semester Early Completion Option (ECO) is available for those candidates who are experienced and exceptional. Eligible students may be recommended by their school administrator and demonstrate exemplary teaching performance by way of administrator evaluation of teaching practice.
Through their enrollment in the program, candidates complete the EDEL/EDSC 502 course series (502E, 502F, 502G and 502H), for which they earn graduate credit. This course series focuses on preparation and professional development for participating teachers in accordance with the California Standards for the Teaching Profession and utilizes the Formative Assessment for California Teachers (FACT) system. They earn graduate credit for this course as well, and together with the 502 series may apply up to 9 units of credit toward a master’s degree in Education at CSU Fullerton.
Support is provided to the participating teachers by carefully selected, trained, and paid onsite experienced mentor teachers as well as the EDEL/EDSC 502 series instructor who serves as a guide for candidates in the program. Candidates also receive support from program peers with whom they communicate and collaborate in an online environment.
Teacher Induction Leadership
Leadership for the Teacher Induction Program is shared among Extension and International Programs (EIP), Dean’s Office, and the chairs of Secondary and Elementary Education of the College of Education (COE). The induction Faculty Coordinator, a tenured faculty member, has primary responsibility for leadership of the program and works with the TIP Program Manager and the TIP team (see Org Chart). These entities work together to select and hire the Faculty Coordinator, who works closely with EIP Program Manager to select tenure-track/tenured faculty, develop and update curriculum, and facilitate program administration.
Communication within the Induction program and with the institution (L.E.A or IHE)
Special efforts have been made to communicate with stakeholders (e.g., administrators, faculty, support providers, district administrators and mentors) with ongoing information about the program, through the course management site and a comprehensive program handbook. Communication between Department Chairs and the Induction Coordinator includes in person meetings, as well as phone calls, virtual online meetings, and emails. Induction Faculty Coordinator attends staff/faculty meetings, as needed to present updates to staff/faculty regarding the Teacher Induction Program.
Mentoring Design
The CTC requires that induction mentors spend an average of 5 hours per month during the program. This translates to about 15 hours per semester, including one hour per week for guided conversations and support, and completion of one pre-observation conference, observation and post-observation conference that is aligned with the candidate’s individualized learning plan and teacher inquiry.
During the first three semesters, mentors may also complete online professional development to develop their knowledge and skills in mentoring practice. Certificates are awarded for completion of these activities.
Qualifications, Selection, and Training of Mentors
Site mentos are selected by and matched to candidates by administrator. Mentors must have at least three successful years of teaching, a clear credential in the same area as their candidates, demonstrated commitment to professional learning and collaboration, ability, willingness, and flexibility to meet the candidate’s needs for support; approval by the candidate’s school site administrator to serve in the role of Mentor. Mentors engage in initial and ongoing TIP sponsored online learning modules to learn more about their role in the induction Program, needs of novice teachers, engaging in reflective conversations, using mentoring instruments effectively, and strengthening their mentoring skills to better support for their candidate.
Means for Stakeholder Input
Stakeholders in the induction program include the candidate, faculty, mentor teachers, the Dean of COE and the TIP Program Management team. Throughout the induction process there are several ways that stakeholders provide input. Candidates receive opportunities to provide input for curriculum and instruction through regularly solicited candidate feedback and through Student Opinion Questionnaires (SOQ). Faculty are invited to provide their input during two formal meetings each semester, and through informal communication through email, virtual meetings, and phone calls. Department Chairs are consulted when there are changes in faculty. The Dean, Faculty Coordinator, and Program Manager collaborate to make programmatic changes. School Administrators are involved in the identification and vetting of mentor teachers.
Description of how program assesses the quality of services
The Teacher Induction Program assesses the quality of mentor services through candidate and mentor surveys, as well as through assessing candidate portfolios at the conclusion of each semester. If the match between mentor and candidate is unsuccessful, then the Induction Faculty Coordinator will contact the administration about the need to place the candidate with a different site mentor. If a site mentor cannot be identified at the school site, the Induction Faculty Coordinator will assign the candidate a university mentor.
Course of Study (Curriculum and Field Experience)
Description of the components of the Individualized Learning Plan
The Individualized Learning Plan (ILP) addresses the California Standards for Teaching Profession and provides a road map for candidates’ induction program activities. It also serves an important guide for the mentor in providing support.
