Program Review

Program Leadership

The Induction Director, employed through PAUSD, provides leadership and guidance for the program. The Director is a member of the Educational Services team in PAUSD. She is responsible for all aspects of program leadership and oversight, including:

• Engaging in data-driven, ongoing program development to ensure each Induction participant acquires needed skills and knowledge to be successful in the classroom and the profession

• Designing and leading/coordinating mentor professional learning

• Providing individual support to mentors Participating Teacher and mentor/PT pairs

• Engaging the Steering Committee as stakeholders in examining data and considering program goals

• Monitoring completion of and regularly communicating about program requirements and progress

• Serving as the link between principals, district administration, mentors and Participating Teachers

• Ensuring alignment to the intention, mission and compliance elements of teacher preparation standards

• Managing the budget and MOUs

The Induction Steering Committee provides invaluable leadership and direction setting. The committee examines data; sets and monitors goals; and makes decisions about Early Completion applications. The group represents a range of stakeholders: administrators from each district, the PAUSD Credential Analyst, a mentor from each district, and partners from local preliminary preparation programs. The committee meets at least four times a year to monitor, evaluate and suggest adjustments to the program as needed to maintain its quality.

Our Mentors are teacher leaders and essential contributors to program design and development. They engage in analyzing data, making suggestions for goals and how to attain them, and contributing to decision-making. Our mentors have a wide range of expertise, and provide professional learning within the group.

Program Communication

Communication with Participating Teachers

Participating teachers attend a beginning of the year orientation, receive a handbook and can obtain information directly from our website. quarterly newsletters provide pertinent information and deadline reminders (program supports & resources, purchasing units, 60 day goal completion, Early Completion, ILP deadlines, local survey, etc).

Communication with Mentors

Monthly mentor meetings are not only the foundation of mentor professional learning, but also serve as a forum for mentors to have a voice in program design and development and learn about program updates. The Induction Director meets with mentors individually and/or in small groups to provide additional feedback and support. The Induction Director provides direct support to all mentors and Participating Teachers when issues arise to ensure clear communication, goal setting and problem-solving processes are in place. In 2021-2022 a Mentor Resource page was added to the website.

Communication with Administrators

The Induction Director communicates with school administrators and evaluators to ensure understanding of the program goals and to hear feedback. Yearly materials, including the handbook, timeline, expectations, and an outline of evaluator responsibilities are provided for each evaluator. Overview sessions are led each fall by the Program Director or designee. Each mentor introduces themself to their participating teacher’s evaluator at the start of the school year in order to foster communication and trust. The program planned to launch an end-of-year survey to administrators in spring 2020. The survey will be implemented at the end of the 2021-2022 school year.

Mentoring Design

Mentoring in the PAUSD Induction Consortium is grounded in adult learning theory and self-reflection as the basis for continual growth on the part of PTs. The mentoring design takes a strength-based approach. Mentors work with PTs to identify the knowledge and skills teachers have gained in their preliminary preparation program, set goals to support further growth and match them to the CSTPs. Mentors are trained in coaching strategies that foster professional vision, encourage reflection and problem-solving, and prioritize equity.

The mentor plays a pivotal role in supporting the PT. Mentors strive to develop a sustaining mentoring relationship characterized by openness, sharing and reflection. This relationship is supported by a strict confidentiality agreement. Mentors provide support to each PT for an average of one hour per week. Support focuses on establishing growth goals and action plans,, reflection on the CSTPs, peer observation, obtaining input from evaluators, using student data and other measurable outcomes to determine progress, “just in time” teacher needs, and building relationships with colleagues and the broader professional community.

Mentors work with Participating Teachers (with input from administrators) to self-assess against the CSTP and formulate a set of goals leading to an Individualized Learning Plan (ILP). Mentors support Participating Teachers to formulate Action Plans that guide purposeful work towards goals. Candidate’s work is evaluated holistically for progress along the CSTP continuum based on their work on multiple Action Plans and their reflective essay.

Mentor/PT Matches

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.

