Stage 3

1.1 The institution and education unit create and articulate a research-based vision of teaching and learning that fosters coherence among and is clearly represented in all educator preparation programs.  This vision is consistent with preparing educators for California public schools and the effective implementation of California’s adopted standards and curricular frameworks.

VUSD 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.

Vision Research Base: 

VUSD Teacher and Administrator Induction Programs will exemplify the Clear Teacher and Administrator Induction Program Standards which are  grounded in a collection of research and best practices for the preparation and retention of the beginning educator.  Overall, teacher induction programs establish professional norms and practices that foster reflective practitioners who understand how to assess the needs of their students, tailor instruction based on those needs and use data from the classroom to regularly and rigorously, inform their instructional practice. (Moir, 2009)  Similarly, when novice (administrators) are able to improve and broaden their portfolio of skills, they are on a path to make a difference, stay in the job, and become highly accomplished leaders who use their expertise to effect successful teaching and learning.  (Kearney, 2010)  VUSD's vision is driven by this foundational research and by a belief that retention of successful teachers and administrators is the direct result of the increase in their self-efficacy as developed through the support and training they receive.  Furthermore, underlying the development of VUSD's Teacher and Administrator Induction Programs is VUSD's Educator Preparation & Support Philosophical and Theoretical Approach to Program Design.

Preparing Educators for CA Public Schools and the Effective Implementation of CA Adopted Standards and Curricular Frameworks:

The VUSD Teacher and Administrator Induction Programs' joint vision is consistent with preparing educators for California public schools and the implementation of CA adopted standards and frameworks.  To attain this vision, VUSD 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 in collaboration with their mentors and coaches, will provide a rigorous district adopted curriculum, research-based quality instruction, and ongoing standards-based assessment in the classroom as defined by the VUSD Effective Learning Environment essential indicators.   Through this work, VUSD and it's induction programs will prepare beginning educators  in becoming innovative and reflective practitioners.   Using the 2024 California Standards of the Teaching Profession (CSTP) and the California Professional Standards for Education Leaders (CPSEL), each program will use student/district assessment data, mentoring or coaching, cycles of inquiry, reflection, professional learning and collaborative learning-focused dialogues for analyzing evidence of candidate professional growth to complete program requirements listed in the Teacher Candidate and Administrator Candidate Program "Road Maps", and updated Teacher Candidate Individual Learning Plan (ILP) an Administrator Candidate Individual Induction Plan (IIP) documents.  The program's joint vision will weave throughout all induction processes described within the VUSD Teacher Induction Handbook and VUSD Administrator Induction Handbook.    

1.2  The institution actively involves faculty, instructional personnel, and relevant constituents in the organization, coordination, and decision making for all educator preparation programs.

The Ventura USD Educator Preparation & Support Organization Chart depicts the District Leadership Partners including VUSD faculty, instructional personnel, mentors, coaches and candidates who are actively involved in the organization, coordination, and decision making for Teacher and Administrator Induction Programs.  The updated Advisory Committee Roles and Responsibilities document describes the advisement activities of it's District Leadership Partners.  District leaders acknowledge their role and responsibilities by submitting a District Leadership Partner Advisory Agreement.  District Leadership Partners will collaborate at regularly scheduled VUSD Advisory Committee Meetings.  Advisory Committee survey data will be used to continuously address the needs and improve the effectiveness of the VUSD Induction Advisory Committee with regards to the participation of it's District Leadership Partners.   Agreements on the advisement roles and responsibilities made with District Leadership Partners who are Mentors, Coaches and Site Administrators are communicated separately through the Mentor, Coach and Site Administrator Professional Agreements.  These leadership partners are not expected to attend regularly scheduled Advisory Committee meetings.  Instead, they attend scheduled district and program meetings and events where they receive program updates and have opportunities to stay actively involved in advising and making decisions about program organization and coordination. Input from them is collected and analyzed regularly through survey data. These systematic processes and assessments are described and can be viewed within the Continuous Improvement Cycle & Timeline of Assessments.  They include the Administrator Survey, the Session Reflection for Mentors, Coaches and Candidates and the Mid Year and Annual Program surveys. 

1.3  The education unit ensures that faculty and instructional personnel regularly and systematically collaborate with colleagues in P-12 settings, college and university units and members of the broader educational community to improve educator preparation.

