The institution clearly identifies the lines of authority and responsibility for any and all educator preparation programs within the institution and provides assurance that only those person(s) employed by the program sponsor will recommend individuals to the Commission for a credential or authorization. 

1. Ventura USD Educator Preparation & Support Organization Chart

   • The Ventura USD Human Resources Division will be responsible for the oversight of the Teacher and Administrator Induction Programs and will be responsible for credential recommendations.  Recommendations will be completed with verification from the Induction Programs Coordinator and submitted only by the district Credential Analyst. 

   • The Assistant Superintendent of Human Resources (who reports directly to the district Superintendent) will assume the role of Induction Programs Supervisor (Unit Head) and will be responsible for the oversight of all aspects of both Induction Programs.  The Assistant Superintendent of Human Resources has the authority to manage the human and fiscal resources needed to meet all program goals and will be a member of the Ventura USD Induction Programs Advisory Committee which will be involved in the oversight of each program including program delivery.  The Induction Programs Supervisor will meet with the Director of Fiscal Services quarterly or as needed. 

   • Nannette Pecel is currently assigned the position of Induction Programs Coordinator.  She reports directly to the Assistant Superintendent of Human Resources and will be responsible for ongoing coordination and day to day operations of each program. She is responsible for understanding the Commission's  IIA and IPR processes  and will facilitate the design, development, coordination, and implementation of all facets of VUSD Induction Programs, including but not limited to formal orientation, mentor/coach/candidate training and support, evaluation and feedback, and high quality professional learning. 

   • The Induction Programs Coordinator will collaborate with the directors and teacher leaders of the Education Services Division monthly regarding the needs of teacher and administrator candidates. 

   • The Induction Programs Coordinator will meet bi-monthly with the Assistant Superintendent of Human Resources to share program progress and quality, along with other job related representative duties.   

   • The Induction Programs Coordinator will be a member of the Advisory Committee and will facilitate committee meetings at least four times per year for each program. Advisory Committee members include IHE representative(s) and  administrator/teacher leadership representatives from the district office and school sites.  The committee will assist in planning the program, analyze program data, review the budget and make decisions regarding the direction of the program to ensure the quality of program services.  The Induction Programs Coordinator will use the guidance from the Advisory Committee to coordinate all aspects of both teacher and administrator induction programs. 

2. Statement of Assurance  

• Unit Head and Induction Programs Supervisor, Gina Wolowicz, assures that duties regarding credential recommendations will not be delegated to persons other than employees of the Commission-approved institution, and

• assures that those individuals identified as responsible for credential recommendations will participate in Commission training related to the recommendation process.

A program of professional preparation must be proposed and operated by an entity that makes all personnel decisions regarding the employment, retention or promotion of employees without unlawful discrimination. The entity must make all decisions regarding the admission, retention, and graduation of students without unlawful discrimination.

1. Evidence of VUSD policies governing personnel decisions regarding employment, retention and promotion that include reference to an unlawful discrimination policy can be found on the district website, in Board Policy,  district regulation and SY 21-22 through SY 24-25 VUEA Agreement (Article 2, pg. 2) and the Certificated Employee Handbook, pg. 5.

2. A copy of VUSD policies related to candidate admissions, retention and graduation that include reference to a non-discrimination policy will be found on the VUSD Educator Preparation & Support Website homepage. 

Ventura Unified School District provides the following Statement of Assurance, signed by Assistant Superintendent Human Resources, Gina Wolowicz, which states the following:

• Ventura Unified School District (VUSD) will be in compliance at all times with all relevant preconditions for the initial program(s) being proposed and,

• VUSD will provide all required data reports, including but not limited to data reports and accreditation documents, for all proposed educator preparation program(s) and,

• VUSD will cooperate in an evaluation of the program by an external team or monitoring of the program by Commission staff and,

• VUSD will participate fully in the accreditation system and adhere to submission timelines and,

• VUSD leadership understands that once a candidate is accepted and enrolled in the educator preparation program, the sponsor will offer the approved program, meeting the adopted standards, until the candidate:

• Completes the program; 

• Withdraws from the program; 

• Is dropped from the program; 

• Is admitted to another approved program to complete the requirements, with minimal disruption, for the authorization in the event the program closes. In this event, an individual transition plan would need to be developed with each candidate.

The institution must identify a qualified officer responsible for reporting and responding to all requests from the Commission within the specified timeframes for data

• Nannette Pecel, Induction Programs Coordinator, will be responsible for reporting and responding to all requests from the Commission within the specified timeframes for data, including, but not limited to:

  • • • program enrollments 

      • program completers 

      • examination results 

      • state and federal reporting 

      • candidate competence 

      • organizational effectiveness data 

      • other data as indicated by the Commission and,

• The following Statement of Assurance signed by Assistant Superintendent Human Resources Gina Wolowicz, affirms that the Ventura Unified School District will be responsible for checking the contact information listed on the Commission’s approved programs page and that any necessary updates will be made on, at least, an annual basis.

The institution has a clearly identified grievance process for handling all candidate grievances in a fair and timely manner. The grievance process is readily accessible for all applicants and candidates and is shared with candidates early in their enrollment in the program.

• Ventura Unified School District provides candidates and applicants a Grievance Process that will be easily accessible on the VUSD Educator Preparation & Support Website.

• At the program orientation meetings, all teacher and administrator Induction participants will be provided access to the VUSD Educator Preparation & Support Website  and program handbooks which contains information and documentation regarding the Induction Programs Grievance Process.  Candidates will be required to sign and submit a Candidate Memorandum of Understand (MOU) acknowledging access to the Grievance Process information.  

The institution must provide a plan for communicating and informing the public about the institution and the educator preparation programs.

• Ventura Unified School District has created a draft website (currently under construction) which demonstrates  how the district plans to communicate and inform the public about the preparation programs it plans to offer.  

