Program Components

The Candidate Information/Transition Document is assigned at the end of the Enrollment meeting.  The tool allows the candidate to share essential information about their teaching credential experience, as well as beliefs and expectations about the teaching profession.  Specific questions are related to: 

• Prior career experience (specifically with English Learners and Students with Special Needs)

• Knowledge of subject matter and pedagogy

• Individual preferences for learning and collaborating

• Vision of effective teaching

• Current teaching assignment

• “Just in time” support that might be needed

A teacher may have additional credentials to complete.  In that case, a candidate must complete the Clearing Additional Credentials Plan.  Once signed the Induction Mentor will work with the candidate to coordinate a learning opportunity that supports the additional credential.  The experience may include classroom observation(s), lesson planning, data analysis, and/or reflections. The experience must be completed within the two-year program time frame.

The ECO is a modified program to accommodate the learning needs of teachers who are experienced and exemplary.  It is not a “fast track”, nor is it automatically granted to an applicant.  Senate Bill 57 (Scott) allows eligible individuals to complete a Commission-approved professional teacher Induction Program at a faster pace than the full two years generally required to complete all program requirements.  

The intent of the law is to serve experienced and exceptional candidates.  Eligibility requirements for the ECO are as follows: 

• Current Preliminary Multiple Subject, Single Subject, or Education Specialist credential

• At least three years of exceptional teaching experience with a valid license/credential 

• Previous observations and standards-based performance evaluations by an administrator indicate that the candidate demonstrates the highest levels of teaching practice, with a focus on all the CSTP (or out-of-state- equivalent). 

• Has held educational leadership roles

• Participated in professional development that supports the candidate's identified areas for growth

How to apply:

1.  Contact the Induction office to schedule a meeting with an Induction Mentor

2.  Complete and submit the Early Completion Option Application, prior to the first Induction Seminar, with the following attachments:

   1. • Resume

      • Individual Development Plan (IDP) transition to Teaching Profession 

      • Verification of teaching experience (minimum 3 years full-time as the teacher of record)

      • Copy of California Preliminary Teaching Credential with authorization to teach English language learners

      • CSTP-based (or out-of-state equivalent) performance evaluations from prior 2 years of teaching

      • Letter of recommendation from current/most recent site administrator attesting to the candidate’s appropriateness for ECO (form here)

      • Portfolio of work that substantiates the candidate’s exemplary teaching. The portfolio may include a series of authentic lesson plans with corresponding student work that demonstrates the teacher’s ability to teach in an exceptional way, including differentiated instruction that supports universal access for all students including English language learners, students with an Individual Education Plan (IEP), and gifted and talented students.

3.  Members of the Induction Leadership Team (ILT) will review the application, along with the accompanying documentation. After initial review of the application, the candidate will be notified of the decision made by the ILT. 

In order for a commission-approved Induction Program to verify the completion of Induction for any candidate enrolled in the ECO, the candidate must demonstrate the knowledge, skills, abilities, and competencies required of all candidates as detailed in the Induction Program Standards.  The ECO candidate will be paired with an experienced Induction Mentor to develop and complete an Individualized Learning Plan (ILP) that includes one professional goal for four of the CSTPs and follow the Year 2/ECO Road Map. 

Please note:  If a participating teacher is not successfully progressing on pace for early completion of the program or if the teacher fails to demonstrate skills and abilities on a level expected of and consistent with an early completion candidate, adjustments will be made as deemed necessary and appropriate by the Program Director.  ECO status is provisional and can be revoked at any time.

• If a candidate holds a Professional Clear Credential in another area, he/she may apply for the ECO option.  
• The ILT reserves the right to request any additional evidence that may be necessary to determine a candidate’s eligibility for the ECO.  If further information is needed, a member of the ILT will arrange to meet with the candidate to review the criteria and evidence to support the request.
• Authorization to complete the ECO may be withdrawn by the Induction Leadership Team if exceptional teaching is not demonstrated as the candidate works through the ILP, based on the ECO Induction requirements.  If the candidate is unable to continue to demonstrate appropriate placement in the ECO, or elects to enter the full program, the candidate will be responsible for meeting all requirements for the full program.

The CSTP Self-Assessment is assigned at the end of the Enrollment Meeting.  The assessment outlines the CSTP elements and asks the candidate to rate themselves along a scale, based on their proficiency.  The tool is not evaluative but captures the candidate’s areas for growth and strengths.  Candidates may consider this tool when determining the CSTP elements they want to focus on for the year.  It may also be used as a reflective tool at the end of the year as well.

The first tab of the tool is the candidate's Initial Goal Assessment.  In collaboration with their Induction Mentor, the candidate completes the Initial Goal Assessment during the weekly mentoring sessions.  The candidate will take into consideration their:

• Site administrator feedback

• Teaching assignment/context

• CSTP Self-Assessment results

• Informal Observation 

• Transition plan document from the pre-service program, which may be known as an Individualized Development Plan (IDP)

• Additional requirements the candidate is completing for credentialing purposes.  Examples may include EL authorization, Autism authorization, graduate programs, etc.  