Collaboration with Colleagues in P-12 Settings

To improve educator preparation, VUSD teacher mentors, administrator coaches and program faculty will have multiple opportunities to collaborate with each other and their candidates through regularly scheduled Teacher Induction and Administrator Induction program activities and through Mentor and Coach Forums held in-person and/or virtually. Expectations for collaboration are expressed on the Mentor MOU and Coach MOU. These sessions will focus on the following topics:

• Orientation to Induction, 

  • • Professional goal setting

    • Program processes designed to support candidate growth and effectiveness

• Coaching and mentoring through learning-focused conversations on administering, teaching and student learning

• Use of appropriate mentoring and coaching instruments in support of candidate and student learning

• Best practices for adult learning

• Support for individual mentoring and coaching challenges, reflection on practice, and opportunities to engage with peers in professional learning networks

District faculty, staff, including teacher mentors and administrator coaches are expected to collaborate through ongoing professional learning opportunities throughout the school year in program events and as described on this VUSD Education Services Professional Development Website.  Professional Learning Survey data, collected at the end of all sessions, and Annual Survey data regarding the effectiveness of program meetings and district professional learning for mentors, coaches, and candidates, is analyzed for continuous program improvement throughout the year by the VUSD induction programs advisory committee as part of the systematic and Continuous Improvement Cycle & Timeline of Assessments.

Further communication to enhance collaboration and feedback with teacher mentors and administrator coaches will occur through a quarterly newsletter from the induction coordinator.  The newsletter will share state and district updates, program highlights and reminders, and will provide an opportunity for recipients to provide feedback to inform continuous improvement efforts.  Additional recipients of the newsletter will include district administrative leadership and school site administrators.  (Example: The VUSD Mentor Memo) 

Collaboration with College and University Units and Members of the Broader Educational Community

The Advisory Committee Roles and Responsibilities document also describes the activities and ways in which our program's Professional Partners, are involved in program development, organization, coordination, and decision making.  Professional Partners include IHE's and other professional organizations who might be involved with our programs.  Included in this document is the Professional Partner Advisory Agreement.  When appropriate, Professional Partners will be invited to regularly scheduled VUSD Induction Advisory Committee Meetings.  Advisory Committee survey data will be used continuously to solicit ideas for best practices, address needs and improve the effectiveness of collaboration with our Professional Partners. 

To stay in connection with the broader education and induction community, VUSD District Leadership will attend and reflect on information shared from regularly scheduled Cluster 2 Induction Meetings , the Navigating Induction Leadership Series and the annual CA Induction Conference.  In addition, VUSD will establish a Biannual VUSD/IHE Collaborative to support teacher and administrator candidates into, through, and beyond the years of Induction.  Leadership from all universities with whom VUSD has a current MOU and partnership will be invited to join this network.  

1.4  The institution provides the unit with sufficient resources for the effective operation of each educator preparation program, including, but not limited to, coordination, admission, advisement, curriculum, professional development/instruction, field-based supervision, and clinical experiences.

The VUSD Induction Programs Capacity and Resources Plan describes the sufficient resources for the effective operation of our induction programs.  The district has an operational budget to fund salaries and benefits of the Induction Coordinator, professional development and stipends for mentors, coaches and candidates, release time for candidates to meet program requirements, technology such as Google Suite and Canvas,  facilities for meetings, professional learning materials and miscellaneous expenditures to support both programs.  The district's LCAP, Board approval and the VUSD Assistant Superintendent's signed Statement of Assurance  serves as additional evidence of VUSD's commitment to provide it's induction programs with all necessary resources needed for effective operation.   

1.5   The Unit Leadership has the authority and institutional support required to address the needs of all educator preparation programs and considers the interests of each program within the institution.

The Ventura USD Educator Preparation & Support Organization Chart depicts the organizational leadership and institutional support for VUSD Induction Programs. 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.   Annual surveys will be conducted and analyzed to determine the resources and coordination necessary for effective program implementation. The VUSD Induction Advisory Committee will participate in activities to regularly address program resources and needs at regularly scheduled meetings.  Advisory Committee survey data will be used to continuously address these needs and to improve the effectiveness of the VUSD Induction Advisory Committee.

1.6   Recruitment and faculty development efforts support hiring and retention of faculty who represent and support diversity and excellence.

