Program Information

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    Chino Induction Program Description/Overview

     

    The Chino Valley Unified School District’s Teacher Induction Program is designed to provide an individualized, two-year, job-embedded, system of weekly support and professional learning that begins the teacher’s first year of teaching. The intent of this induction program is to support a candidate’s development and growth as a professional educator by building on the knowledge and skills gained during a Preliminary Preparation program through a robust mentoring system designed to help each candidate work to meet the California Standards for the Teaching Profession.

     

    Each Candidate receives an average of not less than one hour per week of individualized support/mentoring coordinated and/or provided by a qualified mentor who provides multiple levels of support in the form of  “just in time” mentoring, as well as consistent and meaningful collaboration, reflection, and professional learning, based on each candidate’s individual needs, goals, job assignment, and interests, in order to guide each candidate in developing enduring professional skills. Candidates meet as a whole group four times each year, for programmatic information sessions.

     

    To be eligible to participate in the Induction Program, the teacher candidate must hold a preliminary Multiple Subject, Single Subject or Education Specialist credential at the time of enrollment. All participating teachers must be employed in their credentialed area and actively teaching.

     

    Candidates who have at least two years of successful teaching experience may apply for the Early Completion Option (ECO), which provides a process and structure for eligible individuals to complete the Induction Program in one year. It is available to those candidates who meet the program’s ECO criteria. 

     

    Candidates who successfully complete the Induction Program are recommended for a Clear Single Subject, Clear Multiple Subject or Clear Education Specialist credential. 

     

    *Teachers with out-of-state or out-of-country credentials may need to complete additional requirements to clear credentials. 

     

    2022-2023 Induction Syllabus 

    Chino Valley Teacher Induction Program (CVTIP)

     


    Teresa Shockley

    Coordinator of Teacher Support

    teresa_shockley@chino.k12.ca.us

    909.628.1201  x 1638

     


    Program (Course) Description 

    This program is designed for Preliminary Credentialed Single Subject, Multiple Subject, and Education Specialist candidates who are employed in their credential area as teacher of record. This is an individualized, strengths-based, job-embedded, system of ongoing mentor support and professional learning that provides opportunities for each candidate to acquire advanced knowledge and skills in teaching, as well as strengthening the candidate’s professional growth toward mastery of the California Standards for the Teaching Profession. This is done through weekly meetings with the mentor utilizing the consistent practice of reflecting on the effectiveness of instruction, analysis of student and other outcome data, and the use of these data to inform the repeated cycle of planning and instruction.

     

    Outcomes

     

    At the end of the program, the candidate will have completed the requirements for Year 1 of the two-year, state-approved, induction program necessary for recommendation for a California Clear Professional Teaching Credential.

     

    Program Eligibility:

     

    1. Candidates must hold a valid California Preliminary Multiple or Single Subject teaching credential;
    2. Candidates must be currently employed by the Chino Valley Unified School District and teaching in an area aligned with their preliminary credential;

    3. Candidates must have access to a computer, a valid email address, and working knowledge of a basic computer application including word processing applications, Internet browsers, and email;

    4. Candidates must submit a completed Personal Profile and Memorandum of Understanding (online), done at the time of enrollment. 

    Program Requirements:

    • Meet weekly with an assigned Induction Mentor, set a professional, overarching goal, and develop an Individual Learning Plan;

    • Meet once a year with Site Administrator and Mentor at a triad meeting;

    • Co-Assess on the Continuum of Teacher Practice 4 times yearly with assigned Mentor; once at the beginning of each inquiry cycle, and once more at the end -of-the-year;

    • Focus on one CSTP per Module, completing a mini-inquiry;

    • Actively participate in three focus group meetings; 

    • Complete three professional development experiences related to the ILP and professional goals; 

    • Submit "Evidence of Teacher Practice" in the form of program tools collaboratively written with assigned Mentor in online Google Classroom for Year 1 Candidates.

     

    Goals

     

    The Chino Valley Unified School District’s Induction Program will support a candidate’s development and growth through a robust mentoring system including the following elements:

     

    • Dedicated time for the creation and evaluation of the candidate’s Individual Learning Plan (ILP) and SMART Goals, with guidance from their mentor in providing support.  This ILP will include the candidate’s teaching assignment, professional goals, and induction program evidence collected in a virtual, electronic, portfolio;  
    • Candidate competency for the Clear Credential Recommendation, which will be based on progress towards mastery of the California Standards for the Teaching Profession (CSTPs) consistent with the ILP goals; review of observed and documented evidence; and verification that the candidate has satisfactorily completed all activities and requirements. 

     

    Mandatory Attendance

     

    • Advisement and Orientation meeting

    • Weekly meetings with mentor

    • Three Focus Group meetings

    • Three (3) site/district-based professional development events consistent with the ILP

     

    Assessment - Evidence of Practice

     

    Candidates will be evaluated by the Mentor and program staff, upon completion of each inquiry cycle, as evidenced by:

     

    • Collaborative tool completion submitted in Google Classroom and candidate progress survey;

    • Participation in Focus Group meetings and weekly meetings with mentors;

    • Co-assessment reflections;

    • Mentor-completed progress surveys at the end of each inquiry cycle.