The Initial Goal Assessment allows candidates to have a dialogue with their Induction Mentor about which of the six CSTPs they would like to focus on and, specifically, which CSTP elements will drive their Inquiry Cycles.   Candidates are asked to consider their areas of strength and any fieldwork experiences they've had, as it relates to the specific CSTP elements they chose.  In addition, candidates consider areas for growth and next steps.  The Continuum of Teaching Practice is an effective instrument to guide this part of the reflective conversation and allow candidates to rate themselves at the beginning of the year.  The continuum also provides language candidates may use when crafting their initial goals.  Goals are drafted based on the S.M.A.R.T. goal format, which means candidates are asked to make them:

• Specific (person or group)

• Measurable (outcome)

• Achievable (plan)

• Relevant (to the CSTP element chosen)

• Timely 

This S.M.A.R.T. Goal Idea Bank is a valuable resource. 

The Induction Mentor arranges a meeting consultation at the beginning of the school year that includes the mentor, [evaluating] administrator, and Induction candidate(s).  The mentor will provide an overview of the Induction program, outlining the requirements and supports that are in place for the participating teacher.  The candidate will then share the CSTP elements they are considering, along with a rationale, and inquire about site or district level supports.  The Administrator will conclude with school initiatives and expectations related to classroom environment and lesson planning.  The candidate will take this information into consideration when choosing and developing their professional learning goals for the year.

The Initial Administrator Consultation Agenda outlines the talking points for the meeting, as well as the next steps.  A mid-year meeting may be scheduled, in order for the candidate to share progress on the goals and ask for any additional support.  A candidate may use the Administrator Communication Form to facilitate this conversation about their goals. 

The Interactive Journal is designed to promote teacher self-reflection and just-in-time support.   While face-to-face mentoring happens on a weekly basis candidates are constantly navigating new learning opportunities.  Situations may arise with students, parents, colleagues, or administrators that candidates need support in navigating.  And/or a candidate may have a clarifying question they need to be answered, with regards to curriculum and lesson planning.  Whatever the situation, the Interactive Journal offers a space for teachers to ask questions, and reflect on challenges or successes in those days between the weekly mentoring sessions.  On the document, there is a space designated for the mentor to respond with suggestions, probing or clarifying questions, and/or available and relevant resources.  

The journal is a living document that is continually updated.  Thus, the journal tells a story of the candidate's year.  A candidate may choose to include this document as a piece of evidence, as it helps to illustrate their growth along the continuum and progress toward their professional learning goals.   It may serve as evidence in Inquiry Cycle 1 or 2, as well as a reference point during the Exit Interview.   

Cycles of inquiry allow candidates to develop an inquiry question centered around their professional learning goals.  Candidates have two cycles of inquiry throughout the year and each cycle is divided into various parts.  PART 1 of the Inquiry Cycle is "PLAN."  This thinking is done with the support of an Induction Mentor.  Collaboratively they look at classroom observation scripts, student work, and/or other data to specify the who, what, where, when, why, and how of the Inquiry Cycle.  This analysis informs the Inquiry Cycle question and process, as well as identifies specific Case Study Students for the candidate to focus on. 

PART 2 is "IMPLEMENT."  Here candidates track their progress on a weekly basis.  With a mentor they capture 'what they did', 'how it went' and 'what's next'.  They may be analyzing student work, lesson plans, and observation scripts, ensuring there have been 'repeated efforts' to implement a given strategy or approach.  During this time candidates are encouraged to identify and attend a professional development that targets their specific inquiry question.  This experience may be on that is offered by their site, the district, or elsewhere.  However, it must live outside of the Induction experience.  Additional tools candidates may utilize during implementation are Classroom Environment, Classroom Management, Lesson Plan Template, Lesson Plan Sequence Template, and/or Student Grouping Plan.  

It should be noted that every candidate is formally observed by their Induction Mentor during the Inquiry Cycle.  Ideally, there is a pre-and post-observation script that provides a third point for the candidate and Induction Mentor to analyze teacher and student practices and growth.  The Observation Tools guide this process and these reflective conversations.  These observations are not evaluative and live outside the boundaries of administrator observations.  

PART 3 is "REFLECTION". At this time candidates assess their growth and progress over the course of the inquiry cycle. Candidates speak to the successes and challenges they encountered, as they worked to answer their inquiry cycle question. They address the impact of their work on the case study students they selected, using evidence to demonstrate and support those claims. Candidates also refer back to the Continuum of Teaching Practice and how the Inquiry Cycle helped them grow, as well as next steps they will take.  All of this thinking is captured and mirrored on the second tab of the ILP called the "Roadmap".  (See more below.)  

In cooperation with the Content Mentors, the Induction Leadership Team will review the candidates' Inquiry Cycle Reflections.  Narrative feedback is offered to candidates via the Inquiry Cycle Feedback form.  The reader will use this document to comment, offer praise, make suggestions, and further the candidates' thinking with questions.  The spirit of the Inquiry Cycle is to promote continual reflection and growth as teachers work to meet the diverse learning needs of all students, as outlined in the AUSD Equity, Diversity, and Inclusion Vision Statement.  