Recruitment:

VUSD is an Equal Opportunity Employer and is committed to hiring and retaining faculty who represent and support diversity and excellence.  As equal opportunity employers, VUSD does not discriminate against any employee or job applicant as described in Board Policy 4030: Nondiscrimination in Employment.  Faculty, Staff and Induction program personnel are hired using fair hiring practices (see Ventura Unified School District Job Portal); they reflect the diversity in their schools and community and have appropriate teaching and administrative credentials which have prepared them to work with diverse populations. Ongoing recruitment efforts take place through community outreach, social media, local job fairs, website advertisements, and connections with various universities in an attempt to employ individuals who are representative of the community we serve.  This includes collaboration to place student teachers within the district, which creates an additional opportunity to hire new teachers who represent our student population.  (See: Handbook for Field Experience Placements and Application for Field Experience Placement) After hiring, an important on-boarding goal for the VUSD New Hire Orientation is to communicate and establish district identity which deeply values diversity, inclusion and excellence. 

Faculty Development:

To support retention of faculty who represent and support diversity, VUSD offers professional learning experiences in uplifting diversity, inclusion, and excellence.  VUSD is continuously striving to create more inclusive, loving and just school environments in the following ways: 

• Anti-Bias Resources and Practices & Procedures

  • Anti-Bias & Antiracist Resources for Educators - This site includes lessons and resources (in both English and Spanish) about which the professional development VUSD educators receive.

• Dual Language Programs - Educators receive a variety of professional learning regarding effective practices in dual language education (including Teaching for Biliteracy, the County’s Dual Language Network, and articulation collaboratives)

• Ethnic and Social Justice Studies

• Ethnic and Social Justice Studies Learning from Diverse Peoples Panels

  • Included in these efforts were Follow-up integration sessions for teachers (TK-8) to be able to integrate their learning into practice

  • Celebrating Diverse Literature website for educators TK-12

• Participation in a California Department of Education (CDE) Antibias Grant - $200,000 focused on professional development and student led initiatives

1.7   The institution employs, assigns and retains only qualified persons to teach courses, provide professional development, and supervise field- based and clinical experiences. Qualifications of faculty and other instructional personnel must include, but are not limited to: a) current knowledge of the content; b) knowledge of the current context of public schooling including the California adopted P-12 content standards, frameworks, and accountability systems; c) knowledge of diversity in society, including diverse abilities, culture, language, ethnicity, and gender orientation; and d) demonstration of effective professional practices in teaching and learning, scholarship, and service.

VUSD employs, assigns and retains only qualified persons to teach courses, provide professional development, and supervise field-based and clinical experiences. The Assistant Superintendent of Human Resources will serve as Induction Programs Supervisor (Unit Head) and is responsible for oversight all educator preparation programs.  The Induction Programs Supervisor has the authority to designate institutional resources for all programs and oversees the selection and employment of each Beginning Administrator Coach. The Induction Programs Coordinator organizes, coordinates and plans for both induction programs.  The Induction Programs Coordinator will oversee selection and employment of each Beginning Teacher Mentor. The VUSD credential analyst will identify eligible teacher and administrator candidates, provide credential consultation and make recommendations for candidates' clear credential upon completion and verification of all induction program requirements. 

The following Job descriptions and qualifications of leadership and support personnel provide detail on their employment qualifications, roles, responsibilities and evaluation processes: 

• Assistant Superintendent Human Resources/Induction Programs Supervisor 

• Induction Programs Coordinator                  

• Teacher/Program Specialist (TOSA)  (See also: Education Services TOSAs Team Roles and Responsibilities presentation)

• Human Resources Specialist - Credential Analyst

The VUSD Induction Beginning Teacher Mentor, Beginning Administrator Coach are highly qualified and knowledgeable in their content, the current context of public schooling, knowledge of diversity and demonstrate effective professional practices in their roles.  They have been vetted by their assigned departments and supervisors.   To recruit and hire teacher mentors and administrator coaches, an application is required which clearly defines the selection criteria including having earned a clear credential and have in-depth knowledge of the CSTPs and CPSELs, respectively.  

To evaluate and monitor performance and growth, administrator coaches will use the VUSD Administrator Coach Standards; similarly, teacher mentors will use the New Teacher Center Teacher Mentor Standards and Continuum of Mentoring Practice.   These documents will support the coach and mentor's annual goal setting and self-assessment using the VUSD Teacher Mentor Self-Assessment Summary  and Administrator Coach Self-Assessment Summary documents.  The self-assessment summaries will be used as evidence of mentor and coach learning and growth.  Feedback will be provided to coaches and mentors on their professional growth goals biannually by the Induction Programs Coordinator and/or lead coaches and mentors.  