  • Draft website:    VUSD Educator Preparation & Support  

  • General information about the Institution will be provided on,

    • The VUSD Website Home Page and the

    • About VUSD + Mission and Vision Statements pages

  • Specific  information about all approved educator preparation programs will be provided on the following draft website pages:

    • Governance and Administration

      • VUSD Educator Preparation & Support Home Page  

    • Admission procedures

      • Teacher Induction Landing Page

      • Administrator Induction Landing Page

    • Program requirements

      • Teacher Induction Landing Page

      • Administrator Induction Landing Page

    • Program completion requirements

      • Teacher Induction Landing Page

      • Administrator Induction Landing Page  

• The following Statement of Assurance signed by Assistant Superintendent, Gina Wolowicz, affirms that:

  • Once approved by the Commission, VUSD will make the website accessible to the public so the public may obtain basic information about VUSD Induction Programs and requirements

  • The website will not require login information such as access codes/password, etc.

  • VUSD will make public information about its mission, governance and administration, admission procedures, and information about all Commission-approved educator preparation programs.

• The following drafts, copies and other means of communication outside of the website that will inform the public of the District’s mission, governance and administration, admission procedures, and information about all Commission-approved educator preparation programs include:

  • VUSD Educator Preparation & Support Brochure   Given the distinction between the teacher induction ILP and administrator induction IIP, language has been adjusted on the brochure by changing the single reference to an 'individualized learning plan' when referring to both teacher and administrator programs.  Language has been changed to, 'personalized growth plan' as a way to broadly describe the ILP and IIP documents of each program.  This change can be found on page 2 of the brochure, in the first column and under the heading  'Clear Your Preliminary Credential'.  Please see the second bullet point; the adjusted text is in bold font.  

  • Language referring to the ILP and IIP has been clarified by eliminating the broad yet confusing reference to a 'personalized growth plan'.  The reference has been changed by naming each document and corresponding program separately.  This change can be found on page 2 of the brochure, in the first column and under the heading 'Clear Your Preliminary Credential'.  In addition, on page 2 and in the middle column, reference to a 'personalized growth plan' has been eliminated and will not be used as replacement term for the ILP and IIP documents.  Only the terms 'ILP' and 'IIP' will be used consistently throughout the Stage II submission onwards. 

  • VUSD Teacher Induction Flyer

  • VUSD Admin Induction Flyer

The institution must demonstrate that it will maintain and retain student records.

1. Candidates will have access to their transcripts and/or other documents for the purpose of verifying academic units and program completion:

   • • Induction candidates will have access to all documents that show their program progress through a shared digital folder of records. These records will include, but are not limited to, interaction logs, meeting notes, process tools and Individual Learning Plan (ILP)documents.   VUSD will use the candidate’s ILP to assess candidate progress towards mastery of the California Standards for the Teaching Profession (CSTP) or the California Professional Standards for Education Leaders (CPSELs)  in order to support the recommendation for the clear credential.  The ILP will be used for verification of participation and as a transportability document when needed. Teacher and Administrator Candidates will be awarded a certificate of participation at the end of each year of induction. Teacher and administrator candidates will be instructed on how to download and save all programmatic documentation for their personal records.  If ever needed, candidates  may request access to this information by submitting a transcript request form found on the VUSD Educator Preparation & Support website's teacher and administrator induction landing pages or by contacting the VUSD Human Resources office directly.    Teacher Candidates (only) will have the option of applying for University Units through a partnership with the UMass Global (formerly Brandman University).

2. All candidate records will be maintained at the main institutional site or central location (paper or digital copies):

• The Ventura Unified School District (VUSD) will maintain paper and/or digital documents in the Human Resources Office at the VUSD Education Service Center.  The process for maintaining confidential documents will be in alignment with how the district currently maintains confidential employee records. The district office is a locked facility and all offices are inaccessible to the general public.

3. Records will be kept securely in locked cabinets or on a secure server located in a room not accessible by the public:

• Teacher and administrator candidate paper records will be kept in a locked file cabinet; electronic files will be stored on a secured district server and access is limited to the VUSD Assistant Superintendent of Human Resources, the VUSD Induction Programs Coordinator and the VUSD Credential Analyst. All candidate records will be maintained indefinitely.

Institutions must disclose information regarding:

1. The proposed delivery model (online, in person, hybrid, etc.)

• The delivery of Ventura Unified School District’s Teacher and Administrator Induction Programs will be designed as a hybrid model which will include a combination of in-person and virtual meetings along with the support of on and off-site teacher mentors and administrator coaches.   Off-site mentors and coaches are those that are not assigned at the candidate's work site.  Support provided from off-site mentors and coaches as compared to on-site mentors is identical.  Off-site mentors and coaches will be compensated for mileage when they choose to travel and meet on-site with their candidate.  Or, they may choose to meet using a virtual meeting platform, such as ZOOM, if desired.  Given that off-site teacher mentors are not always accessible during the day, an additional on-site teacher support provider, with a like credential and who is familiar with the candidate's assignment, will be identified as an additional layer of support who can help the candidate with just-in-time support issues. This off-site teacher support provider is identified in the event a willing onsite Teacher Induction Mentor with a like credential is not available.  In the past, VUSD has experienced a shortage of mentors, particularly those with less common credentials, such as certain SPED or multilingual authorizations.  In this case, an off-site mentor will be provided.  The on-site support provider is distinguished from a teacher mentor in that they do not participate in induction mentor training or other induction program activities.  They understand that the candidate's induction mentor is off-site and therefore they simply agree to serve as a supportive colleague for the beginning teacher if needed.  The candidate will know to turn to their induction mentor whenever possible especially with regards to their induction requirements.  However, for site specific concerns, the candidate will understand that the on-site support provider is an additional layer of support when needed given that the assigned mentor is not readily available.  Most likely, the support provider will be part of the candidate's department or grade level team.  Our goal is to ensure the candidate feels confident that support is available as needed.  We believe this ensures the candidate connects to the greater instructional community at their site and ensures they receive timely support as needed.

