Program Grievances and Appeals

1. Mentors:

If candidates and mentors are unable to work collaboratively, there is a process to follow to remedy the situation and/or to change mentors.

• Either the mentor or the candidate should notify the Induction Coordinator.

• The coordinator will meet with the candidate and/or with the mentor to discuss possible issues.

• During the meeting, notes are taken, and the pair/group brainstorms ways to resolve the issues. Every attempt is made to correct the issues between the pair; however, if a change is necessary, it will be made by the Induction Coordinator in a timely manner.

• Both the candidate and the mentor sign the notes from the meeting and the notes are filed with the candidate’s records in the Induction office.

• The request for a change must be made by either the candidate or the mentor on the Guidelines for Mentor and Candidate Reassignment form.

• This change will be made by assigning a support provider from another site or by requesting a teacher at the candidate’s site to take on this role.

This information can be found on page 37 of the TUSD Induction Program Handbook.

2. Eligibility:

If new teachers are denied eligibility, they are encouraged to speak with the Coordinator of Professional Development and Induction. At that meeting, the new teacher will be informed of the criteria that must be met in order to participate in induction:

• The new teacher must possess or have applied for a general education credential (SB 2042) or an Education Specialist credential and receive the credential within the first sixty days of the school year. After that time, the teacher will be asked to wait for induction until the following year.

• At this meeting the new teacher will be given a document to sign, stating that he/she has been advised of the policy.

This information can be found on page 36 of the TUSD Induction Program Handbook.

3. Candidate Work:

Satisfactory completion of work is based on a rubric for the ILP, including individual inquiry cycles.

• All work is read (and/or watched) and evaluated by one person who is not a mentor for that particular candidate.

• If the candidate earns an unsatisfactory score on an inquiry cycle, then the work will go on to a second reader.

• If the candidate again scores unsatisfactorily on an inquiry cycle, the work will be passed to the induction coordinator who will then read the work and possibly set up an appointment with the candidate. An incomplete assignment will also result in immediate review by the induction coordinator for possible appointment and resubmission.

• At this appointment, the coordinator, the mentor, and the candidate will work together to set goals and devise a timeline for re-submitting the incomplete sections of work. This time frame will not exceed two months, and it must be noted that the next steps in induction cannot begin until the prior year’s work is complete (i.e. Year 2 may not begin before Year 1 work is complete). Also, as per eligibility requirements, if the work is not complete within the first 60 days of the school year, the candidate will be required to wait until the following school year to finish Year 2.

• During this appointment, the candidate and the team may determine that a series of observations would be beneficial.

• If the candidate is unable to complete the assignments in the agreed-upon time frame, not to exceed two months, the work will carry over into the new school year with a substitute assignment and a new time frame given. Again, it must be noted that the next steps in induction cannot begin until the prior year’s work is complete (i.e. Year 2 may not begin before Year 1 work is complete). Also, as per eligibility requirements, if the work is not complete within the first 60 days of the school year, the candidate will be required to wait until the following school year to finish Year 2.

• The exit interview will not be scheduled until all pieces of the Individualized Learning Plan have been satisfactorily completed.

*If a candidate is not responsive to program communications regarding the timely completion of the induction experience, the program reserves the right to terminate the candidate’s enrollment and participation.  The candidate will be informed of this action via certified letter. 

Should a candidate disagree with being asked to repeat a section prior to Year 2 or prior to the end-of-program interview and recommendation for a clear credential, the candidate may appeal the decision.

In order to appeal, the teacher must write a letter to the Assistant Superintendent of Human Resources stating a wish to appeal the specific decision.

• Along with the written notice of appeal, the teacher must supply a copy of the document notifying the candidate of the induction program decision and evidence the candidate wishes to supply in order to dispute the decision.

• Once the assistant superintendent has the notice of appeal and the evidence from the candidate, the assistant superintendent will meet with the induction coordinator and the Appeals Committee to set a date and time for a “hearing.”

• The candidate will be notified of a “hearing” by both telephone and written notice. This hearing is an opportunity for the candidate to verbally state his/her position, supply evidence, and bring a representative.

• When a final determination has been made, the candidate will be notified in writing.

This information can be found on pages 37-38 of the TUSD Induction Program Handbook.

4. Candidate Recommendation:

After the candidate has submitted his/her work and passed that portion, all Year 2 and ECO candidates are required to take part in an exit interview. This interview is designed to demonstrate teacher competence and growth throughout the time spent in the program. Members of the Induction Advisory Council are on the interview panel. The rubrics for the interview are in the appendix and the topics are as follows:

• Share your professional growth goals from your ILP. How did your inquiry cycles relate to one or more of those goals? (CSTP 6)

• Describe how student learning was impacted by one or more of your inquiry cycles. (CSTP 1-5)

• What overall impact has induction, including your ILP inquiry cycles, had on your teaching practice? (CSTP 1-6)

• How do you create and maintain an equitable learning community in your classroom? (CSTP 1-4)

• Teachers are always learning and developing their craft.  Describe a professional growth goal you have for your classroom/teaching? (CSTP 6 - reflection and looking to the future)

• How have you helped to make your students college and career ready as per our district initiatives? (CSTP 1-5)

• *How do you manage the paraprofessionals in your room in order to provide the best environment for your students?

If the candidate does not successfully complete the interview, a second opportunity to interview with the Induction Coordinator, and when possible with the Assistant Superintendent of Human Resources, is arranged. At the end of the interview, the candidate will be made aware of any other information that needs to be submitted. If the candidate does not pass the second interview, a meeting is arranged with the coordinator, the candidate, and the mentor. At that time, an observation may be scheduled or there will be arrangements made for another interview. 

*The Appeals Committee is made up of Induction Advisory Council members and a district instructional coach who is not currently a mentor.

This information can be found on page 38 of the TUSD Induction Handbook.