• Candidate and Mentor Agreements


    Candidate Agreement 2019-2020

    Teacher Induction Program

    Candidate Agreement: Memorandum of Understanding

    Clear Credential Requirements

    The Chino Valley Unified School District’s Teacher Induction Program is a state-approved Induction Program for eligible general education and special education teachers who need to complete teacher induction for the Professional Clear Credential. It is a two-year, job embedded system of mentoring, support, and professional learning that begins in the teacher’s first year of teaching and builds on the knowledge and skills acquired in the preliminary preparation program.

    This Memorandum of Understanding (MOU) specifies the roles and responsibilities of the program and the candidate.

     The candidate must agree to:

    Complete all required professional learning activities as outlined in the program guidebook, including, but not limited to:

    1. Attending program advisement;
    2. Beginning working with the assigned mentor within the first 30 days of enrollment in the program;
    3. Developing an Individualized Learning Plan (ILP) with the guidance of the mentor and site administrator, that is based on the teacher’s needs and interests, and aligned with the California Standards for the Teaching Profession (CSTPs), and in coherence with the district and site goals, within 60 days of enrollment in the program;
    4. Completing three cycles of inquiry, based on the above goals, with the mentor, that is documented through local induction tools, including the Continuum of Teaching Practice, on the ILP;
    5. Engaging in reflective conversations with the mentor for an average of one hour per week, over the course of the school year, focusing on individualized support/mentoring, coordinated and/or provided by the mentor, and must include both “just in time” and longer term analysis of teaching practice to help candidates develop enduring professional skills;
    6. Uploading completed program documents to the program learning management system;
    7. Participating in professional development sessions/activities that lead to the achievement of the ILP goals;
    8. Completing program surveys;
    9. Communicating with coordinator promptly to:
      1. Update contact/employment information, program status, or extension of deadlines
      2. Respond to emails, phone calls, verbal and written program requests
      3. Identify support issues;
    10. Contacting the program coordinator regarding Induction issues that arise in a timely manner, as indicated in the program Grievance/Appeal Policy: https://goo.gl/forms/24yKFLwnwKDRY28j2

    The program agrees to provide:

    1. A mentor trained in mentoring skills and induction processes - every attempt will be made to match the Candidate and Mentor by grade level/content area, and school;
    2. Guidance in completing the Induction requirements and opportunities for professional development and collaboration with colleagues;
    3. Assessments showing progress toward mastery of the CSTPs to support the recommendation for the clear credential;
    4. An Early Completion Option (ECO) that provides a structure for eligible individuals to to complete the Induction Program in one school year - to be considered for the ECO program, the candidate must meet the eligibility requirements and receive program approval;
    5. A method of feedback from the candidate assessing the quality of services provided by mentors on effectiveness of support provided, and a grievance process where all candidate issues are resolved in a timely and effective manner.
    6. A method of program completion, should the institution no longer be able to provide induction services.

    By signing, I affirm that I understand my commitment to the Chino Valley Teacher Induction Program

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     Mentor Agreement 2019-1020

    Teacher Induction Program

    Mentor Memorandum of Understanding

    Clear Credential Requirements

    The Chino Valley Unified School District’s Teacher Induction Program is a state-approved Induction Program for eligible general education and special education teachers who need to complete teacher induction for the Professional Clear Credential. It is a two-year, job embedded system of mentoring, support, and professional learning that begins in the teacher’s first year of teaching and builds on the knowledge and skills acquired in the preliminary preparation program.

    The induction program assigns qualified mentors and provided guidance and clear expectations for the mentoring experience based on the program’s design. This Memorandum of Understanding (MOU) specifies the roles and responsibilities of the Mentor (please check and initial each bulleted item).

    The mentor will:

    • Provide support and facilitate Induction Candidate(s)’ growth through guided reflection on practice, “just in time” mentoring support, as well as, longer term analysis of teaching practice, in accordance with the program design.
    • Attend all Mentor Induction Trainings, including two initial days of New Mentor Training, and one Revisions and Review day each school year. Attend after school Induction Mentor Meetings monthly, for ongoing program support.
    • Meet with the Induction Candidate(s) at least one hour per week for a minimum of four hours per month, documented on the mentor logs submitted after each meeting and completed induction tools.
    • Guide the candidate through all required Induction processes and documentation during weekly meetings, including co-assessing on the Continuum of Teacher Practice at the beginning of each inquiry cycle, and participating in two Triad meetings with site administrators per year.
    • Observe candidate(s)’ classroom practices twice yearly.
    • Consult with the Candidates on induction requirements, selection of, and documentation of, his/her evidence of teaching practice.
    • Assist the Candidate to complete professional development activities related to the teacher’s goal and inquiry focus.
    • Complete program tools and reflections with the Candidate to document conversations regarding practice.
    • Respond to emails, phone calls, and written communication from the coordinator regarding the induction program.
    • Document all hours of collaborative support on Mentor Logs, submitted at the end of each candidate meeting.
    • Complete program surveys and evaluations.
    • I understand that participation in these activities may occur during classroom release time, after school, in the evenings, or on the weekend.
    • I understand that my work with Induction teacher candidates is non-evaluative and confidential.
    • I understand that I am expected to set professional mentor goals and will receive formative feedback on my work.

    By signing, I indicate my understanding of my commitment to the Chino Valley Teacher Induction Program



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