Development of Individualized Learning Plan (teaching context, transition plan, input from employer)
In the Teacher Induction Program, ILPs are collaboratively developed during semester 1 and implemented during Semesters 2, 3, and 4 by the Candidate and Mentor teacher, with input from the administrator regarding the candidate’s job assignment, and guidance from program faculty. As candidates transition from each semester, they 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 candidates to identify progression growth goals and measurable outcomes, describe how they will work to meet those goals, and plans for evaluating data to reflect on progress. The candidate’s specific teaching assignment provides the primary context for overall ILP development. In addition, some course assignments include additional goals; and the candidate and Mentor Teacher may add additional goals based on the candidate’s professional interest. The goal of the ILP process is to identify professional learning and support opportunities so that each candidate may refine effective teaching practices for all students through focused cycles of inquiry.
Role of the mentor in Individualized Learning Plan process
Mentor teachers are responsible for supporting the development, implementation, evaluation, and revision of the Individual Learning Plan. Mentors and candidates collaboratively develop the ILP starting in semester 2 in accordance with the candidate’s professional goals and needs. The mentor continues to support the process of teacher inquiry through the completion of the ILP. During this time the candidate gets connected to available resources to support their professional growth and accomplishment of the ILP. Finally, mentors review the ILP with candidates at the end of each semester and help the candidate make adjustments as needed.
Assessments of Candidates
Clear credential candidate assessment is conducted at four transition points: admission to the program, program continuation, exit from program, and post program, as shown in the figure below.
| Program Point | Assessment and Evaluation Mechanisms |
|---|---|
| Admission |
Program verifies that:
|
| Program Continuation (transition point) |
At the completion of Semester 1:
Candidate has completed approximately half of the program outcomes (11), as demonstrated in the portfolio (scored by rubric – scale 1-6; pass rate 4.0 or better) Note: the candidate may enroll in subsequent (though not final) semesters in the program by re-enrolling in EDEL/EDSC 502E, 502F, 502G and 502H for credit. |
|
Optional Admission to a Graduate Program in the CSUF College of Education:
|
|
| Program Completion |
At the completion of the final semester in the program:
|
| Post program completion | At the completion of the program, candidates complete a program exit survey to gather information on the quality and effectiveness of program preparation for performance in the field. Results are used for program improvement. |
| Location | Delivery Model | Pathway |
|---|---|---|
| Main Campus | Online | Traditional |
| Main Campus | Online | ECO |
2. Organizational Structure
3. Faculty Qualifications
Instructional Personnel Table
3.1 Summary of Program faculty time, part time, retired, vacancies
| Number of Fulltime Faculty | Number of Part-time Faculty | Site-Appointed Mentors | University-Appointed Mentors | Vacancies |
|---|---|---|---|---|
| 6 | 0 | 144 | 9 | 0 |
Annotated Faculty List
3.2 Annotated Personnel List with syllabi links
| Name | Degrees Held | Program Pathways | Status | Courses Taught |
|---|---|---|---|---|
Antoinette Linton 
|
ED.D | Teacher induction | Faculty COORDINATOR | EDEL/EDSC: 502E
502F
|
|
Gavin Tierney
|
Ph.D. | Teacher Induction | Instructor | EDEL/EDSC: 502G
, 502H
|
|
Malia Hoffmann
|
Ed.D. | Teacher Induction | Instructor | EDEL/EDSC: 502E
, 502H
|
|
Nancy Watkins
|
Ed.D. | Teacher Induction | Instructor | EDEL/EDSC 502E
and 502F
|
|
Kira Lee Keenan
|
Ph.D | Teacher Induction | Instructor | EDEL/EDSC: 502E
, 502H
|
|
Maritza Lozano
|
Ph.D. | Teacher Induction | Instructor | EDEL/EDSC: 502F
and 502G
|
Site-Based Mentors
As part of the application process for the Teacher Induction Program, school administrators fill out an Administrator Agreement Form and agree to provide a site-based mentor with the appropriate qualifications and credentials. During the first semester mentor/mentee pairs are confirmed and receive correspondences that help guide the mentor through the four-semester process. When the second semester begins, the induction candidates fill out a TIP Semester 2 Update Survey to ensure that there have been no changes with their assigned mentor. This process happens again during the third and fourth semesters of the two-year program. If there are any changes in mentorship, the new mentor is contacted and the process for completing the administrator agreement form, choosing a new mentor, and completing a mentor agreement form is initiated. The administrator agreement is signed by the administrator and the mentor teacher. The induction coordinator reviews the agreement and reviews the mentor-inductee pairings and contacts principals for inductees who do not have an appropriate pairing. These agreement forms are then archived by the program manager and the mentor information is added to the TIP Semester Survey forms.
- Mentor Correspondences
-
Mentor Job Description
- TIP Semester Survey Questions and Sample of Form
-
Out of State Verification Form
Note: The administrator agreement form is a confidential item that can be shared upon request by the reviewers as needed.
