MUSD MTIP - Program Requirements

The Individual Learning Plan (ILP)

The ILP serves as a strategic framework that outlines individualized goals, objectives, and action steps for the development of each candidate. Within the first 60 days of enrollment, the candidate is supported by their mentor in setting goals based on the CSTP.

The ILP is collaboratively developed, drawing from the candidate's strengths, challenges, and instructional context, while leveraging the candidate’s preliminary transition plan, knowledge, skills, and prior experience. It begins with the mentor and candidate conducting a co-assessment on the CSTP to identify areas of strength and areas for growth. A site orientation meeting is held involving the candidate, FTR mentor, and site administrator to provide support in understanding the candidate’s teaching assignment and instructional setting.

Within the ILP, specific goals, objectives, strategies, and descriptions of how the candidate plans to meet these goals are outlined, along with defined measurable outcomes. The ILP incorporates three inquiry cycles over the two-year induction journey. These cycles follow a continuous learning process: plan, teach, reflect, and apply. This includes analyzing observation data, observing experienced teachers, applying research-based principles from professional development, and engaging in activities that facilitate reflection on their practice and promote professional growth.

Throughout the year, candidates have multiple opportunities to reflect on their goals and determine the next steps in their inquiry. All reflections and new learning are documented in the ILP, which serves as a roadmap for their growth and development. The ILP is a dynamic document that evolves over time, reflecting the candidate's progress and adjustments made based on their experiences and reflections. Additionally, the ILP and supporting documents are submitted at five benchmarks (i.e., Milestones) during the year to ensure the candidate is on track for program completion and making progress towards mastery of the CSTP, as well as successful completion of program requirements.

CSTP2024.pdf

4.1 MTIP Year 1 Flow Chart.pdf

Year 1 Induction Journey

4.1 MTIP Year 2 Flow Chart.pdf

Year 2 Induction Journey

4.1 MTIP ECO Year 1 Flow Chart.pdf

Year 1 ECO Induction Journey

4.1 MTIP ECO Year 2 Flow Chart.pdf

Year 2 ECO Induction Journey

Digital Portfolio

A Digital Portfolio is a collection of artifacts and reflections to demonstrate growth in all six CSTP throughout the two-year induction journey.

Candidate competency is measured through the assessment of the candidate’s progress toward mastery of the CSTP. Per the CTC, Induction programs must verify candidates have satisfactorily completed all program activities/requirements, and programs must document the basis on which the recommendation for the Clear Credential is made. Verification must be based on a review of observed and documented evidence, collaboratively assembled by the candidate and the mentor, according to program design. The following outlines the verification process for MTIP:

Year 1: The mentor reviews all artifacts and reflections during checkpoints for

Year 1 and provides feedback. At the conclusion of the year, the Program Specialist meets with Candidates to discuss progress and any recommendations for Year 2.

Year 2: The mentor reviews all artifacts and reflections during checkpoints for

Year 2 and provides feedback At the conclusion of the year, the candidate participates in a Showcase with members of a panel. At this meeting, the candidate shares evidence related to their growth within all six CSTP. The candidate meets with the Program Specialist to ensure all program requirements have been met. Candidates successfully completing the Showcase and who have satisfactorily met all program requirements will be recommended for advancement to Clear Credential.

Professional Learning

To build their mentoring and coaching skills throughout the academic year, both FTR and consulting mentors engage in regular meetings and dedicated training sessions. Mentor professional learning is aligned with the Induction Program Standards based on feedback from the Mentors and Advisory Board. The training and support include coaching and mentoring, goal setting, utilization of MTIP tools, adult learning theory, support for individual mentoring challenges, reflection on mentoring practices, and processes to support candidate growth and reflection. FTR mentors are provided the opportunity to engage with mentoring peers in professional learning collaboratives to share and discuss mentoring experiences. This commitment to ongoing professional development ensures that mentors remain well-equipped to provide valuable guidance and support to candidates on their journey toward becoming accomplished educators.

Competency & Completion

The Individual Learning Plan (ILP) is a reflective tool collaboratively designed by the candidate, and the mentor, coupled with district and site-specific focus areas provided by site administrators to help the candidate develop as an effective teacher. This living document will serve as an inquiry roadmap during the candidate’s two-year journey through Induction.

The ILP will identify the candidate’s goals and area(s) of focus to improve teaching as measured by selected standards of the California Standards of the Teaching Profession (CSTP), in relation to the state-adopted academic content standards and performance levels for students.

Throughout the year, candidates will have multiple opportunities to reflect on their goals and determine the next steps in their inquiry. The inquiry cycles are an ongoing learning process that follows the cycle: plan, teach, reflect, and apply. The inquiries are designed to assist in meeting the learning needs of all students while growing as a professional and feeling greater confidence as a teacher.