The purpose of professional development is to provide teachers with meaningful experiences that support their ILP goals and professional growth along the Continuum of Teaching Practice.  Candidates choose, with the support of their mentor, professional development experiences that align with and support each area of focus (CSTP) they selected.  After each professional development experience, candidates complete a Professional Development Reflection Log. (Note: This is now embedded in the Inquiry Cycle doc in PART I.)  

The Professional Development Reflection Log allows candidates to do an initial reflection, in order to identify a) what they learned, b) how the experience supports their growth, c) any lingering questions, and 4) applications to the classroom environment.  In addition, there is a second part of the log which allows candidates to reflect on the use of the new strategies and techniques.  (This exists in PART III of the Inquiry Cycle doc.)  The questions ask them to consider, "What do I want to keep doing, stop doing, and start doing?"  

Professional development experiences are offered by the district and individual school sites.  Candidates may choose to attend opportunities outside of the district, such as webinars or seminars, depending on their professional learning goals and the needs of the students, with the approval of the ILT.

Veteran teacher observations are coordinated by the Induction Leadership Team.  The Induction Leadership Team works with the district to reserve substitute teachers (when applicable) for the day, so Induction candidates can visit multiple classrooms and observe a variety of teaching styles and classroom environments.  (See sample schedule here.)  The observations are designed to support teachers in their individual learning goals and growth along the Continuum of the Teaching Profession.   

The Induction Leadership Team identifies exemplary veteran teachers for the observation, using input from site and district administrators, as well as survey input.  Veteran teachers may be teaching at the same school site or another within AUSD.  At times candidates visit neighboring districts, as the intention is to provide an experience where all teachers are observing someone with a job alike assignment.  In this way, the Veteran Teacher Observations serve as an opportunity for candidates to begin to broaden and strengthen their professional learning community. 

Prior to the observation teachers are asked to identify a specific learning target.  The Veteran Teacher Observation Form is used to capture this thinking.  An Induction Mentor guides the pre-observation discussion and encourages teachers to take notes throughout the observation.  After the observation, an Induction Mentor leads the teacher(s) in a discussion.  The discussion centers around what they noticed and might apply to their own teaching practice and/or classroom, as well as the specific next steps they will take, in order to continue to grow along the Continuum of Teaching Practice.  Induction candidates also have an opportunity to dialogue with the veteran teacher(s) after the observation, in order to ask clarifying questions.

Candidates are asked to complete a survey after each Induction Program experience, as well as mid-year and at the end of the year. Questions are designed to measure the relevancy of an experience, as it relates to the candidate's ILP and professional learning goals, as well as offer suggestions as to how the program may be changed and/or improved.  

• Seminar Surveys 

• Mid-Year Evaluation

• End-of-Year Evaluation

Candidates participate in a Professional Learning Community (PLC), which is a small group of teachers with similar assignments and credentials.  The PLC is led by a content mentor who can offer specific, targeted support.  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 and connects them with the larger professional learning community.  PLC discussions are centered around the candidates' goals, lesson planning, district initiatives, and students' needs.  The PLC meets on a monthly basis for a minimum of one hour.  Candidates make an entry in their Interactive Journal after the PLC meeting, in order to share their thoughts, questions, needs, and/or next steps with their Induction Mentor.  The meeting weeks are included in the Induction Teacher Calendar. 

"The opportunity to have learned in a collaborative environment with my content mentor was so helpful!  Time well spent!"

Seminars are opportunities for candidates to come together.   The two-hour, quarterly after-school sessions allow candidates to dialogue with colleagues throughout the professional community, learn about best practices in the classroom, interact with program tools, and ask questions of the Induction Leadership Team.  The time is structured so candidates reflect on their personal and professional successes and challenges, get clarity on Induction tools, and determine the next steps they may take, whether inside or outside of the classroom.  Candidates are flexibly grouped in order to have diverse, meaningful conversations.  

Each candidate participates in an Exit Interview at the end of the school year.  The Exit Interview is an opportunity for candidates to share their experience(s) throughout the year in order to demonstrate, with evidence, their competency and growth along the Continuum of Teaching Practices.  

The number of questions, as well as the time allotted for the candidate's interview, correlates to whether a candidate is a Year 1, Year 2, or ECO, as outlined in the Exit Interview Process.  Candidates must be prepared to answer questions pertaining to their CSTPs of focus.  The bank of questions, as well as the criteria for success, is shared with candidates prior to the interview date. Candidates are encouraged to prepare and have evidence of their own professional growth and/or student work, related to their goals, with them to the interview.  

The interview panel is made up of a collection of Induction Leadership Team and Advisory Board members, with individuals taking turns asking questions.  Feedback and comments are collected on an Exit Interview Feedback Form and debriefed, one on one, with the candidate, in their subsequent meeting with their Induction Mentor.  

• Exit Interview Questions  

• Submission of Evidence Rubric