The Chino Valley Unified School District’s Teacher Induction Program is designed to provide an individualized, two-year, job-embedded, system of weekly support and professional learning that begins the teacher’s first year of teaching. The intent of this induction program is to support a candidate’s development and growth as a professional educator by building on the knowledge and skills gained during a Preliminary Preparation program through a robust mentoring system designed to help each candidate work to meet the California Standards for the Teaching Profession.

Each Candidate receives an average of not less than one hour per week of individualized support/mentoring coordinated and/or provided by a qualified mentor who provides multiple levels of support in the form of  “just in time” mentoring, as well as consistent and meaningful collaboration, reflection, and professional learning, based on each candidate’s individual needs, goals, job assignment, and interests, in order to guide each candidate in developing enduring professional skills. Candidates meet as a whole group four times each year, for programmatic information sessions.

To be eligible to participate in the Induction Program, the teacher candidate must hold a preliminary Multiple Subject, Single Subject or Education Specialist credential at the time of enrollment. All participating teachers must be employed in their credentialed area and actively teaching.

Candidates who have at least two years of successful teaching experience may apply for the Early Completion Option (ECO), which provides a process and structure for eligible individuals to complete the Induction Program in one year. It is available to those candidates who meet the program’s established ECO criteria. 

Candidates who successfully complete the Induction Program are recommended for a Clear Single Subject, Clear Multiple Subject or Clear Education Specialist credential. 

*Teachers with out-of-state or out-of-country credentials may need to complete additional requirements to clear credentials. 

Graduate units are available for an additional cost through UMass Global, University of the Pacific, and Whittier College.

"United together, the Chino Valley Unified School District staff, parents/guardians, community, and Governing Board work to provide an educational environment whereby our students possess the personal and academic skills to be successful, responsible and productive. They are motivated, self-confident, and life-long learners. They exhibit integrity and contribute to the well-being of their communities. They successfully solve problems using their intellectual capacity and appropriate technology tools. They respect the ideas of other people, while holding true to their own convictions. Students recognize that academic achievement is essential to competing in the global economic setting. They face the future knowing that their goals are within their reach, by continuing their education and through their individual commitment and hard work” 

The Chino Valley Unified School District’s Teacher Induction Program (CVTIP) recognizes that teacher efficacy and parental involvement both contribute greatly to student achievement (Rand, 2012i). Therefore, through an individualized, goal-centered, standards and inquiry-based, teacher induction program, Chino Valley will create a supportive educational environment where high-quality teachers are retained, a positive school climate is established, and students feel emotionally and physically safe to take risks and develop resiliency in order to reach their full potential (McLeod, 2018ii). 

CV-TIP believes that teachers are an important resource and that a strong, comprehensive, two-year, induction program develops caring new teachers, who are sensitive to student diversity, and who foster students’ abilities to engage in higher order thinking (Ingersoll & Strong, 2011iii).  

Induction is a time of teacher socialization, adjustment, and development (Ingersoll & Strong, 2011iv) that has been shown to mitigate teacher attrition in the first three-to-five years of a teacher’s career (Davis, 2014v), as well as contributes to student performance at a higher rate that is more comparable to that of veteran teachers, than teachers who do not participate in an induction program in their first two years (Coenen, Groot, van der Brink, & van Klavern, 2014vi).  

Teacher retention is crucial to a school or district because of the contribution it makes to school climate. Teacher turnover rates can negatively impact a variety of factors that contribute to school climate, such as class size, scheduling, curriculum planning, and collegiality, which in turn, can contribute to a sense of instability and chaos that can negatively impact teacher effectiveness and student performance (Krasnoff, 2014vii). This, in turn, has a direct effect on the ability of students to feel emotionally and physically safe in the classroom (McLeod, 2018viii), thereby contributing to the students’ affective and cognitive abilities. 

CVTIP is structured to provide a community and standards-based environment, where novice teachers are paired with knowledgeable and content-alike veteran teachers, develop collaborative relationships, and set individualized, district-aligned and standards-based, professional goals. Through a continuous cycle of inquiry, they develop professional practices and habits of mind that contribute to their growth and development as educators in order to develop resilient, high-performing, students with 21st-century skills.