Qualifications, Selection, and Training of Mentors

Mentors are hired based on shared selection criteria (outlined on the website). Mentor positions include a competitive interview process, and are open to internal candidates. A minimum of 3 years of successful teaching, a commitment to professional learning and collaboration, knowledge of context and content area of the Participating teacher’s assignment, effective interpersonal skills, knowledge of best instructional practices and a commitment to supporting diversity are some of the qualifications outlined in the job posting. New mentors attend in-depth coaching training in their first year. Ongoing professional learning occurs through monthly mentor meetings, and the focus is determined based on program goals and mentor needs and interests.

Stakeholder Input

Stakeholder input is collected annually. PTs complete a program survey and program completers are strongly encouraged to complete the State Completer’s Survey each spring. These data help the Steering Committee, composed of representatives from various stakeholder groups, revise yearly program goals. In addition, the Induction Director meets yearly with administrators from all PAUSD sites to offer information about the program and collect feedback. Mentors complete an annual survey, and an administrator survey will be rolled out this year.

Assessing Quality of Services

Candidate Feedback: Candidates feedback is formally elicited during the local survey at the end of the year, and, beginning in 2021-2022 through focus groups. Beginning in 2021-2022, a mid-year survey will also be conducted and will focus on identifying what is working and any individual or group needs for additional support. The end of year survey asks candidates to identify strengths in working with their mentor and any challenges or needs that arise. Candidates receive communication from the program director several times a year, and each one encourages candidates to reach out with questions, or to discuss any aspect of the program, especially if a concern or problem arises. Mentors have requested additional professional learning focused on requesting feedback directly from Participating Teachers on their coaching.

Assessing Quality of Support: Quality of support provided to Participating Teachers (PTs) is assessed regularly across the year. Individualized Learning Plans, Support Logs, and program milestones are regularly reviewed by mentor peers and the Program Director. Participating Teachers submit growth goals that they have co-developed with their mentor (with input from their evaluator) in October, and their first Action Plan before winter break. Not only are these submissions important for ensuring PTs are meeting program expectations, they also serve as a check for the quality of support provided to PTs over the course of the year. The Program Director has access to all ILPs, goals, and Support Logs and regularly reviews them. The review process provides insight into the quantity and quality of the work on the ILP at the individual mentor level, and for the program overall.

Program deadlines allow the program director to ensure PTs are being guided through the program requirements on the expected timeline, and also to assess the effectiveness of the work on the ILP. Regular review provides an opportunity to support PTs and/or mentors with any needs or clarifications needed that may arise in the review.

Formative Feedback to Mentors: Mentors receive formative feedback through several processes.

1. ILP Review: Goals and support logs are reviewed at the October mentor meeting and serve as professional learning for the mentors. In addition, mentors review, provide feedback, and learn from one another around the Action Plans during the January mentor meeting. The review process allows mentors to share best practices, brainstorm ideas, and learn from one another, which contributes to group effectiveness and the overall quality of the program throughout the school year. The program director also reviews ILPs and support logs regularly and provides feedback to mentors.

2. Survey Outcomes: Beginning in 2020-2021, the mid and end of year surveys will be sortable by mentor to provide individual feedback.

3. Goal Setting: A formalized goal setting process for mentors will be implemented in 2021-2022. The group will revisit the New Teacher Center coaching standards (used in past years). In addition, the group will establish a menu of options for working towards goals (i.e. observations, conferences, research).

Procedures for Reassigning Mentor/Participating Teacher Pairings: Mentor/Participating Teacher pairings are made with a variety of considerations in mind, such as type of credential, grade level experiences, and site. In the event that a match is not effective, the program director will work with the mentor and teacher to understand the situation, provide support, and determine if the pairing should be reassigned. To ensure candidates are aware of the process, information is in the orientation slides (slide 15), and the Handbook (page 8). Additionally, questions on the mid and end of year survey provide feedback to the director and mentors about the PT’s perspective on the match, to identify strengths in mentoring relationships and potential next steps.

Recent Program Modifications

Over the last two years our program has refined our practices around the new Induction standards, utilizing input from our PTs, mentors, administrators and Steering Committee.

• ILP Documentation: The ILP form has been modified to ensure an authentic and reflective experience for PTs. Modifications include added scaffolding for Participating Teachers to capture reflections along the way (not solely at the end of the year) and providing check-points (submitting goals in October, and Action Plan #1 and fall Support Log in December) that allow our program to ensure PTs are on track. In the summer of 2021, the ILP and Action Plan templates were refined, based on mentor input, to integrate prompts and scaffolds to guide mentors and teachers through the process.