• A variety of professional learning options will be offered to customize a learning plan to the individual needs of each participating candidate.  Participants will have access to in-person and virtual professional development resources.  The structure of the hybrid model will focus on individualizing program structures to meet the needs of all candidates. Candidates will have opportunities to meet program requirements as seamlessly as possible through Induction's unique job imbedded learning environment.  

2. All locations of the proposed educator preparation programs including satellite campuses

• The VUSD Education Service Center, home of the VUSD District Offices, will be the primary location of the proposed Induction programs.  Candidate cohorts may alternatively meet at school sites.  Program mentors and coaches will operate from their respective school sites and/or district offices , when meeting with participating candidates.

  1. 1. • • VUSD Educator Preparation & Support

Ventura Unified School District

Education Service Center

255 West Stanley Avenue

Ventura,  CA  93001

• VUSD District and School Site Directory

3. Any outside organizations (those individuals not formally employed by the institution seeking IA) that will be providing any direct educational services, and what those services will be, as all or part of the proposed programs

• Direct educational services will be provided by the Ventura Unified School District.  In-house service providers include, but are not limited to, the Induction Programs Coordinator, Induction teacher mentors and administrator coaches, and other district staff from the educational services division. While at this time we do not anticipate the use of outside services, we will evaluate both the program and teacher needs to determine if there is a need.  Potential outside service providers may include New Teacher Center (training and tools), Solution Tree (PD), The Thinking Collaborative (Cognitive Coaching), Mira Via (Mentoring Matters, etc.), Educator's Thriving, neighboring districts (for coaching/mentoring support),  and the Ventura County Office of Education for professional learning opportunities for Candidates, Mentors and Coaches.  Teacher Candidates and Mentors will have the option to apply for units through a partnership with the following IHE: UMassGlobal. 

The institution and its personnel demonstrate veracity in all statements and documentation submitted to the Commission. 

1. VUSD provides a Statement of Assurance, signed by VUSD Assistant Superintendent, Gina Wolowicz, that affirms the following:

•  All information provided to the Commission is truthful and accurate.  

• The institution understands that evidence of a lack of veracity is cause for denial of Initial Institutional Approval

The institution’s mission and vision for educator preparation is consistent with California’s approach to educator preparation.   The following information is provided to ensure that the institution’s philosophy and approach about educator preparation is consistent with California’s:

1. Identify the specific educator preparation program(s) the institution will seek to offer

• Ventura Unified School District seeks to offer Teacher and Administrator Induction Programs to all participants holding a Preliminary California Administrative Services, Single Subject, Multiple Subject, and Education Specialist credentials, with the aim of meeting the needs of all California students. 

• The district will offer opportunities for teachers and administrators to effectively work with a diverse range of TK-12 students, including those from diverse ethnic and linguistic backgrounds, economically disadvantaged students, and students with special needs, across various classroom settings and programs. 

• VUSD Induction Programs recognize that it is the District's responsibility to provide effective ongoing professional development to address the learning needs of all students. The program's mentoring/coaching programs for teacher and administrator candidates will serve as the beginning of that professional development.  

• For teacher induction candidates, professional learning will be designed to connect candidates with available resources to support their professional growth and accomplishment of their Individualized Learning Plan (ILP).  To accomplish this, the induction program will require an Orientation Meeting where program requirements will be introduced including an overview of the CSTP Self-Assessment and Goal Setting process and the "PLAN, TEACH, RELECT, APPLY" cycles of data collection and inquiry which will define the action research process. In addition, at least two, 1.5 hour , ILP meetings, per year, (offered at the beginning of the Fall and Spring semesters) will dive deeper into data collection tools, and how to align goals and inquiry questions to the CSTP.  If a candidate cannot attend a scheduled ILP meeting, make-up sessions will be offered flexibly, including 1:1 sessions as needed, to ensure all candidates receive this information in a timely way that meets their scheduling needs.  Teachers will learn how problems of practice discovered along the way and formative feedback provided by mentors and administrators can be integrated into their research, goals and cycles of inquiry to further demonstrate growth on the full range of the CSTP.  These sessions will be designed to ensure candidate understanding of the ILP assessment rubrics and other completion requirements.  At least two additional and optional ILP meetings per semester will be offered for candidates who wish to collaborate with their peers and receive feedback on their ILP progress from mentors and program staff.  Through collaboration and networking, these sessions will focus on ILP support and will be guided by the needs of candidates at that time.

• In addition, teacher induction candidates, in consultation with their mentor, will have choice over professional learning opportunities that align with their goals outlined on the ILP.  This may include district offerings of seminars and workshops on topics organized around the CSTP that are designed with the beginning teacher in mind but that are provided to all VUSD teachers.  An emphasis on district goals such as closing the achievement gap by focusing on student data analysis, equitable outcomes for all students and the promotion of  high levels of community engagement will be imbedded within these district offerings. All district provided professional learning will be offered in collaboration with the VUSD Education Services Division and be facilitated in-house by district and teacher leadership (TOSAs).  Attendance at district-provided offerings will be optional.  These sessions will be held in-person or virtually and will be offered at various times throughout the school year.  In addition, with mentor approval, other out-of-district options for professional learning , such as online or in person trainings and resources, book studies, and observation of expert professional practices that align to the candidates goals, outlined on their ILP, may be used for professional learning.  

• For administrator induction candidates, professional learning will be designed as part of required program structures and will provide professional development offerings (a minimum of 20-30 clock hours annually) addressing needs common to all beginning educational administrators as well as provide differentiated learning opportunities as outlined in the candidates’ IIP. Professional development will include reflection on current practice, direct instruction in research-based best practices, modeling, problem-based practice, and opportunities for planning and adaptation to current leadership responsibilities. 

• All professional learning opportunities will clearly align to the California Standards of the Teaching Profession or the California Professional Standards for Educational Leaders.  Targeted learning opportunities to address district goals and initiatives based on student needs will be highlighted and imbedded.   Through this comprehensive support, candidates will grow in their capacity to provide quality services effectively to all students served.

