WELCOME SITE VISIT TEAM!

We are excited to showcase our Induction program. Please use the tabs to find information regarding our program review.

Updated Evidence

Del Mar Mid Year Data & Reflection

• Teacher Candidates - Mid Year Data and Reflection 

• Mentors- Del Mar 

• Administrator 

Mentor Effectiveness Rubric- Mentors received a hard copy of this at the September PD that they used to rate themselves and develop their goal.

Evidence as to how the induction program's verification process includes:

• a defensible process for reviewing documentation

NCC  provides frequent checkpoints and ongoing support throughout the year to ensure all program requirements are met. As a smaller, cohesive and personalized program, the mentor, district lead and the program coordinator ensure that each candidate completes the program (goals, observations, learning walks, inquiry action cycle, reflection etc.) and has provided ample evidence showing growth in the CSTPs. 

ILP checks by mentors

• • • Integrated into weekly meetings with Mentors and Teacher Candidates 

    • Bi Monthly  Mentor Meetings- Discussions about ILPs
      
      

Mentor Check-ins- Mentors complete bi-monthly check-ins to ensure they are being supported and able to ensure each candidate's needs are being met.

Mid year mentor/candidate checklist- Checklist is shared with TC’s and mentors for reflective discussions in January and mentors provide comments directly on the ILP.

• • • Lead Mid Year Review Notes- Encinitas leads and the Program Coordinator  thoroughly review ILPs in January and provide comments regarding strengths and areas needing additional attention. If a candidate is not showing growth, for example, has not completed observations or added evidence of growth on their goals, the district lead and/or Program Coordinator will reach out directly to the mentor to discuss additional support options. If the mentor needs additional support, the program coordinator will connect with the teacher to make a plan to further support the teacher.
      
      

    • Del Mar- The district lead reviews ILPs on a regular basis, with specific checkpoints in November, January, and April. Feedback is provided for teacher candidates directly on the ILP and candidates and their mentors are emailed with direction to review notes on the ILP. Additionally, in January, mentors and teacher candidates complete a mid-year ILP check to ensure that teacher candidates have the support they need to complete program requirements. Additionally, during each district Induction meeting, the meeting slideshow with the assigned program requirements is shared with teacher candidates to help everyone successfully complete the focus assignments. 

Mid Year Survey Data- As shown in survey data, we are responsive to feedback and provide additional support and resources immediately when needed. In Encinitas, Cardiff and Rancho Santa Fe, when a Teacher Candidate is not showing growth or meeting program requirements, mentors go directly to the Program Coordinator for 1:1 support to discuss any additional resources and options to support  the teacher candidate. In Del Mar, if a Teacher Candidate is not showing growth or meeting program requirements, a principal or mentor will go directly to the district lead and a plan of support is created.

End of Year Checklist- completed by mentors in May to ensure all of the requirements have been met. Once verified the mentor signs and dates the ILP. The Program Coordinator also does a thorough check of each ILP and signs the ILP once completion is verified. 

Evidence as to how the induction program's verification process includes:

• a procedure for candidates to repeat portions of the program if needed

Since 2018, all candidates have met the program requirements each year and completed the program within two years. When needed, candidates receive additional time to complete the program and with extenuating circumstances, candidates would be able to complete a third year, as outlined in the MOU.

Support, Advice & Assistance- process for Teacher Candidates (TC) needing additional support. Candidate Intervention System of Support Plan  (in handbook) process is intended for use by the leadership team in the event that a Teacher Candidate (TC) demonstrates lack of progress or has extenuating circumstances that delay completion of NCC TRI’s Induction program. The purpose of the intervention system is to develop further support for the TC to complete the Induction Program. NCC Special Assistance Plan- With the outstanding support and frequent check-ins throughout the year, we have not used the Special Assistance Plan. 

Precondition 2 Evidence

22/23 Roster with Enrollment Date and Mentor Pairing Date

23/24 Roster with Enrollment Date and Mentor Pairing Date

Precondition 1 Evidence 

Must be designed to provide a two-year Teacher Induction Program: based on evidence provided during interviews, candidates were provided additional meeting time to “catch up” with the other Induction Candidates.Based on interviews at this time, it appears that not all candidates had the option to start the Induction program if they earned their Preliminary Credential or were hired after the initial October 30th deadline.

When can Teacher Candidates begin Induction? We have two entry points for teacher candidates to begin our program. 

• After clarification from the state, our program has confirmed that candidates that started the program late will continue the program into next year if they are employed in the district. Otherwise they will receive partial credit and share their ILP and collaboration log with their new program. From now on, we will have two entry points for teacher candidates to begin our program. (Mid Year Path in Handbook)

Precondition 5 Evidence

The Individual Learning Plan must be designed and implemented solely for the professional growth and development of the participating teacher and not for evaluation for employment purposes. 

• While we thought that all principals and mentors were aware of the separation of Induction and the formal observation process we recognize the need make this clear. We plan to schedule in person meeting to further discuss this in each district. We will further confirm that the ILP is a confidential document that is not shared with the principal and strictly used to provide support and show growth in the CSTPs based on the candidates individual goals that are shared with principals during the triad meeting.  Added to mentor handbook under Eligibility Requirements & Responsibilities. Added to Triad Meeting Agenda and developed a Principal Agreement that will be reviewed and signed by principals during the triad meeting.

Standards 4 & 5

• Orientation  (Encinitas, Solana Beach, Cardiff and RSF Slides, Del Mar slide #13 20-24) During orientation candidates reflect on their strengths or areas of growth in the CSTPs provided in candidate folders. 

  • Developmental Levels- Candidates and mentors are given a hardcopy of the developmental levels which are thoroughly discussed at orientation.  