Per the Commission on Teacher Credentialing:

“Prior to recommending a candidate for a clear credential, the Induction Program sponsor must verify that the candidate has satisfactorily completed all program requirements, and that the program has documented the basis on which the recommendation for the clear credential is made. The program sponsor’s verification must be based on a review of observed and documented evidence, collaboratively assembled by the candidate, the mentor, and/or other colleagues, according to the program’s design. The Induction Program’s recommendation verification process must include a defensible process of reviewing documentation, a written appeal process for candidates, and a procedure for candidates to repeat portions of the program, as needed.”

Upon the Induction Program verification of the candidate’s program completion and competency, the teacher will be asked to complete an application for a Clear Credential. This application is then used to submit a formal request for the Clear Credential to the California Commission on Teacher Credentialing (CTC). Formal requests are provided solely by current employees of the MUSD Induction Program. The CTC will follow up on the request by directly emailing the candidate for more information and payment for credential processing. It is not the responsibility of the Montebello Teacher Induction Program to follow up on credential submission.

Once the Advisory Committee has been notified of the Candidate’s completion of the program, the MTIP Program Specialist will complete a 41-Form for the Montebello Unified School District Human Resources Department. The Candidate will be advised via email by the Human Resources Department once they have received the 41-Form and will advise the Candidate of the next steps, e.g. fees, etc. The 41-Form is processed to the California Commission on Teacher Credentialing whereby the Commission will award a Clear Credential to the Induction Candidate.

Attendance

Attendance at induction meetings and events is a crucial component of the candidate's journey toward clearing a preliminary credential, making it mandatory. This includes monthly candidate program meetings and one-to-one meetings with an assigned mentor. Punctuality and preparedness are expected from the induction candidate, who should actively engage in these sessions.
If there are any anticipated absences, it is necessary to inform and obtain clearance from the Program Specialist before the scheduled event. Should attendance become a concern, a meeting will be scheduled with the Induction Program Specialist to address the issue and find a resolution.
In the event of a personal emergency that hinders the candidate's satisfactory participation in Induction Program events, it is the candidate's responsibility to promptly notify the Program Specialist. The Program Specialist will work collaboratively with the candidate to adjust the timeline for completion of the induction, ensuring the necessary support for the successful fulfillment of requirements.
Consideration for Additional Assignments: While candidates are allowed to take on additional assignments (coaching, intervention, etc.) it's important to note that if these responsibilities hinder their ability to fulfill the requirements of the induction program, the candidate may face removal from the program. The primary focus for all candidates who choose to enroll in the induction program should be the successful completion of the induction program.

Ethical & Professional Conduct

Teachers play a pivotal role as role models for students, colleagues, and the community. Professionalism is a cornerstone of effective teaching, encompassing ethical behavior both inside and outside the workplace.

MTIP candidates are expected to uphold a high level of professionalism throughout the program. This includes maintaining regular communication and collaboration with the MTIP community and employing sensitive and respectful language and tone. Failure to meet these professional expectations will be addressed through an Assist & Advise conference conducted by the Induction Program Specialist. (CSTP element 6.7: Demonstrate professional responsibility, integrity, and ethical conduct).

Candidates are expected to follow the Montebello Teacher Induction Program, California Commission on Teacher Credentialing (CTC) professional and ethical standards in all program requirements.

Professional Dispositions

Believe that all students can learn. Candidates seek to meet the diverse needs of all students including English Learners and students with special needs.
Demonstrate punctuality in communicating with all MTIP stakeholders and maintain a strong work ethic in successfully completing the program. This will be observed during program requirements, fieldwork, lesson planning, instruction, attendance, and documentation needed for CTC recommendations.
Preparedness and effective communication are vital when attending MTIP meetings, collaborations, and ensuring meaningful contributions.
Handle confidential information professionally. A candidate shall not disclose information about students or faculty obtained in the course of professional service unless such disclosure serves a compelling professional purpose or is required by law.
Address colleagues, faculty, administrators, and staff in a professional and positive manner.

Acts of Dishonesty

Candidates are expected to pursue honesty and integrity in all aspects of their academic work. Academic dishonesty, including plagiarism, falsification of records or documents, personal misrepresentations, and theft will not be tolerated. The Induction Program Specialist will schedule a meeting with the candidate to review the expectations of the program and place the candidate on probation. A follow-up meeting will occur to review the candidate’s progress and determine the candidate’s next steps in the Induction Program.

Candidate Orientation

Candidates are provided with information at the Teacher Induction Program Orientation at the beginning of the school year.

The following program documents are shared and reviewed.

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