2. Provide the institution’s mission and vision for educator preparation that is consistent with California’s approach to educator preparation and confirms that the mission and vision will be published on the website and in institutional documentation provided to candidates

• The following mission and vision statements for VUSD Educator Preparation & Support Induction Programs will be published on the district programs website and in the program documentation provided to candidates:

VUSD Induction Programs  Mission Statement

The VUSD Teacher and Administrator Induction Programs' joint mission is to prepare beginning teachers and administrators  in becoming innovative and reflective practitioners. Through expert mentoring and coaching, action research, and collaborative learning-focused dialogues analyzing evidence of professional growth, teacher and administrator candidates will advance their professional development in creating, maintaining and leading equitable teaching and learning environments that meet the diverse needs of all students.  

VUSD Induction Programs Vision Statement:

The VUSD Teacher and Administrator Induction Programs' joint vision is to deliver quality and immersive induction experiences that cultivate sustained professional growth of our beginning educators beyond the years of induction.  We will promote the retention of our newest teachers and leaders by facilitating their progress and advancement through a comprehensive, cohesive and individualized approach to induction.   Through our commitment and support of our  beginning educators, we envision every student having access to an equity-centered education where they are inspired to excel academically and reach their full potential as responsible and contributing members of society.

3. Provide information about how the mission and vision for educator preparation reflects the institution’s commitment to California’s adopted state standards and frameworks for TK-12 students

• The proposed teacher and administrator induction programs mission and vision exemplify the VUSD’s commitment to California’s adopted state standards and frameworks for TK-12 students through the provision of high quality, research-based professional development that is in alignment with the California Standards for the Teaching Profession and the California Professional Standards for Educational Leaders. Collaborative work between the candidate and mentor/coach on the Individual Learning Plan (ILP) and Individual Induction Plan (IIP) will illustrate that commitment.

• VUSD Teacher and Administrator Induction Programs have determined that in order to reach their mission, students will be prepared to achieve proficiency on state and local indicators including mastering English Language Arts and Math Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS) as measured by the Smarter Balanced Assessment (SBAC) and California Science Test (CAST), English Learner Progress Indicators as measured by the English Language Proficiency Assessments for California (ELPAC) and the CA College/Career Indicator.  Administrator and teacher candidates will contribute to this mission by successfully administering and implementing the CCSS and frameworks as adopted by the California Department of Education by providing a rigorous and equity-based curriculum, research-based instruction, and ongoing standards-based assessment.

4. Provide information about the institution’s philosophical and/or theoretical framework or approach underlying the design of educator preparation. (This is not a description of the program design, which will be submitted when your institution responds to program standards in Stage III.)

• Underlying the design of VUSD Educator Preparation Programs are the philosophical principles of esteemed researchers in the field of education, such as:

  1. 1. • • Linda Darling-Hammond and her work on educational equity, teaching quality, and school reform,

          • Zaretta Hammond and her work on culturally responsive and equitable teaching,

          • Ellen Moir and her work on teacher effectiveness and school reform,

          • Elena Aguilar and her work on developing instructional coaches through emotional intelligence, team development, and leadership,

          • Art Costa and his work on coaching, effective thinking, problem solving and inquiry,

          • Bruce Wellman and his work on coaching, professional learning structures and data driven dialogue, 

          • and Laura Lipton and her work on mentoring, organizational and professional development, and learning-focused schools.

          • The program's foundations will reflect the latest research findings of these scholars, as well as others in the field.

• The theoretical framework that underlies the design of VUSD Induction Programs will be one that combines multiple perspectives and approaches to ensure comprehensive support and professional development for all candidates.  Key framework principles will include:

• Constructivism: Constructivism posits that individuals construct knowledge through active engagement with their environment, i.e., engaging in hands-on experiences, reflection, and collaborative problem-solving.  

• Adult Learning Theory: This theory emphasizes that adult learners have unique characteristics and motivations, and they learn best when the learning process is relevant, practical, and learner-centered.  

• Mentoring and Coaching: Mentoring and coaching theories highlight the importance of one-on-one relationships and support systems in professional growth. 

• Professional Learning Communities (PLCs): PLCs promote collaboration and collective learning among educators. 

• Reflective Practice: Reflection is a crucial component of professional growth. 

• Differentiated Support: We recognize that individuals have diverse needs.  

• Continuity and Longevity:   To promote continuous growth and prevent burnout, we aim to integrate program framework components into ongoing support, professional development, and networking opportunities throughout and beyond the beginning years of a teacher or administrator's career. 

• Research and Data-Informed Practices: We will incorporate research-based practices and utilize data to inform decision-making.  

5. Provide information that demonstrates the institution’s commitment to preparing candidates who will work effectively with the full range of California TK-12 students

• In VUSD schools and classrooms, beginning teachers and administrators encounter students from different cultural and socioeconomic  backgrounds, with varying levels of English proficiency, and with diverse learning needs, including those with special education requirements.  To work effectively with the full range of California TK-12 students, VUSD Induction programs are committed to preparing equity-centered practitioners. To mirror VUSD's current commitments, initiatives and goals, VUSD Induction Programs will design induction processes which explicitly focus on preparing new educators to address the varied learning requirements of all students. Specifically,:

  1. • 1. • VUSD Induction Programs will offer professional learning opportunities on topics such as differentiated instruction, culturally responsive teaching, English as a Second Language (ESL) strategies, and special education methodologies. 

          • Collaborative learning opportunities will be integrated into Induction processes for candidates to share and learn strategies for working with diverse learners, their families and communities. 

          • Veteran teacher mentors or administrator coaches with experience in diverse classrooms and school sites will provide new educators with specific guidance on handling the challenges that come with managing and teaching a diverse student population. They will share strategies for creating inclusive lesson plans and administrative action plans, managing classrooms and work sites effectively, and engaging all students and community stakeholders.