• Early Completion Process: Our Steering Committee has struggled to come to agreement about the definition of “experienced and exceptional”. Updates include a clear definition and a change in the timeline. The timeline for preliminary approval was moved back to March to allow for additional formal evaluations to determine “exceptional” in the current teaching assignment.

• Mid-Year Start PT Support: Our previous process followed the same timeline for all PTs, so this group was submitting their ILPs mid-year. As a result, PTs were asked to reflect on the spring semester as well as the fall (different students, often different courses or school sites). Program updates allow PTs to submit a single semester’s worth of work for review.

• Targeted Professional Learning: In response to the December, 2019 CTC guidance on disseminating the Dyslexia Guidelines, the PAUSD consortium created a module to engage our PTs in learning about dyslexia. We have built out webpages focused on professional learning focused on our program goals, to support our Participating Teachers (more information in the professional learning session below).

• Partnership with Administrators: One of our program goals is to strengthen our partnership with administrators. We have developed an administrator checklist to identify ways administrators can provide input into the ILP. Additionally, we will launch a survey this year to gather baseline data on our goal. Note: This survey was designed to launch in spring, 2020, but was delayed due to school closure.

• COVID Credentialing Impacts: The program has developed numerous supports for teachers with COVID credential impacts, including:

  • CBEST flexibility review: The PAUSD Credential Analyst worked with all Participating Teachers who needed the CBEST to review transcripts and test scores against the CTC flexibility guidelines.

  • CSET information: The PAUSD Credential Analyst identified all PTs in need of the CSET to insure they are aware of the flexibilities and next steps.

  • RICA support: Teachers who need to pass the RICA have been provided with three support sessions led by a mentor with time dedicated to RICA support. Teachers will be reimbursed for the cost of the exam if taken in fall 2021. In the case of a needed re-take, the mentor will work with the teacher to understand the score report and create a customized preparation plan.

  • TPA support: Mentors are providing direct support (in alignment with the acceptable support guidelines), and work on the TPA can replace other Induction work. Additionally, the program is providing bi-monthly virtual drop-in sessions and bi-monthly support nights. The support nights are staffed by the program director and mentor.

• New Mentor Support Provider: An experienced mentor is providing direct support to new mentors. The program historically has low turnover in the mentoring group, but has many new mentors this year due to staffing changes and a large number of new hires. The mentor provided group sessions at the beginning of the year, and is currently working with new mentors individually. She reaches out regularly to schedule check-in sessions and new mentors also contact her for additional support between sessions. This has been especially important with covering an unexpected leave and quickly onboarding three new mentors mid-year.

• Mentor Resource Page: A resource page was added to the program website to house and organize key documents for mentors. The page contains mentor timelines and getting started guides (both new for 2021-2022), and links to templates for the ILP, Action Plans, and Support Logs.

Individualized Learning Plan Components

The Individualized Learning Plan (ILP) provides a platform for the mentor and PT to work together in a reflective manner. The ILP serves three purposes: 1) assist the PT in developing growth goals, target outcomes and action plans; 2) guiding the mentor in providing individualized assistance; 3) serving as a means of self-assessment, reflection and documentation for the PT. The PAUSD’s Induction Consortium ILP contains the following elements:

• CSTP Self-Assessment

• 60-Day Goal Setting (growth goals overview new for 2021-2022)

• Administrator input

• Class Profile (format varies, must include breakdown by race/ethnic background and identify students in the following categories: student with disabilities, students with 504 plans, English Language Learners) (Class profile overview new for 2021-2022)

• Peer Observations (no specific format, reflections integrated into action plans and reflective essay)

• Support Log

• Action Plans

• Final Reflection

Developing the ILP and the Role of Mentor and Administrator in the ILP Process

With the mentor’s support and input from the site administrator, the participating teacher self-assesses against the CSTP with their experiences in their preparation program and their current teaching context in mind. The PT develops goals within the context of the ILP within the first 60 days of the teacher’s enrollment in the program, and these goals provide a roadmap for candidates’ Induction work. The mentor supports the participating teacher through CSTP reflections, goal creation, action plan articulation, peer observations, gathering administrative input, and cycles of inquiry which focus on the gathering and analysis of student work. Goals and areas of focus are reflective of the teacher’s teaching assignment and professional interests. Mentors encourage PTs to connect with and become part of the larger learning community within the profession and provide guidance, assistance and information that leads the Participating Teacher to effective professional practice. Each participating teacher writes a final reflection paper outlining their Induction work and progress towards mastery of the CSTPs. The ILP is evaluated for evidence of progress towards mastery against our program rubric.