To ensure the retention of only highly qualified Mentors and Coaches, VUSD Induction programs will foster a positive and supportive environment by providing clear expectations on the Mentor and Coach roles, ongoing professional training and support during Mentor and Coach program sessions, and by providing individualized support from program leadership based on feedback collected regularly throughout the year.  This is to ensure ensure mentors and coaches have the needed time and resources to succeed.  Furthermore, to retain coaches and mentors, VUSD programs will promote collaboration by creating and encouraging opportunities for supportive dialogue and the sharing of best practices at all program sessions.  Through this support, all Coaches and Mentors are expected to develop and improve in their role overtime.  The program will monitor their growth based on professional Mentor and Coach standards to ensure only highly qualified individuals are retained.    Finally, VUSD will retain mentors and coaches through a culture of appreciation; Mentors and Coaches will be compensated with a competitive stipend per candidate and will be acknowledged for the positive impact they make on teacher and student outcomes as measured by candidate IIP and ILP data.  They will receive a certificate of recognition and appreciation at our annual program Colloquiums.  

1.8   The education unit monitors a credential recommendation process that ensures that candidates recommended for a credential have met all requirements.

As Induction Programs Supervisor, the VUSD Assistant Superintendent of Human Resources will ensure the monitoring of the credential recommendation process.   The VUSD Credential Analyst will verify the candidate's qualifying status on the CTC website, and inform the candidates of their eligibility for Induction upon hire.

Throughout induction for both programs, a collection of documents will be collaboratively assembled and submitted (by the candidate and in collaboration with the mentor or coach) to reflect the candidate's,

• matching of a mentor or coach within the first 30 days of employment

• professional mentoring and coaching activities, 

• professional learning

• the establishment, attainment, reflection and demonstration of professional growth goals and defined by measurable outcomes as indicated within a teacher's Individualized Learning Plan (ILP) or administrator's Individual Induction Plan (IIP)

• initial, formative (benchmark) and summative self-assessments of the candidate's progress towards mastery of the California Standards for the Teaching Profession (CSTP) or California Professional Standards for Educational Leaders (CPSEL), and

• the completion of all teacher and administrator program requirements, 

to support the recommendation for the clear credential.  

Using clearly articulated criteria, teacher candidate ILP portfolio requirements and administrator IIP portfolio requirements will be reviewed quarterly with feedback on progress provided to the candidate on all requirements.  (See ILP rubrics and IIP rubrics here.)  Upon completion of the program, the VUSD Induction Coordinator will verify that the candidate has satisfactorily completed all program activities and requirements.  A written appeal process for candidates, and a procedure for candidates to repeat portions of the program as needed, will be provided. (Please see Grievance Policy and an example of a Withdrawal/Program Repeat Action Plan)

Upon verification of completion of all program requirements, candidates will submit the VUSD Clear Credential Application Form to initiate the formal credential recommendation process.  The VUSD Credential Analyst, who is specifically trained on the CTC recommendation process, will submit the recommendation to the CTC and follow-up with candidates as they complete the process. 

2.1  The education unit accepts applicants for its educator preparation programs based on clear criteria that include multiple measures of candidate qualifications.

The Ventura Unified School District (VUSD) ensures equal access to its Induction Programs and protects candidates from harassment in compliance with the law. Multiple measures are in place to accurately identify eligible candidates, with information available on the VUSD Educator Preparation & Support website, in teacher and administrator  handbooks, and in the recruitment brochure.

Upon hiring, teachers and administrators with Preliminary Credentials are informed of their obligation to complete a State-Approved Induction Program within five years of obtaining their credential. While participation in a VUSD Induction Program is expected, it is not a condition of employment. These programs are designed to support educators seeking a recommendation for a Professional Clear Credential.

The VUSD Induction Program is available to eligible teachers and administrators who meet the following criteria:

Hold one of the following California Preliminary Credentials:

• Single Subject

• Multiple Subject

• Education Specialist – MM or MS

• Administrative Services Credential

• Have a current classroom teaching position with TK-12 students or an administrative assignment.

Candidates must complete an annual Teacher Induction Application or Administrator Induction Application form to enroll in their program.  The Induction Coordinator, in consultation with the VUSD Credential Analyst, verifies that all eligibility criteria are met. Eligible VUSD employees in full-time positions are automatically enrolled in the program at no cost, as the district fully funds the induction process.

An Early Completion Option (ECO) is offered for experienced and exceptional candidates, enabling them to finish the program in one year, with approximately 3% of Teacher Induction candidates qualifying for this accelerated path.  The eligibility criteria for ECO candidates is: 

• 3 years of full time teaching experience as teacher of record within the last 5 years

• Intern employment, substitute and part-time teaching are not eligible.

• Credentials with the RICA renewal requirement are not eligible.

