Embedded Files
1. Program Description
1. 1 Narrative Description: The Ceres Induction Program is designed as an in-person, two-year, individualized, job-embedded system of mentoring, support and professional learning that begins in the candidate’s first year of teaching with a preliminary credential. The Induction program supports all teachers who meet eligibility requirements to clear their credential through this program (SB2042, AB2210, SB1209). Ceres Unified has designed the program based on the 2016 Teacher Induction Program Standards and is informed by theory and research. The program provides multiple opportunities for candidates to demonstrate growth in the California Standards for the Teaching Profession through development of an Individualized Learning Plan based on areas of growth determined by the candidate and Ceres Induction, in consultation with the site administrator and guided by the Preliminary Program Transition Plan. Ceres Induction Program matches Induction Candidates with Induction Mentors who are also classroom teachers within the district.
The goal of the Induction program is to support all teachers as they develop and grow in their practice and apply, in the classroom, the knowledge and skills previously acquired in their preliminary credential program (SB1209).
Program Mission: The Ceres Unified Induction Program mission is to provide Ceres students with teachers who use research-based instructional design and delivery norms, who actively collaborate and reflect on their practice, and who use formative assessment data to continually grow in their professional practice.
Program Vision: Through job-embedded, collegial, interactive, practical, and results-oriented professional learning connected to classroom practice, teachers inducted into the profession will actively analyze their practices, reflect on their teaching, collaborate with colleagues, and gain the knowledge and skills needed to continuously improve teaching and student learning; they will become long-term professional learners and educators.
Program Goals: With the foundation of quality mentoring and support as well as structured participation in scholarship, service, collaboration, and accountability systems, the Ceres Induction program will:
Retain beginning teachers through job-embedded, collegial, interactive, practical, and results oriented professional learning connected to classroom practice.
Utilize the Individualized Learning Plan (ILP) to address the California Standards for the Teaching Profession (CSTP) and provide the roadmap for candidate’s induction work during their time in the program.
Develop teachers who participate in scholarship related to effective instructional practices, academic content standards and frameworks, and effective differentiation to meet the needs of diverse learners.
Integrate Induction learning into district professional learning systems, welcoming and supporting the candidates in becoming part of a learning community in which all adults engage in ongoing learning, reflection, and dedication to improving instructional practices.
Support candidates in developing critical analysis of practice and reflection to make changes in their instructional practices, leading to visible evidence of increased student achievement.
Support candidates in reflection on progress toward induction goals through feedback and coaching on teaching and professional practice.
Recommend eligible teachers for a California Clear Teaching credential.
3. Qualifications of Mentors and Professional Development Personnel
3.1 Instructional Personnel Table (Induction Mentors)
3.3 Published Experience and Qualifications Requirements
3.4 Instructional Personnel Recruitment Documents
4. Program Sequence
4.1.1 Program Sequence
4.1.2 Ceres Induction Program Handbook
Please also see the following:
4.1.3 Ceres Induction Website
5. Job-embedded Fieldwork and Clinical Practice
5.1 Timeline of Candidate and Mentor Matches
5.2 Candidate, Mentor, and Site Administrator Responsibilities and Agreements
5.3 Link to Mentor Training Materials
Mentor and Candidate Workshops/Training (additional training slides can be viewed here)
Orientation Year 1 and NTD Year 2
Mentor Training
5.5 Induction Program Handbook and Induction Program Syllabus
5.6 ILP Template and Related Documents
5.6.1 ILP Scoring Documents
6. Credential Recommendation
6.1 Description of process ensuring appropriate recommendation
Candidates are informed four times a year of their progress through the candidate feedback documents after portfolio components are reviewed by induction mentors. Candidates are also able to monitor their progress on their completion checklist for updates on submission status, feedback, and attendance at induction events.
Monthly, the Induction Program Specialist reviews the induction database and documentation to monitor candidates’ progress and participation. Inadequate progress is reviewed with the mentor and the candidate. To support the candidate whose work needs revision to complete induction, a plan and timeline is developed by the Induction Program Specialist, mentor and candidate for resubmission and review.
In May, all candidates’ feedback documents and portfolio are reviewed for a final time by the Induction Program Specialist for completion. Candidates’ whose work has been determined to meet criteria and growth along the Continuum of the Teaching Practice, with evidence and reflection, are recommended for their California Clear Teaching Credential.
6.1.1 Candidate Progress Monitoring Documents
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