     

    Fall Inquiry Cycle 

    August 29, 2022 - November 18, 2022


    Activity


    Hours

    Evidence of Practice


    Orientation and Advisement


    1

    Attendance and Enrollment


    Co-­Assess: CSTP Elements


    2

    Assignment placed in Google Classroom


    Triad Meeting with Site Administrator - Fall


    1

    Assignment placed in Google Classroom

    Year-long, Overarching SMART Goal


    2

    Assignment placed in Google Classroom on ILP

    Inquiry Question and Action Plan

    (Individual Learning Plan)


    1

    Assignment placed in Google Classroom on ILP


    Evidence of Practice #1


    1

    Assignment placed in Google Classroom


    Evidence of Practice #2


    1

    Assignment placed in Google Classroom


    Evidence of Practice #3- Observation


    1

    Assignment placed in Google Classroom


    Focus Group Meeting


    1.5

    Assignment placed in Google Classroom

    Professional Learning Opportunities: Self-selected and related to Inquiry


    5

    Assignment placed in Google Classroom

    End-of-Inquiry Reflection Survey

    1

    Collected on Google Form

    Coordinator Meeting

    .5

    http://bit.ly/ShockMtgRm


    Sub-­Total


    18

     

     

    Winter Inquiry Cycle 

    November 29, 2022 - February 24, 2023


    Activity


    Hours

    Evidence of Practice


    Co­-Assess: CSTP Elements


    2

    Assignment placed in Google Classroom

    Inquiry Question and Action Plan

    (Individual Learning Plan)


    1

    Assignment placed in Google Classroom


    Evidence of Practice #1


    1

    Assignment placed in Google Classroom


    Evidence of Practice #2


    1

    Assignment placed in Google Classroom


    Evidence of Practice #3 - Observation


    1

    Assignment placed in Google Classroom


    Focus Group Meeting - Mid-Year Review


    1.5

    Assignment placed in Google Classroom

    Professional Development: Self-selected and related to Inquiry


    5

    Assignment placed in Google Classroom

    End-of-Inquiry Reflection Survey

    1

    Collected on Google Form

    Coordinator Meeting

    .5

    http://bit.ly/ShockMtgRm


    Sub­-Total


    14

     



    Spring Inquiry Cycle 

    February 27, 2023 - May 12, 2023


    Activity


    Hours

    Evidence of Practice


    Co­-Assess: CSTP Elements


    2

    Assignment placed in Google Classroom

    Inquiry Question and Action Plan

    (Individual Learning Plan)


    1

    Assignment placed in Google Classroom


    Evidence of Practice #1


    1

    Assignment placed in Google Classroom


    Evidence of Practice #2


    1

    Assignment placed in Google Classroom


    Evidence of Practice #3


    1

    Assignment placed in Google Classroom


    Focus Group Meeting - End-of-Year


    1.5

    Assignment placed in Google Classroom

    Professional Development: Self-selected and related to Inquiry


    5

    Assignment placed in Google Classroom

    End-of-Year Post Co-Assessment 

    2

    Assignment placed in Google Classroom

    End-of-Inquiry Reflection Survey

    1

    Collected on Google Form

    End-of-Year Flipgrid Reflection

    .5

    Flipgrid

    Coordinator Meeting

    .5

    http://bit.ly/ShockMtgRm

    Colloquium 

    3

    TBD

    Sub-Total

    19.5

     

    Total Hours

    51.5

     




    Rubric: Induction Requirements Met or Exceeded Program Standards

       

    Exceeds

    Meets 

    Approaches 

    Below 

    Induction Standard 1: Candidate development and growth is supported  by building  on the knowledge and skills gained during the Preliminary Preparation program

    Candidate and mentor explicitly develop goals and activities based on the transition plan from the preliminary program.

    Candidate and mentor develop goals based on the transition plan from the preliminary program.

    Candidate and mentor may include some of the transition plan from preliminary program when developing goals.

    Candidate and mentor do not include the transition plan from preliminary program when developing goals.

    *Induction Standards 2 & 3: Meet weekly with an assigned Mentor: Mentoring support for candidates must include both “just in time” and longer term analysis of teaching practice to help candidates develop enduring professional skills.

    Mentor is evident. Reflection represents the Candidate’s in-depth thinking and clearly illustrates the connection between his/her instructional practice, SMART goal, and topic addressed.

    Some collaboration with Mentor is evident. Reflection represents the Candidate’s thinking and illustrates an adequate connection between his / her instructional practice, SMART goal, and topic addressed.

     

    Minimal collaboration with Mentor is evident. Reflection represents the Candidate’s thinking with limited connections between his / her instructional practice, SMART Goal, and topic addressed.

