Induction

ESD Induction Program

Induction Program Leader: Joanne Jenkins 909.803.3193

Introduction to Etiwanda’s Induction Program

The Etiwanda School District Induction Program is a California Department of Education (CDE) and Commission on Teacher Credentialing (CTC) approved induction program accredited to clear preliminary Multiple Subject, Single Subject, and Education Specialist teaching credentials. As the teacher’s employing agency, each candidate has the opportunity to participate in a comprehensively developed rigorous program aligned to the California Standards for the Teaching Profession (CSTP) while assimilating to the Etiwanda culture, procedures, and practices. Our program provides individual support and professional development for our newest classroom teachers who hold a California Preliminary General Education (multiple or single subject) credential or Education Specialist (M/M, M/S) credential, enabling them to earn their clear credential.

Vision

Provide an environment where new teachers can learn, thrive, and succeed in improving teacher efficacy and ultimately enhance all student’s growth and learning.

Mission

  • Implement a continuous improvement cycle in order for all induction programs to maintain accountability and improve their quality, with a positive impact for all stakeholders (CCSESA 2016).
  • Comprehensively support all candidates in teacher development associated with socialization into the profession, assessment of effectiveness, and refining of their practice (Martin 2012).
  • Collaboratively develop and support a network of professional educators.

Approaches to Etiwanda’s Induction Program Quality:

  • Effective, quality mentor system of relational support that addresses timely emotional and professional needs guided by individual candidate goals aligned to the California Standards for the Teaching Profession (McDonald & Flint 2011).
  • Regular support and communication provided throughout all aspects of participation within the induction program.
  • Targeted professional development aligned to effective best practices in meeting the needs of mentors, candidates, and our diverse student population.
  • Common collaborative planning and decision-making with experienced mentors and veteran teachers.
  • Inquiry around new teacher effectiveness, student success, and professional workload responsibilities.
  • Engage candidates in a collaborative supportive school environment with an approach to regular communication and feedback with site administrators, ongoing guidance from administration and grade level team, explicit common collaboration and planning time with veteran teachers (Goldrick, 2012).

ESD Induction Handbook

Why Induction and Mentoring

Teaching is complex work and the classroom is where new educators apply theory to practice. New teachers are expected to perform the same duties as veteran teachers from the moment they step into the classroom. They must take on a variety of roles such as educator, motivator, guide, counselor, coach and manager, to name a few. New teacher duties can add to their demanding schedule by adding extra-curricular activities, teach after school programs, and serve on committees. The enormity of it all can be overwhelming (Ingersoll 2012). Multiple levels of support are necessary in effectively retaining new teachers. According to Ingersoll & May, environments that promote a culture of continual learning value, trust, and empower new teachers to collaborate for the purpose for improvement (2011). The Etiwanda School District’s Induction Program serves to bridge the gap between initial preparation, our “Etiwanda culture”, and the realities of teaching through the establishment of networks of support, mentoring, critical dialogue, and growth.

Design of ESD’s Induction Program

The Etiwanda School District Induction Program is specifically designed to provide a highly individualized, job-embedded system of mentoring, support, and professional learning that begins in a candidate’s first years of holding a preliminary credential.

During the course of the two-year program, candidates engage in self-selected action research, setting and pursuing professional growth goals related to the California Standards for the Teaching Profession. Collaboration with a support mentor who provides educational coaching and mentoring to allow the candidate to traverse the expectations of teaching, develop a reflective approach to their profession and make evidence-based decisions that guide practice.

Induction Program Process and Pathway to a Clear Credential:

ESD Induction Cycle

Admission and Enrollment

  • Both general education (multiple subject and single subject) and special education candidates (mild/moderate, moderate/severe) possessing a preliminary credential in their area of authorization are eligible and may be enrolled in the program and assigned a mentor/support provider within the first 30 days of their employment in the Etiwanda School District.
  • Notification of this enrollment will be provided to candidates via personal email, district email, and/or home phone.
  • Mentor-candidate assignments are made according to credentials held, grade level and/or subject area as appropriate to the candidate’s employment. Input from the site administrator and mentor are included in this process.