Hiring Process Instructions
3.3 Hiring Faculty Procedures
Faculty Coordinator
- Review C.V. or resume for
- Required degree (Ed.D./Ph.D or doctorate for teaching courses)
- Disciplinary knowledge relevant to the courses in the Teacher Induction Program
- Teaching experience in the course or related courses
- Student Opinion Questionnaire (SOQ) in the course requested or related to course content and delivery method (i.e. face-to-face, hybrid, and online) from prior semesters, if available, with emphasis on the most recent 2-3 years
- Currency as demonstrated, in part, through related professional learning experiences and/or leadership experience
- In addition to these qualifications, Program Director may add additional areas to determine qualifications
- Interview the candidate
- Provide candidate you choose to hire with access to the TIP dropbox
- Complete a reference check for program
Documentation needed:
- Copy of C.V. or Resume
- Letter of intent indicating which course they are qualified to teach
- Faculty Information Sheet
Send completed documents as a combined PDF to faculty coordinator alinton@fullerton.edu. Please write TIP Application in the subject line of your email
4. Course Sequence
General Education Induction Credential Program Course Sequence
5. Fieldwork and Clinical Practice
Overview of CSUF’s Teacher Induction Program
Note: While many of the documents and forms are linked below. All program information including forms, documents, web materials, etc. can be found at Fotip website.
As detailed in the program review documents, the CSUF Teacher Induction Program (TIP) is designed for multiple and single subject teachers in the Orange County region who wish to earn their Clear Teaching Credential in a university setting. The two-year, four semester mentoring program builds on the knowledge and skills that candidates developed in their preliminary preparation program. With strong mentor support, candidates develop and implement Individual Learning Plans with professional goals that support their immediate needs and/or long-term goals in teaching. Candidates reflect on their progress and completion of their professional goals at the end of each semester. The Coordinator of the Teacher Induction Program, Antoinette Linton, has extensive experience in preservice teaching and meets regularly with the Chairs of the Elementary and Secondary Education Departments, as well as the communicating with the Associate Dean of the College of Education. Dr. Linton stays up to date in her learning by attending the CTC-sponsored State-wide induction meeting in December. She also collaborates with other local induction directors monthly and attends the California Council on Teacher Education (CCTE) Teacher Induction Special Interest Group.
5.1 Timeline or Table that denotes at what point after being hired in a position requiring a teaching or administrative services credential that each candidate is assigned a mentor/coach and how those support hours are broken out across the teaching induction or clear administrative program experiences.
The site-based mentor meets with their candidates for at least four hours per month, and provides support for ILP development and implementation, subject matter, and “in the moment pedagogy” issues that may arise in daily teaching. The course instructor facilitates class discussions and other activities during the first semester. Each course is 12 weeks long requiring about three (3) hours of work which amounts to 36 hours of course time per semester and 72 hours of course time total annually.
| With course instructor Asynchronously online | Individual with site mentor whether online and/or at site | Total Candidate support hours annually | |
|---|---|---|---|
| Year 1 Candidate - Semester 1 & 2 | 36 hours (12 classes x 3 hours) each semester which amount to 72 hours in class annually | 15+ hours (five hours per month for 3 months) each semester which equals 30 hours annually *Note that mentoring is documented and submitted via Mentor Logs | 100-102 hours annually - 72 class hours + 30 individual site mentor hours. |
| Year 2 Candidate - Semester 3 & 4 | 36 hours (12 classes x 3 hours) each semester which amount to 72 hours in class annually | 15+ hours (five hours per month for 3 months) each semester which equals 30 hours annually *Note that mentoring is documented and submitted via Mentor Logs | 100-102 hours annually 72 class hours + 30 individual site mentor hours. |
| Total Support Hours for Two Year program | 144 hours of class support | 60 hours | 204 total support hours |
5.2 Employer Agreement or MOU
During the application process, prospective candidates apply for the CSUF Teacher Induction Program indicating their interest in the program, the school and administrator information. Administrators are sent the Administrator Agreement and Recommendation Form
. Administrators verify that the candidate has a minimum of two years teaching experience in the same school and district, the candidates current teaching assignment, assigned mentor for the candidate, and whether the candidate is recommended for the Early Completion Option (ECO) or the traditional two-year option. If recommended for the Early Completion Option the administrator is sent the ECO Administrator Agreement form
.
5.3 Training Materials used to train mentors/coaches
The Teacher Induction Program contacts mentors at least once a month via a check-in from the induction coordinator. Each month the mentors are given friendly reminders of the mentor activities and the links to materials they will need to complete the activities.