    No collaboration with mentor is evident. Reflection represents the Candidate’s thinking and connection is insufficient between his / her instructional practice, SMART Goal, and identified student needs.

    Induction Standards 2 & 3: Meet yearly with Site Administrator and Mentor at Triad Meeting to solicit input from the site administrator: Candidate, Mentor, and Site Administrator meet once yearly to discuss 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.

    Identification and in-depth discussion of candidate's assignment and goals addressed.

    Identification and adequate discussion of candidate's assignment and goals addressed.

    Identification and limited discussion of candidate's assignment and goals addressed.

    Identification and insufficient discussion candidate's assignment and goals addressed.

    Standard 3: Actively participate in three focus group meetings: 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.

    All three focus meetings are attended. 

    Two focus meetings are attended.

    One focus meeting is attended.

    No focus meetings are attended.

    Standard 3: Complete three professional learning opportunities related to the iLP and professional goals: Within the ILP, professional learning and support opportunities must be identified for each candidate to practice and refine effective teaching practices for all students through focused cycles of inquiry. Candidate participates in one professional learning opportunity (PLO) per inquiry cycle and submits a PLO Reflection Log for each

    Thoughtful, in-depth, responses reflected throughout the piece and In-depth plan for next steps provided and process clearly illustrates teacher’s thought regarding application.

    Adequate responses reflected throughout piece and an adequate plan for next steps provided and process somewhat illustrates teacher’s thought regarding application.

    Limited responses reflected in most parts of the piece and next steps are outlined with limited teacher thought regarding application.

    Insufficient responses reflected in some parts of the piece and next steps provide insufficient teacher thought regarding application.

    Standard 5: Co-Assess on the Continuum of Teacher Practice 4 times yearly with assigned mentor: 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. Collaboratively, the candidate and mentor choose two CSTP elements and evidence and developmental levels of practice are reflected upon at the beginning of each Inquiry cycle and all are revisited at the end of the school year.

    Identification and in-depth discussion of evidence of developmental level addressed.

    Identification and adequate discussion of evidence of developmental level addressed.



    Identification and limited discussion of evidence of developmental level addressed.

    Identification and insufficient discussion of evidence of developmental level addressed.

    Standard 5: 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.

    Preponderance of evidence explicitly demonstrates thoughtful completion of required tasks, including a SMART goal that describes an area of growth and improvement, CSTP elements that relate to the goal are addressed, and evidence of practice shows multiple ways in which new knowledge was applied in the classroom.

    Preponderance of evidence adequately demonstrates completion of required tasks, including a SMART goal that describes an area of growth and improvement, CSTP elements that relate to the goal are addressed, and evidence of practice shows some ways in which new knowledge was applied in the classroom.

    Preponderance of evidence somewhat demonstrates completion of required tasks, including a SMART goal that describes an area of growth and improvement, CSTP elements that may relate to the goal are addressed, and evidence of practice shows limited ways in which new knowledge was applied in the classroom.

    Preponderance of evidence does not demonstrate completion of required tasks, does not include a SMART goal that describes an area of growth and improvement, CSTP elements that may relate to the goal are not addressed, and evidence of practice does not show limited in which new knowledge was applied in the classroom.

    Standard 6: The program sponsor’s responsibilities for assuring quality of program services includes regularly assessing 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 implementing their Individualized Learning Plan, and the opportunity to complete the full  range of program requirements.

    All three candidate survey forms were completed.

    Two candidate survey forms were completed.

    One candidate survey forms were completed.

    No candidate survey forms were completed.

    Notes: 

     

     

    *

    Mentor Last Name, First Name

    Candidate Last Name, First Name

    Date of Interaction

    Length of Interaction - in minutes

    Type of Interaction

    Focus of the Interaction

    Was there any “just in time” mentoring?



















    The Chino Valley Unified School District is committed to providing a working and learning environment free from discrimination, harassment, intimidation, and bullying. The District prohibits discrimination, harassment, intimidation, and bullying based on actual or perceived race or ethnicity, gender/sex (including gender identity, gender expression, pregnancy, childbirth, breastfeeding, and pregnancy-related medical conditions) sexual orientation, religion, color, national origin, ancestry, physical or mental status, marital status, registered domestic partner status, age (40 and above), genetic information, political belief or affiliation (not union related), a person's association with a person or group with one or more of these actual or perceived characteristics, or any other basis protected by federal, state or local law, ordinance, or regulation in any program or activity it conducts or to which it provides significant assistance. The following people have been designated to handle inquiries regarding the non-discrimination policies: Isabel Brenes, Ed. D., Director, Human Resources (909) 628-1201, ext. 1115; Eric Dahlstrom, Ed. D., Director, Human Resources (909) 628-1201, ext. 1107; Richard Rideout, Assistant Superintendent, Human Resources (909) 628-1201, ext. 1111; and Antonia Hunt, Title IX Coordinator (909) 628-1201, ext. 6781.