Completion

Program Sequence

ESD Induction Program Models and Pathways

A candidate will continue within the approved program (meeting the adopted credentialing standards) until said candidate;

  • Successfully completes the program and is recommended for a clear credential.
  • Withdraws from the program due to employment with the Etiwanda School District.
  • Candidate requests program or temporary suspension or is dropped from the program based on established program specific criteria (see the Request for Program Suspension or Drop form). 

Decisions regarding admission to, and retention in, the Induction Program, and regarding credential recommendation are made based on these policies and Portfolio rubrics, without unlawful discrimination.
A grievance process is in place should disagreement arise regarding program admission, participation or completion.

Induction Overview

Professional Responsibilities of Candidate

  • Maintain confidentiality between support mentor and other candidates.
  • Collaborate with support mentor, site administrator, and program in developing, implementing, and revising candidate Individual Learning Plans and artifact/evidence gathering, including data collection during Induction.
  • Create an engaging, positive, collaborative relationship with the Induction Program Leader, mentors, and other Etiwanda School District staff leading to the successful completion of this program.

Candidate Program Expectations

  • Attend needs-based specific Induction training sessions: before, during or after school.
  • Attend the Induction Workshop Meetings as scheduled during the school year.
  • Complete ILP goal writing, inquiry, implementation, and artifacts/evidence reflection and submit to the Induction Program Leader as evidence of meeting professional credential requirements.
  • Participate in regularly scheduled meetings, in-classroom observations and support with Support Mentor before, during, and after school hours.
  • Document/Track your implementation and growth regularly within the required program credential file.
  • Attend at least two Advise and Counsel Meetings with the Induction Program Leader to discuss your Induction progress.
  • Complete the ILP growth process by reflecting on and sharing at the end of the year Induction Colloquium.

Etiwanda School District 

Etiwanda School District ECO

Etiwanda’s Induction Program is designed to be completed over the course of two years. At times, educators come to our district and program with experience that, at times, allows for their practice to be more advanced than that of a brand new teacher. Therefore, the Early Completion Option allows qualified candidates to complete the program in one year.

Candidates who meet the following requirements may be considered for participation in the Etiwanda School District Induction Early Completion Option:

  1. Currently holds a preliminary multiple subject/single subject teaching credential or Education Specialist credential.
  2. Currently employed in a public school with Etiwanda School District.
  3. Three years teaching experience as the teacher of record preferable but will be evaluated on a case by case basis.
  4. Successful evaluations, including an evaluation within the last two years, with an overall rating of satisfactory or better.
  5. A recommendation letter from the participant’s current administrator indicating why the participant would be a strong candidate for early completion.

The Induction Program Leader, Assistant Superintendent of Personnel, and Credential Analyst will evaluate each candidate on a case-by-case basis and make the final recommendation for Early Completion. Candidates will be notified of the next steps or denial of their request.

Individualized Mentoring and Support

Qualifications General Education-Classroom Support Provider

Qualifications Education Specialist-Classroom Support Provider

Qualifications- Professional Development Provider

Etiwanda’s Induction Program candidates will receive an average of not less than one hour per week of individualized mentoring and support, provided by or coordinated by their support mentor. This includes regular “just in time” support meetings, co-teaching, observations, determining artifacts that support growth, hands-on support with students, etc. Support within our program is based on collaborative approaches that utilize a collective resource of personnel. Support personnel consist of induction program leaders, support mentors, site administrators, grade level leaders and teams, and cohorts within the induction program. The greater professional community also contributes to a candidates overall growth in practice, reflection, and retention in the education profession.

The support mentor serves as a model of professionalism, provides research and resource guidance or additional personnel support as needed. Support mentors also directly facilitate the collaboration of other professionals in providing targeted support and observations in response to both candidate and student need. The support mentor guides the candidate’s growth aligned to the California Standards for the Teaching Profession, through purposeful inquiry, modeling, observations, and reflective conversations that drive the implementation of appropriate instructional strategies and promote increased student achievement. 

  • The Etiwanda Induction Program ensures assignment to a mentor within 30 days of enrollment participation in the program. Each candidate is assigned to a mentor based on matched credential(s) held and appropriate to the participant’s employment in order to begin developing an ILP that guides the beginning teacher’s induction program.

Individualized Goal Driven Credential Program

Each candidate will be challenged to grow in their practice by strategically setting goals aligned to the California Standards for the Teaching Profession, their individual credential, job assignment, and any other factors that influence candidate need. 

