Teacher Induction

Participating Teachers

What will the Participating Teacher Experience?

The Participating Teacher (PT) is able to enroll in the Induction Program through their employing district. Throughout the two-year program, the PT will acquire and demonstrate the knowledge, skills, and abilities of effective teaching (as outlined in the California Standards for the Teaching Profession). The program elements include:

• The Plan, Teach, Reflect, Apply Cycle (PTRA)
  This cycle is based on student achievement standards and learning styles. The teacher plans, teaches, and reflects on lessons through a variety of lenses, and evaluates the success of lessons based on student learning. Through the process of reflection, the teacher then applies new knowledge to develop a set of next steps to plan and improve student achievement. The teacher is able to use the PTRA cycle to build confidence and competence.

• The Inquiry Process
  Participating Teachers participate in a focused inquiry around their current practice as a professional educator. They self-assess on the demonstration and application of: the California Standards for the Teaching Profession, state and district curriculum frameworks and instructional materials, and the new California State Standards and performance standards. As part of the inquiry process, the Participating Teacher is given the opportunity to consider and analyze what works for his/her particular teaching and learning style with feedback from his/her peers and colleagues, and explores research on the subject. Reflection and conducting action research allows the teacher to collect evidence from his/her students and analyze and reflect on that evidence to see how to best meet students’ diverse needs and determine next steps in growing his/her practice.

• Collaborative Networking and Sharing
  Each PT develops a collaborative style in teaching and learning, which involves networking with colleagues and exploring and sharing a variety of effective teaching strategies.

• An Individual Learning Plan (ILP)
  Every teacher who participates in the Induction Program will know the value of having a plan for his/her own professional growth in developing skills and expertise as an educator. Over time, teachers’ growth will be documented on the California Continuum of Teaching Practice (CTP).

What are the requirements of the Participating Teacher?

The MCOE Teacher Credentialing Program/Induction ensures that the PT receives individualized support each year, based on prior experience and assessed need by:

• Attending Induction Orientations, which are required and held at individual districts. The focus of these sessions is to orient PTs to the program and familiarize teachers with the pathway to clear their credential(s) through Induction.

• Participating in Collaborative Meetings with a qualified and trained Induction Coach (IC), at least one hour per week.

• Completing Formal and Informal Observations between PT, IC, and other colleagues, as appropriate.

• Demonstrating and Applying the Induction Standards, Common Core State Standards, and the California Standards for the Teaching Profession (CSTP).

• Participating in Induction Conferences that provide professional learning opportunities centered on the support for developing and following their ILP. Participating Teachers attend two Induction Conferences and experience collaboration and professional networking opportunities with other new teachers and experts across our county. In this supportive environment, Participating Teachers have opportunities for sharing best practices with Multiple Subject, Single Subject, and Education Specialist colleagues from other districts.

What are the benefits for the Participating Teachers?

• Professional growth based on district goals and priorities targeting self-identified areas of growth with a highly qualified Induction Coach
• Release time to observe classrooms, as well as be observed, by their highly qualified Induction Coach
• Recommendation to the CCTC for the California Clear Credentials provided when all requirements of the Induction Program have been completed
• Continuing education semester units through a university

The Induction Coach

An Induction Coach is a teacher with a California Clear Credential who works and communicates effectively with colleagues, and demonstrates effective coaching and interpersonal skills. While exemplifying the knowledge, skills, and abilities of excellent teaching, as defined in the California Standards for the Teaching Profession, he or she engages in reflective practice to continuously improve as a professional educator. He or she implements the Common Core State Standards by using a wide range of teaching strategies to meet the needs of our culturally and linguistically diverse student population.

What are the requirements of the Induction Coach?

The MCOE-TCP/Induction Program ensures that each PT has the support of a well-qualified IC who will:

• Meet individually, and on a regular basis, with the PT to provide continuous support and to collaborate on Induction activities
• Attend all scheduled coaching sessions and follow the program guidelines
• Assist PTs with acquisition of materials and resources, learning site procedures and routines, and meeting site staff members

What is the role of the Induction Coach?

The Induction Coach meets weekly with the PT to observe, collaborate, and provide support during the two years of the Induction Program. An important element of a new teacher’s success is having an engaging Induction experience through the supportive and positive relationship with the Induction Coach. Effective support occurs during collaborative learning opportunities of observation, inquiry, and the development of action plans focused on improving instructional practice and student achievement.

What are the benefits for the Induction Coach?

• Gain or enhance interpersonal communication skills around coaching
• Engage and learn from the formative assessment process and support the growth of a Participating Teacher’s teaching practice
• Share instructional ideas and materials with colleagues
• Opportunity to build capacity for teacher excellence within the district
• Professional development in classroom instruction, mentoring, coaching, and teacher leadership
• Continuing education units over two years; units can be purchased for an additional fee paid directly to a university

Admittance to the Program

To be admitted into the MCOE Teacher Credentialing Program/Induction Program, prospective Participating Teachers must meet the following guidelines:

1. Initial program eligibility is determined using the Participating Teacher Referral form. Participating Teachers must:
   1. Hold a current Preliminary Teaching Credential or Affidavit
   2. Be currently employed as a full-time teacher
   3. Be teaching in an assignment authorized by the Preliminary Credential he or she holds
2. When a teacher wishes to participate in the MCOE Induction program and his/her teaching assignment falls short of the full-time employment requirement, special arrangements must be made prior to starting the program. The Participating Teacher must:
   1. Work with Induction program leaders to determine how he or she will obtain additional time and experience working with students to ensure fidelity to the program’s requirements. This may require volunteering in an appropriate teaching setting, co-teaching, and/or embedding appropriate and relevant content within the parameters of the teacher’s current assignment.
   2. Formalize an agreement between affected teachers, administrators, and program leaders.
   3. Fulfill all components of the agreement.
3. When a teacher wishes to participate in the MCOE Induction program and he or she is teaching in an assignment that does not match the authorized areas of his/her Preliminary Credential, special arrangements must be made prior to starting the program. The Participating Teacher must:
   1. Work with Induction program leaders to determine how he or she will obtain additional opportunities, in an appropriate setting, for the teacher to demonstrate the competencies in the content and standards the teacher is authorized to teach. This may require volunteering in an appropriate teaching setting, co-teaching, and/or embedding appropriate and relevant content within the parameters of the teacher’s current assignment.
   2. Formalize an agreement between affected teachers, administrators, and program leaders.