• Demonstrate exceptional teaching practice as evidenced by prior site evaluations

• Direct Administrator recommendation

Upon program approval and well after VUSD has graduated it's first cohort of induction candidates, VUSD will consider offering it's Teacher Induction Program to Non-VUSD employees.   At that time, an admissions application will be required. These applicants must submit eligibility documents for review. The Induction Coordinator will assess program capacity and review the applications, provide details about the program, fees, and candidate/mentor or coach matching. For non-VUSD employees, the annual cost will likely be $3,500 per candidate, which includes $2,000 in program fees and $1,500 for mentor stipends for Teacher Induction.  VUSD does not expect to offer it's Administrator Induction Program to Non-VUSD employees though this may change with CTC input and approval in the future.  

2.2  The education unit purposefully recruits and admits candidates to diversify the educator pool in California and provides the support, advice, and assistance to promote their successful entry and retention in the profession.

The VUSD Induction Program actively recruits educators to reflect the diversity of its student population. VUSD’s student body is ethnically diverse.  It is beneficial to our students that many graduates of local education programs return to VUSD as teachers or administrators after earning their Preliminary Credentials.  To recruit a balanced and diverse pool of candidates, VUSD advertises job opportunities statewide on Ed Join and participates in job fairs at universities such as Cal Poly San Luis Obispo, UC Santa Barbara, CSU Channel Islands, and CSU Northridge.  The VUSD Credential Analyst offers academic advisement to all potential candidates to promote their transition into employment.  VUSD ensures equitable recruitment and admissions referenced in its non-discrimination policy found on the program website, candidate handbooks, and job postings (linked above). 

VUSD implements multiple strategies to retain new educators, including fully covering the cost of the Induction Program for full-time employees. The district provides a comprehensive support system involving District Office TOSAs, Site Administrators, Mentors and Coaches to ensure new educators receive the resources and guidance needed for success and long-term retention.  In addition, all new teachers and administrators are invited to attend a district orientation meeting which is purposefully structed to address their "hierarchy of needs" as described by Maslow.  The orientation prioritizes connection and support for all employees.  This meeting is differentiated with separate presentations for teachers and administrators.  Information on each induction program is provided.

Throughout the school year, the Induction Coordinator works closely with Education Services TOSAs and the Human Resources Director to continue onboarding assistance, facilitate new teacher and administrator collaboration, and offer professional development opportunities. Additionally, on-going personalized support is provided through one-on-one sessions as requested by candidates and site administrators, to help new educators navigate their roles effectively and build a strong foundation for their careers.

2.3  Appropriate information and personnel are clearly identified and accessible to guide each candidate’s attainment of program requirements.

Appropriate information about program requirements is made available to all prospective candidates through the public Induction website and the distribution of the Induction brochure. 

After admission to the Induction Program, candidates are provided with clear guidance and support to meet program requirements.  The Induction Coordinator welcomes each candidate to their program and invites them to attend either the teacher or administrator Induction Orientation Meeting. During the induction orientation, which includes both mentors/coaches and candidates, teacher or administrator Induction Handbooks are distributed and reviewed. This meeting covers support staff roles and responsibilities, the Candidate’s professional agreement, program expectations, and program completion requirements as described in each handbook.

The following personnel are designated to support, advise, and guide candidates based on their specific roles and responsibilities:

• Induction Supervisor

• Induction Coordinator

• Education Services TOSAs

• Human Resources Director

• Induction Credential Analyst and Advisory Board

• Site Administrators

• Coaches

• Mentors

2.4  Evidence regarding progress in meeting competency and performance expectations is consistently used to guide advisement and candidate support efforts. A clearly defined process is in place to identify and support candidates who need additional assistance to meet competencies.

The VUSD Induction Coordinator and mentors/coaches regularly monitor candidates' progress toward ILP and IIP goals. To do this, all candidate documents are shared between candidate, mentor/coach and program coordinator at the beginning of each program.  Candidate progress is assessed through the ILP or IIP document submissions and the teacher or administrator  portfolio websites which provide access to candidate assessments on professional standards, mentor or coach logs, mentor or coach observation tools, professional development participation logs, and other evidence aligned with ILP/IIP goals. The candidate website portfolio and ILP/IIP are reviewed by each candidate's mentor or coach and then by program staff at scheduled checkpoints throughout the year. Candidate feedback is provided at each checkpoint.  Mastery of CSTPs/CPSELs is evaluated through tri-annual CSTP Continuum (found within the candidate ILP) or CPSEL DOP assessments and ILP/IIP/digital portfolio reflections.  Teacher and administrator program completion documents are used to track and summarize candidate progress.

