Common Standard 3: Course of Study, Fieldwork & Clinical Practice

The PAUSD Induction consortium supports teachers hired into the partner districts. Each district has a diverse student population affording Participating Teachers ample opportunities to experience issues of diversity, including working with students from a variety of racial, ethnic, and cultural backgrounds, English Learners, students with disabilities, and socio-economically diverse populations, within their teaching assignment.

Our program strives to ensure mentors and teachers gain skills, knowledge and experience for effectively working with diverse populations. Mentors and participating teachers complete class profiles to explore the diversity in the classroom. Mentors participate in ongoing professional learning to deepen knowledge about student groups such as ELLs and students with disabilities; and in topics such as Culturally Responsive Pedagogy and mentoring strategies. Professional learning modules are in development to provide additional support for mentors and teachers around topics such as Universal Design for Learning (UDL), Culturally Responsive Pedagogy, dyslexia, and students with disabilities.

Mentor/PT matches take into consideration the credentials, experience, and context of mentors and PTs. Whenever possible, teachers are matched by credential, or a broader category (such as humanities or STEM). If a credential match is not possible, matches are made based on considerations such as school placement (some mentors also teach, so can provide school-based support) or level (mentors with middle school experience, for example, are matched with new middle school teachers). If an exact credential match is not possible, a secondary support provider (such as a department chair) is identified to provide any specific content support. Multiple subjects credential holders and special education credential holders are always matched with mentors who hold similar credentials.

During the selection process and while serving as a mentor, Induction Mentors must show commitment to all aspects of the mentor selection criteria, which outline knowledge, skills and perspectives that are requisite to the position. Criteria include teaching experience and effectiveness; knowledge of the developmental needs of new teachers and coaching (or willingness to learn); knowledge of diversity and commitment to working towards educational equity; and a commitment to the professional community.

Mentors participate in monthly professional learning sessions that focus on topics such as coaching skills, topics in diversity and equity in education, and data-informed program review and decision making. Mentors are evaluated according to each district’s Collective Bargaining Agreement, and have access to support and coaching from the Induction program director.

Implementation of our Induction program expectations is tracked through our Master Tracking spreadsheet. Progress is monitored regularly through a review of support logs and action plans, with special attention to identifying mentors or teachers in need of additional support. Each year, local survey data and the State Completer’s Survey data is reviewed to identify areas of strength, growth and needs. This analysis leads to goal setting and continuous program improvement activities.