Site supervisors provide valuable input that helps to inform the goals included in the ILP. There are multiple ways in which a site administrator is involved in the ILP process: initial meetings in August and September with PTs, post-observation conference reflections specific to each PT, mid-year reflective meetings with PTs and mentors, formal and informal feedback, and through direct contact with the mentor. Participating Teachers adjust goals and areas of focus to align with administrator input throughout the program.

Professional Learning Opportunities

In past years, each partner district provided professional learning to new teachers independently and in alignment with goals reflective of district priorities and teachers needs. For the 2020-2021 school year, the PAUSD Induction Consortium has added professional learning resources that are directly connected to key program goals. The ILP has been updated to prompt teachers to identify professional learning connected to action plan goals, with a suggestion to start with the resources on the website. Resources focus on Universal Design for Learning, Culturally Responsive Teaching, supporting English Learners, supporting students with disabilities, implicit bias, anti-racist education, classroom culture, engagement and student agency, and trauma-informed instruction. Our goal is to bolster support for our Participating Teachers in priority areas, and provide PTs with accessible resources appropriate to new teachers.

Candidate Summative Assessment

At the end of each year, each Participating Teacher’s work is reviewed for evidence of growth and development toward mastery of the CSTPs. The review is based on the reflective essay, action plans/cycles of inquiry and measurable outcomes of growth goals on the ILP. At the completion of the two-year program, or the first year if the candidate is approved for Early Completion, the body of goals, action plans, documentation, and reflection must demonstrate growth on the CSTPs and PTs must demonstrate satisfactory completion of the program activities and requirements. Each Participating Teacher’s ILP is reviewed against our program rubric to verify that the work demonstrates progress towards mastery on the CSTP, and that the ILP satisfies program requirements.

Credential Recommendation Process

The Induction Director conducts a final verification of program completion prior to submitting the 41-Induction form to the PAUSD Human Resources department. The PAUSD Credential Analyst verifies that all credential requirements have been met beyond Induction (e.g. EL Authorization, RICA, performance assessment) and then recommends PTs to the California Commission on Teacher Credentialing. Teachers are informed of the recommendation and provided instructions for completing the recommendation process.

Participating Teachers' work is tracked across the year in our Master Spreadsheet (a sample is available here) The spreadsheet provides a framework for ensuring that each candidate has 1) signed their Letter of Commitment; 2) been assigned a mentor; 3) set goals within the first 60 days; 4) is meeting the mentor hours as documented on their support log; 5) are making adequate progress on their ILP; and have completed any professional learning required by the Induction program. Documents linked in the spreadsheet are peer reviewed at mentor meetings and are reviewed periodically by the Induction Director and lead mentor. At the end of each year, Participating Teachers submit a reflection and their ILP. Their submission is reviewed against our program rubric to ensure progress towards mastery of the CSTP.

After the final reflections and ILPs are reviewed and assessed, the Induction Director sends each PT a letter indicating successful completion of the year; any needs for resubmission; or notice of not meeting program standards. For PTs successfully completing their second year of Induction, the Program Director completes the necessary paperwork for the PAUSD Credential Analyst. The PAUSD Credential Analyst reviews requirements for Clear credentials for each person to ensure they have met all CTC requirements before recommending.

Note: As an additional assurance that Participating Teacher are on track to complete requirements for clear credential during the 2020-2021 school year, credentialing requirements (beyond Induction) were identified and will be tracked while teachers are in the Induction program. For example, teachers who were unable to take the RICA have been provided free preparation resources and will be asked for an update on testing status periodically. As of September 1, 2021 we have no Participating Teachers who were not able to complete their Performance Assessment. Our program is prepared to identify those needs (through survey and interview) and provide support through our mentors, as needed.