If a candidate struggles or requires additional support, as indicated by missed deadlines, expressed concerns, or feedback from mentors/coaches or administrators, the following steps are taken:

1. The Induction Coordinator contacts the candidate via email to address concerns and offer support.

2. A phone call or site visit is conducted to assess additional needs, with the mentor/coach notified of the interaction.

3. A meeting is scheduled with the candidate and mentor/coach to develop an action plan, which may include a timeline for completion, release time for training, or veteran teacher/administrator observations.

4. Site or district leadership is informed as needed to observe the candidate and collaborate on further support, potentially assigning a new or additional mentor/coach.

Support plans and timelines are documented in the candidate’s records. If more than two years are needed to complete the program, candidates may submit a written extension request citing extenuating circumstances, which the Induction Coordinator reviews individually. These procedures are detailed in the teacher and administrator handbooks.

3.1  Through site-based work and clinical experiences, programs offered by the unit provide candidates with opportunities to both experience issues of diversity that affect school climate and to effectively implement research-based strategies for improving teaching and student learning.

VUSD's diverse student population provides candidates with daily opportunities to address issues of diversity impacting school climate.   For example, candidates in program are employed as teacher of record or in full time administrative services positions where they directly witness how students from different backgrounds interact, collaborate, and learn which can reveal instances of bias, prejudice and exclusion.  The induction experience begins with a focus on understanding the beginning teachers' or administrators' context for teaching and leading so that they may learn to adapt methods to accommodate various learning styles, cultural norms and individual needs which highlights the importance of inclusive practices.  Candidates are supported by their Mentors and Coaches in collecting and analyzing data on their self, students, sites, staff, district and community in order identify issues of diversity that affect school climate and student learning.  With this knowledge, Mentors and Coaches provide the candidate with support in building relationships while applying strategies that address the identified needs. 

In addition, candidates have opportunities to participate in and learn from VUSD district and school initiatives that focus on equity, diversity and inclusion.  They observe and reflect on how school and district policies and practices impact students from different backgrounds.  These opportunities, along with district wide professional learning, provide candidates with resources and tools, such as culturally responsive teaching materials and inclusive assessment strategies. With support from mentoring and coaching, they have opportunities to engage in ongoing school and district wide discussion which will expose them to different perspectives and challenges as VUSD continues to identify needed institutional structures for creating inclusive environments that improve school climate.

With this experience, candidates are led to reflect on elements of diversity, establish professional goals, and then engage in structured cycles of inquiry and reflection as documented on the candidate's ILP or IIP.  Professional learning during program sessions and other VUSD Professional Learning opportunities offered by the district provide clinical experiences for candidates to collaboratively address and develop their knowledge on solutions addressing diversity-specific issues and equitable student learning at their schools.  The Administrator Candidate Program Road Map and Teacher Candidate Program Road Map explain the sequence of the Candidates induction journey where they learn, practice, and demonstrate competencies toward professional standards through the context of the diverse populations they serve.

3.2  Site-based supervisors must be certified and experienced in teaching the specified content or performing the services authorized by the credential.

All Induction Mentors and Coaches must hold either a Clear California Teaching Credential or Clear California Admirative Services Credential and have a minimum of three years of experience in their roles.  The mentor pairing and coach pairing (with candidate) process is described in each candidate program handbook.  Mentor and Coach applicants must submit a Mentor/Coach Application and be approved by the the candidate's evaluator, the Induction Coordinator and Human Resources Director. The Induction Coordinator will confirm all recommendations and then match Mentors and Coaches with Candidates who hold similar credentials and teach in similar contexts.  Mentor and Coach qualifications, roles, responsibilities can be found in the Teacher Induction Handbook, Administrator Induction Handbook, Mentor MOU, and Coach MOU.

3.3  The process and criteria result in the selection of site-based supervisors who provide effective and knowledgeable support for candidates.

Using the Selection Criteria outlined in the Mentor/Coach application,  the site administrators and the Induction Coordinator will recruit willing and qualified mentors from the same grade level and/or subject areas of the candidates .  The Human Resources Director and Induction Coordinator will recruit willing and qualified coaches.  Each year that a mentor or coach would like to receive a new candidate, the mentor or coach will reapply.   Feedback will be collected in the  Annual Program Survey from all Candidates, Coaches and Mentor at the end of each year regarding the level of effective and knowledgeable support they received. 

3.4  Site-based supervisors are trained in supervision, oriented to the supervisory role, evaluated, and recognized in a systematic manner.