  • Multiple and Single Subject Candidates: An Individual Learning Plan (ILP) will be developed collaboratively by candidates, mentors, program leader, and site administrator within the first 60 days of their enrollment in the Induction Program.
  • Education Specialist Candidates: An Individual Learning Plan (ILP) will be developed collaboratively by candidates, mentors, program leader, and site administrator within 30 days of their enrollment in the induction program.
  • The development of the ILP includes a maximum of 12 semester units of coursework, 180 hours of professional development or a combination of coursework and professional development, developed in consultation among the candidate, mentor, district administrator and program leader.
  • The Etiwanda School District ensures that within the first 60 days of employment in the Etiwanda School District Education Specialist Induction Program, each candidate collaborates with their mentor, program leader and site administrator on and initiates IIP goals aligned to their employment context, credential, and personal professional needs.

The plan and its goal(s) are designed and implemented solely for the purpose of continued professional growth and not for evaluation for employment purposes.

Per California Education Code article 442791.1.f, “Performance assessments developed under this article shall be designed to provide useful, helpful feedback to beginning teachers and their mentors. That information shall not be used for employment-related evaluations, as a condition of employment, or as a basis for terminating employment”.

Request for Change in Support Mentor

Candidate and support mentor relationships are at the heart of each candidate’s induction program growth and retention in the profession. The Etiwanda School District Induction Program strives to provide quality support for all induction candidates.  Support begins with thoughtful candidate and support mentor matches, based on credential, assignment and subject-matter experience, as well as other factors that support cohesive relationships.
  
While many factors are considered, some professional relationships can be challenging. If a candidate or support mentor desires to change the candidate-mentor match, the following procedures will be followed: 

  • The candidate or support mentor requests, via email, a change of assignment from the induction program leader;
  • An appointment is set to discuss the challenges and possible solutions with each individual involved, which could include working out the relationship challenges or an assignment change. When agreed upon, the two individuals may also meet together with the program leader to continue discussions around challenges and next steps;
  • After determining that such a change is in the best interest of the candidate and/or the support mentor, the program leader implements the assignment change in a way to ensure a smooth transition and minimal program interruption for both parties.

Induction Program Request for Extension/Suspension

The Etiwanda School District Induction Program provides opportunities for extending the induction program after the two-year program due to extenuating circumstances:

  • Program Unit determination (Lack of completion, Refusal to complete, Other)
  • Employee illness or serious illness in immediate family
  • Accident to person or property
  • Birth or adoption of unit member’s child
  • Death in immediate family requiring extended absence
  • Interruption of employment
  • Other (personal or otherwise)

Plans for Support

If a candidate within the induction program encounters extenuating circumstances that do not allow for completion of the program within the two years provided at no cost, that candidate must contact the induction program leader immediately.  Extensions of time or additional program support, based on the circumstances of specific personal situations, will be documented in a “Support Plan” developed by both the candidate and the program director and shared with the assigned mentor.

 Suspension for Lack of Program Completion

If, despite repeated documentation of concern over lack of progress from a candidate’s mentor and/or the induction program leader, a candidate remains not on track to complete the program within the two years provided at no cost by the Etiwanda School District, said candidate may be placed on “Suspension” for Lack of Program Completion by the Induction program leader. This plan will be personalized to the candidate’s specific lack of progress, focusing on requirements that have yet to be completed.  The plan will outline the timeline for completion concerning the requirements set forth. Progress on the plan will be monitored and reported to the candidate, site, and Induction support mentor. 

Removal from Program for Lack of Program Completion

If a candidate on Suspension for Lack of Program Completion continues to refuse to accept personal and professional responsibility to complete the requirements set forth in the plan, a recommendation for removal from the Induction program will be submitted by the Induction program leader to the district Assistant Superintendent of Personnel and additionally copied to the candidate’s site administrator. Upon removal, that candidate will be financially responsible to clear their preliminary credential.

Lawful Employment Practices

Per the citations below, Etiwanda School District makes all personnel decisions without unlawful discrimination, including all decisions regarding the admission, retention, or graduation of students and decisions regarding the employment, retention or promotion of employees.