First semester mentor activities
- Program orientation
- Submit a Mentor Agreement Form - Your New Teacher will be asking you to complete the FOTIP Mentor Agreement. Please complete and provide to your New Teacher, who will submit it to the course instructor.
- Converse with your New Teacher on specific topics.
- Provide feedback to your New Teacher on self-assessments of and reflections on teaching practice.
- Conduct a classroom observation for your New Teacher.
- Communicate any questions or concerns about your New Teacher, your mentor role, and/or the TIP program to me, Antoinette Linton.
- OPTIONAL: Complete activities for the FOTIP Bronze Mentor Certificate to document your advancing mentor skills and experiences.
Second semester mentor activities
- Candidate Support: Mentors are expected to provide a minimum of one hour of support each week of the CSU Fullerton semester (February 15 – May 15). Activities include, but are not limited to:
- Engaging in conversations with new teachers (by phone, email, or face-to-face);
- Assisting new teachers with completion of their Individualized Learning Plan and Teacher Inquiry; and
- Facilitating the completion of a new POP Cycle of Pre-observation, Observation, and Post-Observation
- Classroom Practice.
- Mentor Log: Please track your mentor activities on the Mentoring Process Log. This document must be submitted in order for you to receive compensation. In May, this form will be requested from your teacher candidate as a course assignment.
Third Semester Mentor Activities
- Submit an updated Mentor Agreement Form - Your New Teacher will be asking you to complete the FOTIP Mentor Agreement Form. Please complete and provide to your New Teacher, who will submit it to the course instructor.
- Converse with your New Teacher on specific topics – the focus for this semester is the use of technology to support teaching and learning.
- Provide feedback to your New Teacher on the ISTE Standards and develop as an educator learner and leader.
- Conduct a classroom observation for your New Teacher focused on the ISTE standards.
- Communicate any questions or concerns about your New Teacher, your mentor role, and/or the TIP program to the induction coordinator.
- OPTIONAL: Complete activities for the TIP Bronze, Silver, or Gold Mentor Certificates to document your advancing mentor skills and experiences.
Fourth Semester Mentor Activities
- Candidate Support: Mentors are expected to provide a minimum of one hour of support each week of the CSU Fullerton semester (February 15 – May 15). Activities include, but are not limited to:
- Engaging in conversations with new teachers (by phone, email, or face-to-face);
- Assisting new teachers with completion of their Individualized Learning Plan and Teacher Inquiry that includes National Board of Professional Teacher Standards; and
- Facilitating the completion of a new POP Cycle of Pre-observation, Observation, and Post-Observation Classroom Practice.
- Mentor Log: Please track your mentor activities on the Mentoring Process Log. This document must be submitted in order for you to receive compensation. In May, this form will be requested from your teacher candidate as a course assignment.
Professional Development Materials
The Teacher induction Program offers professional development for mentors to advance their mentor skills and experiences. There are three professional development activities in total and are offered asynchronously through a password protected portal. The mentors are given information and the links concerning professional development monthly. The topics include mentoring practices, supporting candidates, reflective conservations, coaching practices, and educational practices.
Semester 1 Topics:
- Program orientation
- In Mentoring Practices - Program Orientation, you will review tips for providing support to a new teacher, assess your skills on the Continuum of Mentoring Practice, explore adult learning theory, record activities on your Mentoring Process Log, and consider whether to pursue the Mentor Bronze, Silver, and Gold Certificates of Professional Development. Estimated Time: 1 hour
- Mentoring Practices
- In Mentoring Practices - Bronze, you will assess your skills on the Continuum of Mentoring Practice and document your activities and thinking on the Mentor Reflection, Estimated Time: 2 hours
- Coaching practices
- In Coaching Practices - Bronze, you will review the CSTP Continuum of Teaching Practice, explore cognitive coaching practices, and review the elements of the POP Cycle Observation of Classroom Practice. Estimated Time: 4 hours
- Educational practices
- In Educational Practices - Bronze, you will review a variety of inclusive practices that are encouraged by the CA Department of Education, CSUF College of Education, and/or the Teacher Induction Program. Estimated Time: 2 hours
Second Semester Professional Development Series activities are designed to provide TIP Mentors with additional knowledge and skills in the following areas to the degree that they are ADVANCED in these expectations.
- Knowledge of the TIP, expectations of the New Teacher, and roles and responsibilities of the Mentor;
- Knowledge and skills in supporting the development, implementation, evaluation, and revision of the FOTIP Individualized Learning Plan.
