Embedded Files
Standard 1 – Institutional Infrastructure to Support Educator Preparation Each Commission-approved institution has the infrastructure in place to operate effective educator preparation programs. Within this overall infrastructure:
Where the Mission Statement can be found:
Mission Statement:
CVUSD New Teacher Induction Program Mission Statement :
The mission of the Conejo Valley Unified School District New Teacher Induction Program is to provide Participating Teachers with trustworthy mentors who are active listeners with the instructional expertise necessary to guide and support teachers in their journey to becoming confident and reflective educators, who provide an environment where all students have the opportunity to learn.
Brief Description:
The CVUSD Induction program was founded on the research of adult learning theory by Knowles, Garvin and other experts in the field (1980, 1993). There are four major components of adult learning theory (Adults need to know why they are learning something. Adults learn through doing. Adults are problem solvers. Adults learn best when the subject is of immediate use.) Additionally, CVUSD Induction reviewed American educational theorist David A. Kolb who believes “learning is the process whereby knowledge is created through the transformation of experience" (1984, p. 38). This theory consists of a cyclical model of learning and centers on the following four stages: concrete experience-- “do”, reflective observation-- “observe”, abstract conceptualization-- “think”, and active experimentation-- “plan.” Until September of 2017 the CVUSD Induction Program did not have a mission statement. When the current coordinator became coordinator this gap was evident, so she started the process by collaborating with the advisory committee and the other mentors to craft a mission statement that reflects the philosophy of the Induction Program. With the above-mentioned research in mind, and additional research on how to collaborate on a mission statement, along with Induction Standard 4 (Qualifications, Selection and Training of Mentors), three questions were given to the advisory committee in a Google Form. What do you see as the greatest benefit to CVUSD teachers of participating in the CVUSD Induction process? What qualities do we hope our teachers gain from our Induction Program? What qualities should our support providers have in order to help our teachers with the above-mentioned qualities? The reason for the questions was to keep in mind that to get teachers to plan, think, do and reflect in a meaningful way, the mentors and teachers had to be the focus of the mission. Question responses from advisory committee The responses show that the research was taken into consideration as was the importance of having effective mentors. The responses were brought to the advisory committee in September 2017 and a rough draft was written. After some rewrites, the draft was brought back to the committee for final approval in October 2017.
In preparing educators to clear their credential and continue to improve after Induction, the advisory committee felt that the key was having mentors who are trustworthy, active listeners, and who have instructional expertise. It was decided that these qualities would help new teachers grow to become confident and reflective educators who provide an environment where all students have the opportunity to learn.
Table Showing Stakeholder Involvement
Link to Gov minutes depicting communication between CVUSD and IHE
GATE Newsletter goes out to all teachers
ELL Professional Learning Announcement
Trust Agreement between Induction program, DO, and Teachers' Union
Recruitment and mentor training--diversity
Mentor application goes to all CVUSD teachers
2017 presentation that all mentors attended--liberating mindsets to effect change
2017-2018 SPED PD notes--all Induction Teachers had input and attended
Orientation PP depicting Perceptions exercise
ELL Presentation for all Induction Participants
Non-teaching certificated evaluation form
Standard 2 – Candidate Recruitment and Support Candidates are recruited and supported in all educator preparation programs to ensure their success.
Mentor application goes to all CVUSD teachers
Link to Induction website on District website
Induction Handbook bookmarked to Eligibility
CVUSD uses TalentEd to advertise and recruit prospective teachers.
Candidate Advisement and Assistance Narrative
Articulation with the local IHE (Cal Lutheran University). Jeanne Valentine (Asst. Sup of HR) and Kenny Loo (Director of Professional Learning) met with Dr. Hillis, GSOE Dean, in December 2018. Ms. Valentine and Mr. Loo shared the district's continued need to identify teachers who are able to teach and meet the needs of students with special needs. Dr. Hillis provided CVUSD with contact information for CLU staff that could help identify these prospective teachers. They also talked about CVUSD participating in upcoming job fairs. They then discussed the need for CVUSD to debunk the myth that there are no job opportunities for teachers in the district, and that one solution would be to find meaningful opportunities for district's staff members to participate as guest speakers or presenters in the GSOE classes. Since the meeting, they've been able to send a few special education teachers and administrators into the CLU classrooms to provide information as both practitioners in the field and representatives of the district.
Also see TOSA newsletters above
Standard 3 – Fieldwork and Clinical Practice: The unit designs and implements a planned sequence of clinical experiences for candidates to develop and demonstrate the knowledge and skills to educate and support P-12 students in meeting state-adopted content standards. The unit and all programs collaborate with their partners regarding the criteria and selection of clinical personnel, site-based supervisors and school sites, as appropriate to the program.
No additional information is required during the Common Standards submission. Information is available through Program Review submission
Standard 4 – Continuous Improvement The education unit develops and implements a comprehensive continuous improvement process at both the unit level and within each of its programs that identifies program and unit effectiveness and makes appropriate modifications based on findings.
Standard 5 – Program Impact
Survey Question: How much impact did your Induction experience have on you managing your classroom and fostering a safe environment that promotes student well-being? 2016-2017 and 2017-2018 75% of teachers responded with Strong Impact or Moderate Impact
Survey Question: Do you wish to continue teaching next year? 2016-2017 and 2017-2018 95% (all but three teachers) marked Yes.
Anecdotal from committee member Email from a governance/advisory committee member
Showing student growth based on Induction ILP Inquiry: Analysis of Student Work (pre-assessment) Analysis of Student Work (post-assessment)
Comments from a participating teacher at the end of Induction: Exit Interview
Growth comments on survey: 2016-2017 mid-year survey with analysis
Positive growth on survey: 2016-2017 Participating teacher end-of-the-year survey with analysis Q 6-10
2017-2019 Participating Teacher end-of-the-year survey with analysis
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