The Induction Coordinator hosts a Mentor Orientation and Coach Orientation session for all new and returning Mentors and Coaches. At this Orientation session, Mentors and Coaches review program handbooks to learn about program expectations for the Candidate and Mentor/Coach.  The Orientation also includes an opportunity for VUSD to establish the culture of appreciation with it's new support staff; new (and returning) Mentors and Coaches are recognized and celebrated for their commitment to support VUSD educator preparation programs. 

Throughout the year, Mentor Forum sessions  and Coach Forum sessions will provide professional learning related to the mentoring and coaching duties.   The emphasis for these professional learning opportunities will be reflection on Coaching Standards and Mentoring Standards, along with mentoring and coaching strategies to support candidate growth.  In addition, Mentors are trained in conducting collaborative conversations, collecting factual data, providing effective feedback, just-in-time-support, and supporting the development of long-term goals through the  ILP and IIP processes.  Additionally, Coaches will attend the CPSEL Seminars with their candidates while mentors will attend the Inquiry Collaboration sessions with their mentees.  During these sessions, coaches and mentors have opportunities to apply their skills with candidates in support of candidate learning.  Similar to candidates, Mentors and Coaches are encouraged to continually seek development as a professional educator.  Data on the effectiveness of all  sessions is collected using the Professional Learning Survey form and analyzed by the Induction Coordinator and Induction Advisory Team.

 The Induction Coordinator, and Human Resources Director annually evaluates the effectiveness of coaches and mentors through the Coach Self Assessment and Mentor Self assessment; written feedback on their coaching and mentoring skills is provided to support their growth and to recognize the impact they are making in support of the candidate's development.  Additionally, Induction program facilitators monitor coach and mentor interactions at the CPSEL Seminars and Inquiry Collaboration Sessions where verbal feedback and recognition on coaching skills is provided to all coaches and mentors.  Informal one-on-one conferences and feedback from the Annual Program Survey provide further evidence on the effectiveness of coaches and mentors.  Mentors and Coaches are recognized in a systematic manner through a competitive monthly stipend per candidate and will be formally recognized for the positive impact they make on teacher and student outcomes; they will receive a certificate of appreciation at annual program Colloquium.

3.5  All programs effectively implement and evaluate fieldwork and clinical practice.

Clinical and field-based experiences are documented on the the candidate ILP or IIP. The Induction Coordinator and lead mentors or coaches will review and evaluate all evidence and provide written feedback to candidates at scheduled IIP and ILP submission checkpoints throughout the year.  Prior to submission at each Checkpoint, completion of all fieldwork activates outlined on the IIP and ILP is dated and verified by the mentor or coach.  In addition, a Candidate Feedback reflection tool is completed by the mentor or coach and submitted after program sessions.  Fieldwork and clinical practice is further evaluated at the end-of-year Colloquium where Candidates present and receive feedback from program leadership on their portfolio websites.  The feedback given and the quality and completeness of each requirement is used to assess the effectiveness of field and clinical experiences.  Evaluation and completion of requirements are tracked using a Teacher Induction Verification of Program Completion Form and Administrator Induction Verification of Program Completion Form. Additionally, the Induction Coordinator and Induction Advisory Team review the Professional Learning Survey, Mid and Annual Program Survey results to evaluate the effectiveness of fieldwork and clinical practices.

3.6  For each program the unit offers, candidates have significant experience in California public schools with diverse student populations and the opportunity to work with the range of students identified in the program standards.

All candidates in VUSD Induction programs will have significant experience in California public schools with diverse student populations and the opportunity to work with the range of students identified in the program standards.  As shown in a recent LCAP Summary Infographic (found on the homepage of the district Professional learning website) students in VUSD students differ in, racial, ethnic, linguistic, and economic backgrounds, and they differ in learning abilities, gender, family structure, sexual orientation, and other aspects that may affect learning. Each of our school sites reflect this diversity and strive to meet students’ individual needs.  VUSD teacher and administrator induction candidates will have the opportunity to work with the diversity of California’s students within their classrooms and school sites as all schools in VUSD reflect diversity. In the future, if VUSD offers it's induction programs to out-of-district candidates, they will submit diversity documentation and/or LCAP data to ensure this Standard is met.  The induction coordinator will ensure the Candidate’s fieldwork and clinical experiences meet diversity requirements to fulfil this Standard within VUSD.