  • Continuum of the Teaching Practice- At the first mentor/TC meeting, following orientation candidates determine where they fall on each element. They discuss evidence which supports their determined level. TC and mentors then use the Continuum, by looking across the development levels which supports them in crafting their goals. 

• Mentors discuss CSTP’s and candidate goals weekly during mentor meetings as reflected in collaboration logs.

• Mentor Meetings: (when mentors come together for professional learning)

  • Mentors review and provide feedback on the actions candidates have taken to meet their goals. They review the evidence to determine whether growth is measurable. (ILP Comment Example)

  • Mentor Folder- tools we use to assess the growth such as the lesson debrief which we had a reflective conversation around at the November meeting. Mentors learn from each other as strategies and questions stems for effective observations are discussed and evaluated. At the November mentor meeting (Slide5) we discussed the mid year ILP review and leaving comments/feedback to TC’s. Mentors reviewed and the group discussed the CSTPs in action (Slide 5) document to better understand ways to assess and measure growth in the CSTPs and provide effective feedback to TCs during the January ILP check. In the CSTPs in action document each standard is introduced in a narrative description that portrays an accomplished level of professional teaching. Since our program is individualized and each candidate has unique goals, mentors are trained in how to recognize growth in CSTPs to support their candidates in effectively measuring their developmental level.

  • April Mentor Meeting- Slides are in process for this meeting. Discussion using the CSTPs in action will continue support for mentors in recognizing measurable evidence by providing examples of effective evidence. Mentors will partner up to review their candidate ILPS and assist each other in leaving feedback and using effective questioning to further guide TC. Mentors will use the Continuum to assess the growth on each goal and will leave feedback on each TC’s ILP to assist/prepare them for the end of year ILP check. A document we are considering using and plan to modify to continue to further develop mentor and teacher understanding and to measure growth in the CSTPs is the Mentor CSTP & 5D Alignment with Possible Evidence. 

• Mentor ILP- Mentors use a Mentor ILP (Del Mar example) to set professional growth goals connected to supporting the growth and development of their Teacher Candidate. The Mentor ILPs are reviewed by program Leads a few times during the year and personalized resources and support are provided. 

• Mid Year ILP Check- Mentors and leads provide feedback on ILPs in addition to the reflective conversations mentors are having on their goals each week.

• End of Year- New Rubric- The rubric will be shared with district leads for review and suggestions to ensure all aspects of the end of year ILP review are adequately reflected in the rubric. The new rubric will be shared with mentors in April for review to provide opportunities for their input to ensure we develop a tool that is highly effective in assessing candidates progress towards growth in the CSTPs. May be implemented in the 24/25 school year.  

  • Continuum of the Teaching Practice- TC and mentors revisit the Continuum at year end to reflect their initial assessment and re-assess where you fall on the continuum.

• At the end of year, TC’s complete a reflection directly on their ILP describing the degree to which they achieved their overall goal and describe how they know. (The purpose is for candidates to reflect and measure growth towards the CSTPs using the Indicators of Progress from the beginning of the year to the end.)

• Once all evidence has been added and observations are complete, mentors meet with their candidates to review/discuss each goal’s reflection and actions that have been taken to meet the goal in order to  determine if/how much growth has been achieved. 

• All actions and evidence are again reviewed and discussed and together they agree upon the end of year development level for each CSTP. Together, TCs highlight the end of year developmental level at the bottom of the ILP.

• Once the mentor has done a thorough ILP and the mentor has determined that the candidate has made significant progress in each goal, they sign off on the ILP. The district lead and/or program coordinator completes an additional thorough review of each ILP to determine if significant evidence was provided to effectively measure growth. 

• Mentoring Instruments and Adult Learning Theory:

  • In Del Mar, teachers receive ongoing professional learning within our two instructional frameworks, the Essential Elements of Instruction (EEI) and Cultures of Thinking (CoT). All teachers in the district, including our Teacher Candidates and Mentors, develop two professional goals each year aligned to our two instructional frameworks. Often, our mentors and teacher candidates develop similar professional goals so that they can learn with and from each other throughout the year. 

    • EEI: Teachers in their first two years working in DMUSD receive 10 days (5 days each year) of professional learning around the Essential Elements of Instruction. The intentional use of the elements not only increases teacher effectiveness, but also the rate at which students experience success. During each day of professional learning, the teachers dive deeply into understanding each element, developing a lesson plan that includes the intentional use of the elements, and opportunities to collect artifacts of student learning for further adult learning and discussion at the next meeting.  

    • COT: “Cultures of Thinking” is defined as places where a group’s collective as well as individual thinking is valued, visible, and actively promoted as part of the regular, day-to-day experience of all group members. Drawing on previous research by Ron Ritchhart (2022), the CoT project focuses teachers’ attention on the eight cultural forces present in every group learning situation, which act as shapers of the group’s cultural dynamic and consist of language, time, environment, opportunities, routines, modeling, interactions, and expectations. 

      • In Del Mar, teachers create a professional goal associated with a cultural force to explore throughout the year. Teachers engage in professional learning aligned to their work and at their appropriate level of learning. Year 1 and 2 Teacher Candidates often attend the Culture of Thinking in Action or CoT Learning Lab in their first two years of teaching. This professional learning is supported through principal facilitate professional learning twice per month and with regular conversations with mentors, aligned to professional growth goals. 

      • Mentors often participate in the CoT Fellows. The Fellows program offers teachers an opportunity to deeply explore the pedagogical framework and instructional strategies of Cultures of Thinking, and to develop an inquiry question to drive personal and collaborative learning throughout the year that culminates in a showcase of learning for peers.