• VUSD Teacher and Administrator Induction Programs maintain that the success of the full range of California TK-12 students is closely tied to the effectiveness of their teachers and school leaders. Thus, VUSD induction programs will be designed to incorporate various research-based best practices in the field of new educator retention such as: 

  1. • 1. • professional development on pedagogy, and including wellness, 

          • supportive administration,

          • workload management,

          • formative assessment and feedback,

          • recognition and rewards,

          • balanced accountability with support and, 

          • early warning systems to identify and support beginning educators before they reach a crisis point.

• Finally, VUSD Induction Programs  will align with the Commission's Preconditions and Standards for Induction Programs and will be founded upon several core values, including equity, responsiveness, positive presupposition, reflective dialogue, and inquiry. The programs will employ an individualized, goal-focused approach to guide participants and their mentors and coaches in enhancing their best practices within and beyond the classroom and site setting, as outlined in the California Standards for the Teaching Profession (CSTP) and the California Professional Standards for Education Leaders (CPSEL). By doing so, VUSD Induction Programs aim to ensure the growth of all students.

6. Provide any other relevant information the institution believes will allow the Commission to better understand the institution and its programs

• An important objective of VUSD Educator Preparation programs  is to attract and retain competent educators. VUSD strongly believes that comprehensive teacher and administrator induction programs are essential for new educators to succeed, stay in the field of education, and become reflective practitioners. Our programs aim to offer timely and effective support through partnerships with mentors and coaches, site and district administrators, and other education professionals. 

• VUSD Induction Programs will encourage reflection, provide professional development, promote collaborative strategies, and set goals with peer support. Each teacher candidate's Individualized Learning Plan (ILP) and each administrator's Individual Induction Plan (IIP) will outline their goals, based on their assessed progress towards achieving their professional standards (CSTP/CPSEL).  Through this commitment to providing exceptional teacher and administrator induction with high quality support structures, VUSD believes it will retain educators in the field and positively shape district and school culture.

Institutions seeking IIA must have sponsored an educator preparation program leading to licensure, or participated as a partner in any educator preparation programs and/or programs focused on K-12 public education and provide history related to that experience.  CTC staff will research available information about the institution relevant to the application for initial institutional approval.  Institutions must submit:  Proof of third party notification enlisting comments to be sent to: Input@ctc.ca.gov

1. Provide history related to its prior experience preparing, training, and supporting educators within California or in other states

• Teacher and Administrator Induction Programs  

• For over 30 years, Ventura Unified School District has partnered with Ventura County Office of Education (VCOE) as a member of the VCOE Induction Consortium  to offer our beginning teachers and administrators an opportunity to earn the Professional Clear Credential.  

• VUSD's Superintendent, Dr. Antonio Castro, is the former Ventura County Office of Education (VCOE) Associate Superintendent of Education Services.  Under his leadership, he presided over the services of the Educator Support & Effectiveness department that administered the VCOE Induction Consortium.

• VUSD's Induction Programs Unit Head and Induction Programs Supervisor, Assistant Superintendent Human Resources, Gina Wolowicz has served an Administrator Induction Coach with VCOE's Administrator Induction Program on numerous occasions along with many of our veteran administrators and other professional development providers.  In addition she previously served as VUSD Director of Curriculum and Instruction. 

• VUSD’s Induction Coordinator, Nannette Pecel, has served as an Instructor for VCOE Induction Programs over 10 years and instructed at all levels of the teacher induction and mentor programs.   In this capacity, she has provided professional development for teachers and mentors across Ventura County, calibrated and scored ILPs county wide, contributed as writer of the mentor program curriculum and has served as a lead Teacher Induction Instructor for other districts within the Consortium. In addition, she served as a RICA Test Preparation Instructor for VCOE and continues to offer this service within VUSD.

• Currently VUSD has approximately 100 mentors/coaches trained through the VCOE Induction Consortium.    

• VUSD Teacher Pre-Induction Program

  1. 1. • • Ventura Unified School District offers an in-house Pre-Induction Program for Teachers which provides a support system for our unqualified teachers who are authorized to teach on less than a preliminary credential.  Authorizations for these teachers include: 

• Intern Credential

• Short Term Staff Permit

• Provisional Intern Permit

• Temporary Permit for Statutory Leave

• Emergency Waivers 

• Key features of the program include up to 40 hours per year of support with an experienced veteran teacher serving as a Pre-Induction Mentor.  The Pre-Induction Mentor offers structured cycles of planning, observing practice, and reflecting on practice with the participant.  Support includes guidance to help participants build a pathway toward earning a preliminary credential.  Additionally, the program emphasizes community-building and networking opportunities by facilitating regular gatherings to foster collaboration and knowledge-sharing among teachers and mentors. This program provides individualized support and training to Pre-Induction Mentors, ensuring they possess the necessary skills to address the unique needs of unqualified teachers. This program serves as a platform for beginning educators to grow, learn, and connect within a supportive environment.

• VUSD Aspiring Administrator Academy:

  • Ventura Unified offered an in-house “pre-administrator” program called the Ventura Aspiring Administrators Academy (VAAA) in SY 19/20.  Facilitated by the Assistant Superintendent of Human Resources,  the program is designed for interested certificated and classified employees. The program’s mission is to inspire future leaders by promoting the responsibilities and capacities of district leadership personnel as authorized by the California Administrative Services Credential.  When offered, it is a year-long, comprehensive program that  focuses on developing leadership skills and addressing the unique aspects of educational management within the district. With contributions made by esteemed presenters, the program includes interactive workshops covering topics such as leadership frameworks, relationship-building, and enhancing school and district climate. Participants also have the opportunity to engage in externship/internship experiences. Department presentations provide valuable insights into important areas such as human resources, educational services, student support, special education, and business services. The VAAA aims to equip aspiring administrators with the necessary tools and knowledge to contribute effectively to the success of VUSD and positively impact student learning.  The onset of COVID-19 and the dramatic shift in district priorities at that time created a pause in VAAA program development. With new district leadership, the program is currently under construction to align with a new vision of educator preparation and support and is to include a new case-study approach to program design.  The return of the program is anticipated in SY 2024/25.  

