Program Summary

In addition to the information below, please use these links to access our websites.

Access the public CTI website here.

Access the password-protected CTI Induction website here.  

The case-sensitive password is: Induction@1920. (the period is included in the password)

1. Program Summary

• • 1.1 Program Summary

  • 1.1.1 Table

2. Organizational Structure

• • 2.1 Organizational  Chart

3. Faculty Qualifications

• • 3.1 Instructional Personnel Table (County staff)

  • 3.1b Instructional Personnel Table (University training partners)

  • 3.2 Annotated Personnel List with links to Mentor/Coach and Professional Development Providers’ Resumes  Arranged by Manager Names

  • 3.3 Published Experience and Qualifications Requirements   Page 3 of the MOU

4. Program Sequence

• • 4.1 Published  sequence of Induction Activities

5. Job-Embedded Field work

5.1 Timeline or Table denoting timing of mentor assignment for candidates

 5.2 Signed Employer Agreement or MOU for each Employer 

5.3 Coach/Mentor Training Material    Password: Induction@1920.  (The period is is included in the password)

5.4 Documentation (spreadsheet or table) of Candidate Placements 

5.5 Induction Program Handbook/Manual/Advising Material 

5.6 ILP Template and Related Documents 

5.6.1 Assessment Instruments

6. Credential Recommendation

• • 6.1 Description of process ensuring appropriate recommendation 

  • 6.1.1a Candidate Progress Monitoring Document   LMS screenshot of dashboard

  • 6.1.1b Candidate Progress Monitoring Document    Screenshot of progress monitoring screen within the LMS

Program Design

The vision of the Riverside County Office of Education’s (RCOE's) Teacher Induction Program is to empower and equip ethical, equity-minded educators. We are agents of ethical practice, fostering growth-focused relationships and reflection. We strive to customize an individualized approach responsive to diverse needs. In service to this vision, the RCOE Teacher Induction Program is a job-embedded, flexible, individualized coaching program for teachers in their first years of teaching. The program includes: (1)  one-on-one coaching with a skilled, reflective coach with a (2) development of an Individual Induction Plan for each of the two years (3) Just in time support based on the California Standards for the Teaching Profession (CSTP). 

The Center for Teacher Innovation (CTI) is housed in the RCOE School of Education, within the Educational Services Division. The induction work is directed by the Director II with Administrators and Coordinators who liaise with district, charter, and independent school management (agencies). From our origins as RIMS-BTSA in the early 1990’s, University Training Partners and our Stakeholder Advisory have been involved in the writing of the initial program and have helped us serve the nearly 1 million students in the Inland Southern California region.  In addition to comprehensive data collection and analysis, the level of stakeholder input has been an ongoing pillar of how the CTI induction program ensures a meaningful induction journey for candidates; to this day, these external partners remain as critical components to ensure our focus on continuous improvement. These groups meet multiple times per year to provide input from the field, as well as to provide feedback on program quality. Members of these groups include assistant superintendents from county offices and educational agencies,  directors, university professors of education, and district and school representatives. Some of the program and candidate assessments that these groups analyze include: Candidate end of cycle surveys, coach logs, inquiry completion logs, and State Completer Surveys. New to the assessment plan (added in the spring of 2019) is the CTI Agency Administrator Survey. This newest addition to program data is in response to program findings that Site Administrator understanding and involvement was uneven across our agencies. There continues to be room for improvement, but the survey has helped us to continue to focus on this important element of the induction experience for candidates.  

Over the last several years, CTI's teacher induction program has moved to an increasingly individualized and flexible induction experience. With the development of a choice model, coach training continues to develop the coach’s ability to guide goal development and reflection. To support the induction candidate, reflective coaches are hired from within the local agency; when an agency does not have an available coach, the program provides reflective coaches with a matching credential.  Coaches are selected based upon outlined expectations, roles and responsibilities, within the Coach Compass and CTI Induction Handbook. Agency MOU's provide further evidence of these expectations. Reflective coaches receive training on adult learning theory, coaching, goal setting, use of coaching instruments, and on the goals of program design.  All coaches complete Foundations of Coaching (Module 1 and Module 2) in their first year, Year 2 coach training (delivered online) and then continue to attend and participate in Coach Connections (twice per year) for as long as they continue to support candidates in the program.  

Course of Study (Curriculum and Field Experience)

CTI’s Induction Program provides induction candidates (participating teachers) with a two-year, individualized, job-embedded system of mentoring, support, and professional learning that begins in the teacher’s first year of teaching. The CTI Teacher Induction Handbook explains the goals and expectations for the candidate’s experience as do the Induction Website and Program orientation presentation.  The Individual Learning Plan (ILP) begins with the candidate’s self-assessment based on the California Standards for the Teaching Profession.  In collaboration with their coach and based on input from the site administrator, the candidate begins to determine a learning goal and subsequent cycles of inquiry leading toward attainment of their goal. The coaches base their support on candidate conversation, classroom observations and discussion of student strengths and needs. Coaches complete a coaching log of all coaching contacts.

In support of the learning goal, the induction website provides curated resources for the candidate and coach to select from. The Inquiry topics are organized by the six CSTPs; each inquiry topic includes an overview tutorial and curated resources. To provide the most flexible and individualized induction experience, candidates may select from the list of nearly 40 inquiry topics, or they may create their own inquiry. 

Assessment of Candidates  

Coaches and program staff monitor candidates’ progress regularly to ensure that candidates are engaged in the induction journey and that program requirements are met.  All candidate work is monitored through a learning management system (LMS) that houses the Individual Learning Plan, provides access to program resources, and includes coaching logs. At the end of the induction experience, the credential staff verifies induction completion and submits the clear credential  recommendation to the Commission on Teacher Credentialing.

Formative assessment occurs as candidates meet with their coaches and receive feedback on the progress of their ILP and their learning goal(s). Candidates self-assess at the end of each year, again using the CSTP Description of Practice (DOP).  At the end of each year, candidates attend and  participate in the culminating event, Colloquium. During colloquium candidates come together to share their learning, and present their digital reflections with a group of peers and reflective coaches. Upon successful completion of their inquiries and participation in the colloquium, year 2 candidates receive instruction on the clear recommendation process and request form.

To ensure only qualified candidates are recommended for their credential, candidate ILPs and the completion records within the LMS are checked following the clear recommendation process. The Director and the Credential Administrator monitor the completion of all requirements throughout the year. 

The CTI Teacher Induction Program Summary evidence (with reduced narrative) is also available as a Google Doc, available here.