The CSD Induction Program is accredited by the California Commission on Teacher Credentialing as a pathway for teachers to clear their preliminary teaching credential.  Participating Teacher experience enhanced professional growth and development through a rich and thoughtful Induction process.  At the beginning of each school year, beginning teachers choose to participate in the CSD Induction program and attend a beginning of the year meeting which provides an overview of the program, an Induction handbook, meeting schedule, program expectations, mentor expectations and more.  Participating Teachers are paired with a Mentor who will provide direct support which is specific to the new teacher’s individual and classroom needs. The Mentor also provides indirect support that includes connecting the new teacher to other forms of support within the school. 

The foundational components of Induction as part of the two-year, individualized, job-embedded program begins in the teacher's first year of teaching and includes:

1. Coaching & Mentoring (Support Providers) Each candidate is paired with a mentor teacher within the first 30 days, matched by credentials and subject area whenever possible.  

2. Just-in-Time Support: Provides immediate assistance and guidance tailored to the teacher's needs.

3. Professional Learning & the Individual Learning Plan (ILP): Builds on the skills acquired in the preliminary credential program, documented in the Individual Learning Plan.

4. California Standards of the Teaching Profession (CSTP #1-7) Before developing the ILP, teachers reflect on their site and classroom context, transition plan from their credentialing program, and their initial self-assessment on the CSTPs. 

Each Participating Teacher must work on two ILP goals continuously. ILP goals are developed and revised through job embedded application and reflection. The Induction process allows  Participating Teacher to expand, enrich, and improve their teaching knowledge and skill through collegial reflection and application-based activities. Growing as a professional, feeling greater confidence as a teacher, and meeting the learning needs of all students are the main goals of the system. Participating Teachers employ an ongoing learning process that follows a cycle of plan, teach, reflect, and apply. Participating Teachers, with the assistance of a Mentor, will identify areas of both strength and growth and complete an  Individual Learning Plan (ILP). Action research will guide individual professional development around the 2012 California Standards for the Teaching Profession (CSTP) and the Induction Standards (IS). 

Participating Teacher have the opportunity to participate in a variety of professional development opportunities, observe exemplary teaching practices, and are observed by their Mentor. 

They have the option to receive university credit while clearing their credential. All activities, reflection, professional learning, and mentoring are connected to the individual needs of each Teacher Candidate. ILPs are designed and implemented solely for the professional growth and development of the  Participating Teacher and not for evaluation for employment purpose.