• Other Current and Prior Experience:

  • Ventura Unified has participated in a variety of partnerships with educator preparation programs and/or programs focused on K-12 public education.  Current and prior partnerships include: 

    • • Teacher Internship Credential Programs with local universities including (Current MOU's are updated every 5 years): Cal Lutheran University (2022-27), California State University Channel Islands (2021-26) and Pepperdine University (2019-24).  

      •  UCLA Center X Teacher Professional Development: Provides professional development for implementing Ethnic Studies Graduation Requirements

      • Cal Lutheran University Graduate School of Education Programs:  California Reading and Literature Project - Provides professional development on California Dyslexia Guidelines

      • Ventura Community College Articulation and Curriculum:  A CTE Career Pathways High School Articulation partner

      • Ventura County Indian Education Consortium:  In collaboration with four local Tribal Leaders, VUSD is the lead LEA and home for this Consortium.  We provide Indian Education through partnerships with 14 school districts across Ventura county. 

      • California College Guidance Initiative (CCGI): Providing professional development on College and Career Planning, capacity building with CCGI tools and data collection with a Cradle-to-Career System.  VUSD's partnership with CCGI began in SY 2022/23. It was offered as a "Training of Trainer" (TOT) model where site administrator/counselor teams of two, from each VUSD high school, joined the Director of Secondary Education, the Executive Director of Technology and a CCGI Training Representative to learn how to implement the CCGI online platform.  Two additional follow up trainings with the CCGI Representative have been offered in SY 2023/24 to support site training, planning and implementation which included the attendance of interested 9th Grade College and Career Teachers.  CCGI Representatives remain on-call for additional training which can be scheduled as needed.  VUSD will continue with this TOT model of training; the next phase of training, scheduled for SY 2024/25, will be for VUSD middle school CCGI leadership teams.  

2. Provide evidence that the third party notification enlisting comments to be sent to Input@ctc.ca.gov has been posted on institution’s website

• Third party notification enlisting comments to be sent to Input@ctc.ca.gov has been posted and can be viewed here on the VUSD website

Criterion 12: Capacity and Resources

An institution must submit a Capacity and Resources plan providing information about how it will sustain the educator preparation program(s) through a 2 – 3 year provisional approval (if granted) at a minimum. The institution must submit a plan to teach out candidates if, for some reason, the institution is unable to continue providing educator preparation program(s).

1. VUSD Audited Budget Fiscal Year 2022-23

2. Draft operational budget for VUSD Educator Preparation & Support 

3. Instructional and support personnel who will provide services to candidates in the first 2-3 years of the program's operation include:

• One, full time, Assistant Superintendent Human Resources/Induction Programs Supervisor

• One, full time, Induction Programs Coordinator

• Approximately 50 part time, Beginning Teacher Mentors as required.  

  1. • • • • Currently, VUSD employs 46 teacher mentors (with an additional 63 mentors previously trained through VCOE's Induction Consortium, though not assigned to candidates this year). 

• Approximately seven, part time, Beginning Administrator Coaches as required.  

  1. • • • • Currently, VUSD employs eight administrator coaches (with an additional 20 coaches previously trained through VCOE's Induction Consortium, though not assigned to candidates this year). 

       • A 1:1 ratio of candidate to mentor/coach will be the norm for teacher and administrator induction programs.  In some circumstances, where the mentor/coach assignment allows adequate time to serve more than one candidate, a ratio greater than 1:1 will be granted upon program approval.  

• Approximately five VUSD Education Services TOSAs (professional development providers) as required. 

  1. • • • • Currently, VUSD employs nine TOSAs who provide professional development to all staff including candidates.  This number is not expected to change during the first 2-3 years of program operation.  The budget for TOSAs is separate from the proposed induction programs budget. 

4. Job descriptions/qualifications of support personnel

• Assistant Superintendent Human Resources/Induction Programs Supervisor

• Induction Programs Coordinator

• Beginning Teacher Mentor

• Beginning Administrator Coach

• Teacher/Program Specialist (TOSA)

5. Provide evidence of TK-12 partnerships for the purposes of providing fieldwork:

• Our Teacher and Administrator Induction candidate’s fieldwork is job-embedded given they are hired as teachers or administrators of record.  Program requirements will include developing learning plans (the Individualized Learning Plan (ILP) for teachers and Individual Induction Plan (IIP) for administrators) and conducting action research in partnership with their teacher mentor or  administrator coach and with input from their site and district administration.   The partnerships between the candidate, the mentor/coach, and support from site and district administration will be central to the development of the candidate’s practice.   Candidate and mentor/coach teams will be assigned another collaborative partnership as a way to build interdependence by sharing and receiving formative feedback with each other.  By design, VUSD programs will partner with in-house Teacher Mentors/Administrator Coaches, Teacher/Program Specialists (TOSAs)and District Administrative Leadership who will provide professional learning and formative feedback to teacher and administrator candidates.  

6. Provide information demonstrating sufficient facilities and/or digital learning platforms for candidates:

• VUSD proposed Induction Programs have sufficient space, both physically and virtually, for advisory meetings, mentor/coach forums, and professional development opportunities as necessary. Meeting space is available at the VUSD Education Service Center and at various school sites across the district. VUSD Induction Programs will use technology platforms such as Canvas and Google Suite to store and share and participate with documentation of candidate progress. 

7. Provide a plan to teach out candidates if, for some reason, the institution is unable to continue providing the proposed educator preparation program(s), including program closure:

• In the unlikely event of an Induction Program(s) closure,  candidates would be informed about the closure, including the reason for the closure, and the timeline and options available to complete remaining requirements.  Guidance from the Induction Programs Coordinator  and credential analyst will be provided to each individual candidate.

• VUSD would make every effort to provide at least one school year’s notice of closure allowing Year 2 candidates to complete their program.  In the final year of each program, we would not enroll new year 1 participants, but would provide advice and assistance for new hires. In the event that a school year’s notice wasn’t feasible, VUSD would reach out and work closely with local Induction Program providers to provide a seamless transition for candidates.