Etiwanda School District Board Policies, Rules, and Regulations

 4030 Nondiscrimination in Employment: The Governing Board is determined to provide district employees and job applicants a safe, positive environment where they are assured of full and equal employment access and opportunities, protection from harassment or intimidation, and freedom from any fear of reprisal or retribution for asserting their employment rights in accordance with the law. The Board prohibits district employee from discriminating against or harassing any other district employee or job applicant on the basis of the person’s actual or perceived race, religious creed, color, national origin, ancestry, age, marital status, pregnancy, physical or mental disability, medical condition, genetic information, military and veteran status, gender, gender identity, gender expression, sex or sexual orientation, or association with a person or group with one or more of these actual or perceived characteristics.

(Please see Board Policy on the Etiwanda School District website for complete language)

Grievance Process

The Etiwanda School District has a clearly delineated grievance procedure for induction candidates per Article VII of the Etiwanda School District Certificated Contract indicated below.

ARTICLE VII Grievance

Accessible Program Information

The Etiwanda School District Induction Program has easily accessible, accurate, up-to-date information available to the public, prospective educators, and currently enrolled candidates about the requirements for admission and completion, along with publicly posted program evaluation data on the induction program’s open website at www.etiwanda.org

Candidate Records Management, Access, and Security

Etiwanda’s Induction Program maintains and retains candidate records in accordance with CTC guidelines. Candidates and Completers may request a copy of their records at any time during or after their program completion.

The program retains records of candidate enrollment, progress towards requirement completion, and completion through multiple access pathways:

  • Individual records are maintained within the district password protected website accessible only to individual candidates and program leadership: Haiku/Power Learning ePortfolios. Candidate access is available during employment within the school district.
  • Digital copies of program and individual candidate records are maintained on a secure district server, which is not accessible to the general public and may be requested by candidates and completers.
  • Candidates who transfer to another program, whether by personal choice or release of district contract for employment, may request a transferability document indicating Etiwanda Induction Program completion and records.
  • Candidates are also encouraged to keep personal digital records of all portfolio artifacts.

Program Closure

In the event the Etiwanda School District Induction Program temporarily suspends or discontinues its accreditation approval, current candidates will be provided with completion to their program. All current program leadership and support mentors will finish the current year’s completion requirements. For candidates that have additional requirements or a second year of their program, the Etiwanda School District will ensure each and every candidate is supported until all current enrolled participants are complete and recommended for a credential.

If unforeseen circumstances arise that prevent the Etiwanda School District from being able to support the above mentioned completion of its current enrollees, the district will contact the Commission on Teacher Credentialing to develop a list of currently approved programs that may be able to partner with the district. All participant fees would be covered by the Etiwanda School District. Program leadership would then meet with the partnering program to determine a plan for completion. As needed, transition plans would be provided for each candidate enrolled in the Etiwanda School District Induction Program.

References to Research:

California County Superintendents Educational Services Association (CCSESA). “Best Practice in Teacher and Administrator Induction Programs.” June, 2016. http://ccsesa.org/wp-content/uploads/2016/06/Best-Practices-in-Teacher-and-Administrator-Induction-Programs.pdf

Goldrick, L. et al. “Review of State Policies on Teacher Induction.” New Teacher Center, February 2012. http://newteachercenter.org/sites/default/files/ntc/main/pdfs/brf-ntc-policy-stateteacher%20induction.pd

Ingersoll, R. “Beginning Teacher Induction: What the Data Tell Us.” Kappan Magazine, 93(8), May 2012. http://www.gse.upenn.edu/pdf/rmi/PDK-RMI-2012.pdf

Ingersoll, R. & May, H. “Recruitment, Retention and the Minority Teacher Shortage.” Sept. 2011. http://repository.upenn.edu/gse_pubs/226

Martin, K. “New Teacher Induction: Research Summary.” 2012. http://www.amle.org/TabId/198/ArtMID/696/ArticleID/302/Research-Summary-New-Teacher-Induction.aspx

McDonald, L. & Flint, A. “Effective Educative Mentoring Skills: A Collaborative Effort.” New Zealand Journal of Teachers’ Work, Volume 8, Issue 1, 33-46, 2011. http://www.teacherswork.ac.nz/journal/volume8_issue1/mcdonald.pdf