Overview of the Induction Program

The Alhambra Unified Induction Program is a FREE two-year program for full-time AUSD employees. The Induction Mentors deliver a program that is grounded in a knowledge base of teacher education and adult learning theory, Induction Program standards, teacher performance standards, academic content standards, and curriculum frameworks. The underlying conceptual framework for induction is based on current teacher education research. The mentoring is designed based on the research-based Cognitive Coaching model and monthly Mentor Forums allow Induction Mentors to develop the coaching skills necessary to support a candidate with their Individualized Learning Plan (ILP) process.  

The goal of the Induction Program is for each Induction candidate to clearly demonstrate competency in the California Standards for the Teaching Profession. Candidates will develop an ILP, in collaboration with their mentor, to identify professional goals. These goals guide their Induction experience and cycles of inquiry. The ILP helps to track the learning experiences, as well as progress and growth along the Continuum of Teaching Practice. Candidates will be supported by the Induction Leadership Team throughout the program, via assigned mentors, professional development opportunities, veteran teacher observations, and professional learning communities.   

Includes the following:

• Job embedded support 

• Weekly data-driven dialogue for the purposes of analyzing student learning and reflecting on instructional practice 

• An online Interactive Journal to promote reflection and allow for "just in time" support 

• Informal and formal observations with planning, scripting and reflection opportunities

• An Individualized Learning Plan within 60 days of enrollment in the program to guide, support, and improve teacher practice

• Membership and monthly participation in a Professional Learning Community, led by a veteran teacher, that provides content level support and collaboration with colleagues in the broader professional learning community 

• Bi-annual mentor coordinated Administrator Consultations 

• Repeated cycles of inquiry, based on student or observational data

• Veteran Teacher Observation opportunity

• Exit Interview process conducted by a panel composed of the Induction Leadership Team and Advisory Board members that allows candidates to share progress along the Continuum of Teaching Practice

• End-of-Year celebration

Induction Mentors

The Alhambra Unified School District has full-time mentors, working in collaboration with school sites and district departments.  Mentors are Instructional Specialists with a range of teaching experiences and training, in order to effectively meet the needs of the candidates.  Each Mentor is asked to sign an MOU, which outlines their roles and responsibilities and identifies the ways they are expected to support their candidates.  

Role and Responsibilities

• Provide individualized coaching, mentoring, and goal setting support to candidates

• Incorporate the use of appropriate mentoring tools

• Utilize best practices in adult learning and meeting the unique needs of candidates

• Guide candidates through individual mentoring challenges and reflection on mentoring practice 

• Use program processes and tools, including the use of formative assessment tools, to support the candidates' growth and effectiveness

• Collaborate in the development of the Individual Learning Plan (ILP) with the candidate, based on data obtained from self-assessment on the CSTPs, administrator input, the preliminary program transition document and informal observation 

• Participate in the orientation of candidates and assist them in connecting with and becoming part of a larger professional learning community within the profession

• Attend and participate in regularly scheduled meetings with other Induction Mentors

• Participate in an ongoing evaluation of the Induction Teacher support program 

• Engage with mentoring peers in professional learning networks

Provide ongoing, comprehensive support and assessment for candidates through the following activities:

• Meet regularly with candidates (60 minutes per week is the minimum expectation) to provide “just in time” support for candidates, along with longer-term guidance to promote their enduring professional skills (in accordance with the ILP)

• Maintain confidentiality regarding conversations and classroom observations

• Collaborate with candidates such as face-to-face meetings, classroom observations, administrator consultations, etc., as evidenced by entries in the Mentor’s Log

• Facilitate candidate growth and development through mentor modeling and feedback on classroom instruction of the candidate teacher

• Observe other colleagues and peers with the candidates (Veteran Teacher Observation)

• Reflect consistently with candidates on the effectiveness of instruction via the Interactive Journal

• Analyze student outcomes data to further inform the cycle of planning and instruction throughout the year and during the Milestones

• Connect candidates with available resources to support their ILP and professional growth

• Consistently review the ILP with the candidates and make adjustments as needed 

Selection Criteria

• Holds a Clear Teaching Credential and has a minimum of three years of recent teaching experience

• Has an understanding of the California Standards for the Teaching Profession (CSTP) (2024)

• Has an understanding of appropriate state academic standards, student performance levels, and curricular frameworks

• Has an understanding of the developmental needs of beginning teachers

• Have effective interpersonal skills required to coach, collaborate, and offer emotional support to new teachers

• Committed to growing as a professional educator

• Committed to supporting the needs of Induction Candidates

• Recommended by district/site administrator

• Able to provide 'just in time' support 

• Able to facilitate teacher growth and development through modeling, guided reflection on practice, and feedback on classroom instruction

• Able to connect teachers with available resources to support their professional growth and accomplishment of the ILP

• Periodically review the ILP with teachers and make adjustments as needed

Induction Mentors regularly attend and participate in professional development experiences to deepen and broaden their understanding of educational reforms and initiatives and strengthen their coaching skills.  Monthly Mentor Forums enable mentors to discuss topics related to mentoring experiences and practices, as well as the application of skills and theories learned from the study of a professional text.  The dialogue is captured in a collaborative Mentor Forum Form.  

Content Mentors 

Content Mentors are veteran teachers, who have been identified as exemplary teachers and site leaders, by district or site administrators and colleagues.  Content Mentors help create a network of support for Induction Candidates, that extends outside of their school.  Content Mentors lead a Professional Learning Community (PLC), which is a small group of teachers with a similar assignment and credential.  They lead the PLC in discussions related to the candidates' goals, lesson planning, district initiatives, and students' needs.  The PLC meets on a monthly basis for a minimum of one hour.    

Selection Criteria

• Holds a Clear Teaching Credential and has a minimum of three years of recent teaching experience

• Understands the California Standards for the Teaching Profession (CSTP)

• Knows the appropriate state academic standards, student performance levels, and curricular frameworks

• Understands the developmental needs of beginning teachers

• Has effective interpersonal skills required to coach, collaborate, and offer emotional support to new teachers

• Committed to growing as a professional educator

• Committed to supporting the needs of Induction Candidates

• Recommended by district/site administrator

Content Mentors are asked to complete the following: 

• Content Mentor Resume/Experience

• Content Mentor MOU

Confidentiality Policy

An important underlying principle of the Alhambra Unified School District Induction Program is confidentiality. Communication between the participating teacher and their mentor is strictly confidential. It is the role of the mentor to be a teacher educator and coach, with the explicit goal of improving teacher practice and reflection in order to directly impact student achievement. The conversations between the mentor and participating teacher should be data-driven, supporting focused inquiries throughout the two-year program period.

All Induction documents are the property of the participating teacher for credential completion purposes. The Individual Learning Plan is designed and implemented solely for the professional growth and development of the participating teacher and not for evaluation for employment purposes The participating teacher may choose to share Induction documents with their site administrators or they can reserve the right to keep their information confidential. Induction documents submitted online will only be viewed by AUSD Induction Program staff, as well as CTC accreditation team members during their site accreditation visit.

Professional conversations occurring at Induction workshops and/or cohort meetings should be considered confidential by your teaching peers. Attendance at such meetings becomes part of the Induction program database and such records of attendance are not considered confidential.