Initial Program Precondition #1  - Demonstration of Need

The program sponsor must demonstrate the need for the type of program in the service area in which it will operate or a need for educators prepared through the specific program delivery model. Proposals must include:

(a)  data on the number of individuals currently serving on less than full credentials, where available, in the service area of the proposed program

(b) projected need based on a needs analysis

(c)  and, affirmations from employers with their anticipated hiring need for individuals with the planned credential

• Ventura Unified School District (VUSD), which is the service area of the proposed Induction Programs, has determined a need for the proposed induction programs through a needs analysis of teachers, administrators and the number of credentials required of them within the district.  Our analysis shows VUSD employs a large population of beginning educators.  Notably, the need to hire teachers serving on less than preliminary credentials (STSPs, PIPs, Waivers, etc.) has approximately doubled over the past six years  and, we lose a considerable number of educators to retirement and resignations each year.  Please see corrected Initial Program Precondition 1 & 2 Data Tables linked below.

• • • Though most Ventura County public schools, including VUSD, are predicting declines in student enrollment, there is and will be a continuing need to hire teachers and administrators due to retirements and resignations.  This, along with the national teacher shortage which is forecasted to continue for several years, leads VUSD to affirm an anticipated hiring need for individuals with these planned credentials and an accompanying need to provide teacher and administrator induction programs throughout the foreseeable future.  Currently in SY 2023-24, VUSD employs 52 Teacher Induction Candidates, and 26 teachers serving on less than a preliminary credential who are supported through our Pre-Induction Program.  In addition, the district currently employs 12 Administrator Induction Candidates. Given the number of teachers and administrators who are eligible to retire, we expect these numbers to decrease minimally in the upcoming academic years. 

• The Initial Program Precondition 1 & 2  Data Tables (first tab) provides the breakdown of the current and projected number of Year 1 teacher induction candidates (including those on intern and emergency permits who may become Year 1 induction candidates), Year 2 teacher induction candidates, and Years 1 and 2 for admin induction candidates.  Information such as past retirements/resignations and projected number of teachers and administrators eligible for retirement used in the analysis to demonstrate the need is included.  

• In addition, Ventura USD has determined a need for its own induction programs to eliminate existing barriers to candidate success inherent in our local (large) consortium and to align our new induction program structures to our existing programs, district initiatives, goals and unique contexts and needs of our candidates, students, staff and community. The unique contexts of our beginning teachers and administrators are defined by the unique culture of our district, their individual job assignment and the wide range of student, staff and community needs that typically exist within those assignments.  Candidate job assignments can be found in GenEd, SpEd, Dual Immersion, and Independent Study learning environments.  Unique to our district and the needs of our candidates are the districts immediate goals to reduce the achievement gap by focusing on student data analysis, equitable outcomes for all students and to promote high levels of community engagement in our schools.  Furthermore, district goals include encouraging innovation with all initiatives and taking time to recognize the excellence of our students and staff.

• Currently in VUSD, Induction services are provided through the Ventura County Office of Education (VCOE) Induction Consortium.  Though VCOE Teacher and Administrator Induction programs are sufficient for the county,  they serve well over 600 candidates with structures and processes suitable for their extraordinary number of participants.   We feel a consortium approach to induction prevents our district’s ability to swiftly adapt program design and structure for seamless integration with the contexts and real-time needs of our candidates, mentors and coaches and the students they serve.   For example, we need the ability to  create flexible program schedules that conveniently align to our candidate's district and site schedules.  We believe the current mid to late September program orientation as compared to our district's early August new hire orientation creates a gap in candidate support and program engagement at a critical time of the school year.  In addition, we need an approachable and easy to access learning management system (LMS) that is not overwhelming for candidates and mentor/coaches to use.  The current LMS used is described as confusing and cumbersome by many.  We also need a program design model that does not rely heavily on asynchronous training.  Our candidates, mentors and coaches report that they feel isolated regarding induction and that some feel their induction requirements do not connect to what they do in their job assignments.  Though we know the latter is a misunderstanding, we feel it is a critical misunderstanding caused by a lack of engagement with the program due to program design. In addition, our candidates need frequent and meaningful opportunities for structured feedback on their induction work including end-of -the year culminating events that recognize and celebrate candidate growth and student learning.  Currently, program structures, by design, do not support our district leadership's understanding of candidate's learning or  student impact as a result of participating in their induction program.  We wish to provide program structures that offer frequent opportunities  for candidates to connect with their colleagues and program leaders.  We want to provide professional learning that helps candidates make clear connections between their individual induction goals, district and site goals, and the needs of their students and communities.  We believe the current barriers we see stem from the complexities of coordinating programs across a broad network of county districts.  We need our own induction programs to remove these barriers by having the ability to create innovative program structures that seamlessly align to the unique contexts of our candidates which will better serve our district, students and community. 

• Furthermore, VUSD believes there is a need to merge the program sponsor's responsibility in earning and maintaining program accreditation with the district's responsibility to  create, monitor, and sustain the well-researched environmental conditions for the job-imbedded nature of Induction to thrive.  We believe this connection between program and district leadership is required when seeking to provide exemplary induction programs that are deeply attuned to the needs of candidates.  These conditions include:

• Strong and supportive instructional leadership

• Evidence-based instruction that is aligned with the vision and goals of the district

• Positive instructional community climate and culture

• Faculty members who are committed to continuously improving their instruction and student outcomes

• A high degree of professional collaboration among teachers focused around sharing and improving instructional practices

• An expectation to participate in professional learning

• Use of a variety of district data and evidence for program improvement and instruction

• The presence of experienced educators who are interested in serving as mentors and coaches

• Release time and other incentives for new educators for professional learning, planning, mentoring, conferencing, and classroom observation

• Leadership provides a systemic and comprehensive support structures for ongoing professional learning, continuous improvement and accountability for all educators

• We believe a strong focus on these environmental conditions for success by our own district led Induction Advisory Committee will not only improve the induction experience for our candidates but will also positively shape district culture and improve conditions for all educators in our district for many years ahead. 