- Knowledge and skills in supporting the design, implement, and reflection of classroom practice through the FOTIP POP Cycle of Classroom Observation.
- Knowledge and skills in supporting the collaborative assessment of the New Teacher's development level on the California Standards for the Teaching Profession Continuum of Teaching Practice.
- Knowledge and skills in providing “just in time” support for the New Teacher, in accordance with the ILP, along with longer-term guidance to promote enduring professional skills; and
- Other knowledge and skills in mentoring and coaching practices as identified on the Continuum of Mentoring Practice.
Third Semester Professional Development Series activities are designed to provide TIP Mentors with additional knowledge and skills in the same areas as the second semester activities to the degree that they are DISTINGUISHED in the expectations.
Mentoring Practices
- In Mentoring Practices - Gold, you will identify strategies for resolving conflicts with your New Teacher, examine your development as a Teacher Leader, re-assess your mentoring practice on the Continuum of Mentoring Practice, contribute to your Mentor Reflection, and record activities on your Mentoring Process Log. Estimated Time: 3 hours
Coaching Practices
- In Coaching Practices - Gold, you will revisit all CSTP 1-6 and identify areas for New Teacher growth, contribute to your Mentor Reflection, and record activities on your Mentoring Process Log. Estimated Time: 4 hours
Educational Practices
- In Educational Practices - Gold, you will review a set of Teacher Leader Model Standards, self-assess your competence as a teacher leader, your knowledge and skills, develop a plan to document or advance your practice as a Teacher Leader, contribute to your Mentor Reflection, and record activities on your Mentoring Process Log. Estimated Time: 3 hours
Trainings provide a way for the site mentors to get to know the Teacher Induction Program and how best they can support the teacher candidate. IN the first semester, mentors are introduced to the program and all supporting documents and learn how to access the documents on the webpage. The topics for first semester professional development focus on how to mentor/coach candidates concerning the California Professional Teaching Standards (CPTS).
Monthly Check-Ins
Another way that the teacher induction program supports the mentors is through monthly email check-ins. The Teacher Induction Coordinator sends monthly emails to the mentors that include reminders about professional development activities, as well as any important due dates for their work with their candidates. Site mentors are encouraged to reach out with any questions or concerns.
5.4 Documentation of spreadsheet or table verifying appropriate coach/mentor matches
The Teacher Induction Program retains information on candidate/mentor matches through the collection of our Mentor Teacher Agreement form
. This form shows the candidate, the mentor teacher, their subject area and the placement grade level. This information indicates an appropriate match has been made.
In addition, it names a list of program requirements that must be met to fill the position, and a list of responsibilities they must agree to meet as a mentor teacher. The mentor teacher signs the form, indicating they meet all the requirements and that they are willing to take on the responsibilities of the position. All forms are kept electronically, and can be made available upon request.
5.5 Links to published Manuals or Handbooks or advising materials
Teacher Induction Program: Mentor email communications
Mentor Qualifications and Responsibilities
CSTP Continuum of Practice
Teacher Induction Program Portfolio
POP (Pre-Conference, Observation Post-Conference) Cycle of Observing Classroom Practice
5.6 Individual Learning Plan (ILP) template and related program documents
The site-based mentor meets with their candidates for at least three hours per month, and provides support for ILP development and implementation, subject matter, and “just in time” issues that may arise in daily teaching. The course instructor provides candidates feedback on the ILP to provide support in the development and implementation of the ILP, as well as ongoing deeper reflection on ILP progress.
Teacher Inquiry and the Individualized Learning Plan
5.6.1 Assessment instruments
- see “Resources” section
- ILP Form
- Teacher Inquiry and the ILP (Handout)
- ILP Examples
- ILP- Teacher Leader Project Option
6. Credential Recommendation
6.1 Description of Process
The COE Credential Analyst emails all induction candidates the application information and instructions for how to apply for a clear credential document through the Credential Preparation Center
. When the candidates have completed the induction program, they email the credential analyst all the application materials and the documents are reviewed and verified for grades. In addition, candidates pay the CSUF processing fee via the payment portal on the website. Application and Instructions
.
The Credential Analyst verifies eligibility for a credential using the People Soft system. Candidate data is entered into the People Soft Student Record system. The analyst enters this data under the Student Program tab and Credential sub panel to indicate the type of credential recommended, program completer data, and the issuance/recommendation date. In addition, candidate data is entered into the College of Education Access database. Once it is determined that all requirements have been met, the credential analyst completes the CTC online recommendation.
6.1.1 Monitoring System
The first document shows a sample of multiple subject online credential request which is part of the monitoring system.
