Induction Program Overview and Standards
Chino Valley Unified School District's Teacher Induction Program offers fully accredited, advanced credentials in multiple subject, single subject, and education specialist instruction for Candidates holding the California Preliminary Credential as determined by the Commission on Teacher Credentialing. Our two-year induction experience is highly personalized and includes purposeful mentoring in support of each candidate's Individual Learning Plan goals. Please refer to the Commission on Teacher Credentialing Induction Program Standards outlined below for more information.
Induction Standard 1: Program Purpose
Through the use of a robust mentoring system, the Chino Induction Program supports candidate development and growth in the profession by building on the knowledge and skills gained in the candidate’s Preliminary Preparation Program through utilizations of the candidate’s pre-service transition plan document, administrator input, and a mentor/candidate co-assessment on the Continuum Teacher Practice to determine professional goals, inquiry questions, and actions,and recorded on the candidate’s Individualized Learning Plan in order for the candidate to work to meet the California Standards for the Teaching Profession.
Induction Standard 2: Components of the Mentoring Design
The Chino Induction Program’s mentoring design is based on a sound rationale informed by both theory and research in reflective practices and cognitive coaching and provides multiple opportunities for candidates to demonstrate growth in the California Standards for the Teaching Profession through a two-year cycle of goal setting, inquiry,and reflection, that supports candidate goals based on the candidate’s Preliminary Program Transition Plan, current candidate needs, and developed collaboratively with the mentor and site administrator, and are then delineated on each candidate’s Individualized Learning Plan.
Mentoring support is provided at a minimum of one hour per week, recorded on the Mentor Logs and Program Tools, and uses the ILP as a guideline to provide longer term analysis and reflection of teaching practice to help candidates develop enduring professional skills; however, “just in time” support is also provided on an “”as needed” basis.
Induction Standard 3: Designing and Implementing the Individual Learning Plan
The evidence of teaching practice required by candidates in the Chino Teacher Induction program is outlined on the candidate’s Individualized Learning Plan, and based on an overarching SMART goal that was developed at the beginning of the induction experience by the candidate and the mentor, with input from the employer, and in alignment with the district and school goals and initiatives.
While the overarching SMART goal sets the stage for the focus of the teacher’s yearly professional growth goals, and outlines the criteria for the measurable outcomes, it is not static, but rather a dynamic part of the ILP that may change as the candidate and mentor reflect on activities experienced during the six inquiry cycles over the course of the two-year program.
During each inquiry, the mentor will collaborate with the candidate to determine an inquiry question to guide each cycle.This inquiry question is driven by the overarching SMART goal and the two CSTP elements on which the teacher is focusing for that inquiry and the basis for a series of activities on which the mentor and candidate will reflect weekly, as recorded on the Mentor Logs. These activities will include effectiveness of instruction, analysis of student data, and the use of these data to further inform the repeated cycle of planning and instruction.
The weekly mentor/candidate meetings will also include the mentor assisting the candidate in accessing and reflecting on resources that aid in accomplishing the goals in the ILP, such as coordinating observations of colleagues and peers by the candidate, and helping the candidate connecting with and becoming part of the larger professional learning community by developing and maintaining relations with colleagues, the local community, and professional organizations.
Induction Standard 4: Qualification, Selection, and Training of Mentors
The Chino Teacher Induction Program assigns qualified mentors and provides guidance and clear expectations for the mentoring experience, based on the initial training and ongoing mentor support that is embedded in the program’s design.
Mentor training is based on best coaching, research based, models and is provided at the onset of the mentor’s coaching experience, and then augmented with ongoing monthly mentor forums / meetings that is designed to provide both developmentally appropriate mentor support and “just in time” mentor support in the form of extended opportunities for ongoing mentor support. Mentor training is designed to incorporate adult learning theory as well as guidance on how to use the appropriate mentoring instruments in the form of local program tools designed to support candidate growth and reflectiveness.
Mentors use a process parallel to the candidate’s goal setting and ILP development in order to develop their own professional growth and then meet regularly with their mentor buddies during mentor forums to reflect and refine their goals and practices.
Standard 5: Determining the Candidate's Competency for the Clear Credential Recommendation
The Chino Teacher Induction Program assesses candidate progress toward mastery of the California Standards for the Teaching Profession both annually and triannually. At the end of each inquiry cycle the coordinator or trained mentors review and confirm that all program requirements and activities have been satisfactorily completed and documented. In addition, the candidates and mentors both complete a reflective survey that describes their own reflection of the candidate’s progress toward his/her goal via the activities outlined on their ILP.
Prior to recommending a candidate for a Clear Credential, the Induction Program sponsor verifies that the candidate has satisfactorily completed all program activities and requirements. The Chino Teacher Induction Program reviews the observed and documented evidence collaboratively assembled by the candidate and mentor with an electronic portfolio rubric and provides feedback in the form of comments. The program documents these verifications in the Chino induction Program Haiku/Powerlearning website candidate account.
If a candidate does not agree with the review given, he / she may appeal the review through the Grievance/Appeal Process and work with the Coordinator and/or Advisory Board to develop an action plan to complete the program/repeat portions of the program, as needed.
Standard 6. Program Responsibilities for Assuring Quality of Program Services
The Chino Teacher Induction Program regularly assesses the quality of services provided by mentors to candidates using criteria that includes candidate feedback, including the perceived effectiveness of mentor support provided to candidates in implementing their Individualized Learning Plan. The program requests program feedback from each candidate at the end of each inquiry cycle. This information is used to provided general and specific feedback to mentors as well as program improvements and/or revisions. If the pairing of the candidate and mentor is not deemed to be effective, then candidate may use the grievance/appeal process to appeal for a changed assignment.
The Chino Teacher Induction program provides an overall system of support thought the collaboration, communication, and coordination between candidates, mentors, school and district administrators, and all members of the local Induction system as delineated in the Communication Matrix.