Initial Program Precondition #2 - Collaboration in Program Design and Implementation

To be granted initial program accreditation by the Committee on Accreditation, the program sponsor must demonstrate evidence of collaboration between institutions of higher education, employers of credentialed educators, and TK-12 practitioners in the design of the program. This evidence must include verification that the partners will share authority and responsibility for the implementation and continuous improvement of the proposed educator preparation program as negotiated in the partnership agreement. 

• The Initial Program Precondition 1&2 Data Tables (second tab) provides information on the individuals involved in program design including, but not limited to: Name, Title or Role, Relevant Credentials/Qualifications and Roles/Responsibilities.  Included are representatives from institutions of higher education, the employment leadership of our credentialed educators, and TK-12 practitioners and other professional partnerships.  Carlos Covarrubias, Director Certificated Human Resources (VUSD new hire) and Deidre Monarres, Director, Secondary Education (newly appointed) have been added recently to the Induction Programs Advisory Committee.  Their names, positions and roles have been added to the Initial Program Precondition 2 Data Table (linked above). In addition, their names and positions appear on the the Advisory Committee Feedback Form and Advisory Committee Meeting 6/18/24 Agenda (both linked below).  Anna Clark is the VUSD Credential Analyst.  Her name appears on Precondition Data Table 2. 

• Within the VUSD Advisory Committee, the following roles have been identified and are noted on the data table (linked above): Programs Supervisor, Programs Coordinator, Credential Analyst, Committee Advisor, and Professional Partner.  An  Advisory Committee Roles & Responsibilities document is provided to all partners which describe the agreements on how team members serving in these roles will share responsibility for the implementation and continuous improvement of VUSD induction programs.  

• To ensure the understanding of the committee member roles and responsibilities, our Programs Supervisor, Coordinator and Credential Analyst's responsibilities are updated and outlined on these positions' job descriptions.  Committee Advisors, as they join the team, will receive, sign, date and return the roles and responsibilities document.   

• Professional Partners include IHE Representatives and other professional companies supporting our programs through services and consultation. Formal agreements regarding the specific services Professional Partners provide and the role they will serve with our induction programs will be communicated through a Professional Partner Advisory Agreement at the time professional services or relationships are requested by the district.

• A column has been added to the Precondition 2 Data Table to house, via link, the committee members signed and returned Advisory Committee Roles & Responsibilities document or the Professional Partner Advisory Agreement document, when received.

• Collaboration on Teacher and Administrator program design and implementation has occurred, though not formally in a gathering with all Advisory Team Members present.  Our first formal Advisory Committee meeting with select district leadership members invited to attend is scheduled June 18, 2024.  In that meeting, we will provide updates on the IIA process, the roles and responsibilities of the Advisory Committee and make final decisions on the selection process of district and IHE committee members.  The meeting agenda can be found here: Advisory Committee Meeting 6/18/2024 .   At this time, the VUSD induction programs Coordinator and Supervisor are scheduled to meet weekly throughout the remainder of the 2024 school year as we progress through the IIA process. 

• To demonstrate evidence of collaboration in program design and implementation, a Design and Implementation Meeting Notes and Communication Log spreadsheet has been created and updated for all program design meetings which includes information on meeting attendees, agenda items, team pluses and wishes, action items with due dates and additional meeting notes.  This spreadsheet includes contacts and meetings that have occurred since VUSD's attendance at the Accreditation 101 meeting in June 2023.  Data on this spreadsheet is collected using a Google Form, accessible here: Design and Implementation Meetings Minutes and Notes and Communication Log - FORM 

• VUSD has worked to deepen the long standing relationships with our local institutions of higher education (IHEs) such as those whose program completers will seek employment in VUSD and with whom VUSD has an intern MOU (such as Cal Lutheran and CSU Channel Islands).   Since March 2022, our Assistant Superintendent of Human Resources and Induction Programs Supervisor, Gina Wolowicz, has participated in local preparation program meetings and recruitment events to learn about and support the needs of graduates and potential employees.  She has participated in teacher candidate mock interviews, and has served as a final reviewer of administrator program candidates' evidence of CPSEL mastery.  This initial collaboration with IHEs has strengthened the talent pipeline between our local universities and district and has provided an opportunity to informally share VUSD's vision for teacher and administrator induction programs and the district's journey through the IIA process.  Evidence of collaboration with representatives from these institutions has been documented on our communication log (linked above). The names of the IHE Representatives with whom informal meetings have occurred have been added to Data Table 2 (linked above). VUSD will continue to serve with them as a district partner.  We anticipate formal participation agreements from our local IHE representatives to be confirmed and documented using the Professional Partner Advisory Agreement (linked above) at the beginning of SY 2024-25.  In the meantime, VUSD has created an Advisory Committee Meeting Schedule and an Advisory Committee Feedback Form for receiving feedback from our current internal and external constituencies.  This form will be used as our programs take shape during IIA Stage III.   We expect the Advisory Committee to be fully established and operational with all members (internal and external) onboard by August of the school year in which programs become operational.   Once our programs are operational, we expect our committee meeting schedule to expand with additional dates in order to differentiate the focus of our meetings between Teacher and Administrator Induction Programs.   

• As VUSD explores other potential Professional Partners (with companies such as Educator's Thriving), our advisory committee is likely to expand further depending on the types of agreements made with these organizations.  Initial relationships that have been established, but with whom formal agreements are not yet confirmed, have been added to Data Table 2 (linked above) as potential Professional Partners; a column has been added to the table to distinguish the difference between current and potential status.  Updates will be made as status' change.  Meetings with these and other companies that influence VUSD program vision and design will be documented in our Design and Implementation Communication log (linked above) regardless of status. 

• In the future, advisory team members will be invited to attend regularly scheduled general meetings with ad hoc meetings scheduled for subcommittees as needed.