4.1  The education unit and its programs regularly assess their effectiveness in relation to the course of study offered, fieldwork and clinical practice, and support services for candidates. Both the unit and its programs regularly and systematically collect, analyze, and use candidate and program completer data as well as data reflecting the effectiveness of unit operations to improve programs and their services.

To guide continuous improvement in a systematic manner, VUSD has created a graphic depiction and description of induction programs' Continuous Improvement Cycle and Timeline of Assessments document.  This document specifies the multi-year assessment cycle which will be used to steer program development and growth.  It includes all assessment activities, when they will occur and which positions will be responsible for collecting and analyzing data as well as determining program modifications.

VUSD will regularly assess the effectiveness of each induction program in relation to the fieldwork, clinical practice and candidate support services by collecting and analyzing input from Candidates, Mentors, Coaches, Administrators and IHE Collaborative members and Advisory Committee members.  The primary assessments related to fieldwork, clinical practice and candidate support services include: Certificated New Hire District Orientation Meeting Reflection , Candidate IIP or ILP Portfolio Completion data, the  Professional Learning Survey and Check-In data for candidate, mentor and coach program sessions.  The Induction Programs Coordinator will be responsible for collecting, organizing, summarizing and sharing the data with the Induction Advisory Committee who is responsible analyzing the data as well as determining program modifications.  

Furthermore, VUSD will regularly and systematically collect and use the data described above along with program completer data as well as data reflecting the effectiveness of unit operations to improve programs and services.  These additional assessments include:  Program Enrollment Data including Mentor/Coach and Candidate Matching, the Annual Program Reflection for All Candidates, Mentors and Coaches, and the Completer Survey which is given the year candidates complete their program and in years 2, 3 and 7 after completion. The Induction Programs Coordinator will be responsible for collecting, organizing, summarizing and sharing this data with the Induction Advisory Committee who is responsible analyzing the data as well as determining program modifications. The Induction Coordinator will submit annual data to the CTC. Information collected by the CTC from Candidates who have completed the Program will be reviewed as it's received and shared accordingly with the committee.

4.2 The continuous improvement process includes multiple sources of data including: a. the extent to which candidates are prepared to enter professional practice; and b. feedback from key constituents such as employers and community partners about the quality of the preparation.

The Continuous Improvement Cycle and Timeline of Assessments provides an annotated list of data sources that demonstrate the extent to which candidates are prepared to enter professional practice.  Assessments include: The candidate IIP and ILP  documents include a candidate reflection on their beginning, mid and end of year self assessment on the CPSEL or CSTP.  Here, teacher candidates record their self assessments directly on the ILP  while administrator candidates use a designated CPSEL DOP Self Assessment document.  

In addition, the Mid Year Candidate Support Survey  and Annual Program Reflection for All Candidates, Mentors and Coaches, provides candidate perception data on the quality of program supports they receive and their readiness to enter professional practice.  The Induction Coordinator monitors the growth and perceptions of all candidates at each submission checkpoint throughout the year.  If growth and feedback is not positive, more supports are offered to the candidate, mentor or coach.  The Administrator Survey  and the updated Advisory Committee Survey  also provide information on the quality of our programs, the preparedness of our candidates and suggestions for program improvements.   

To include input from program constituents in the greater educational community, VUSD will solicit information from participants of the biannual VUSD/IHE Collaborative.  Leadership from all universities with whom VUSD has a current MOU and partnership will be recruited to join this network along with the Induction Program Leadership Team and Credential Analyst, the Induction Programs Advisory Committee and potentially other interested program partners such as other local approved induction program sponsors.

The role of participants at these meetings is to provide meaningful feedback on VUSD Induction Program development and delivery with a goal to better meet the needs of our candidates by providing a smooth transition between preliminary and clear credential program expectations and supports. In addition, VUSD hopes to gain insight from our IHE partners' expertise to inform the professional development for program leadership, mentors, coaches and candidates.  We expect this collaboration will also provide meaningful feedback and guidance for program credentialing and certification processes. 

Information from the IHE Collaborative Survey along with all assessments detailed on the Continuous Improvement Cycle and Timeline of Assessments  is analyzed as it is received by the Induction Coordinator who summarizes and shares the information with the Advisory Committee and, as relevant, with other program constituents (like mentors, coaches, candidates and administrators) at regularly scheduled meetings and sessions. 

5.1 The institution ensures that candidates preparing to serve as professional school personnel know and demonstrate knowledge and skills necessary to educate and support effectively all students in meeting state adopted academic standards. Assessments indicate that candidates meet the Commission adopted competency requirements as specified in the program standards.

The VUSD Induction Program is committed to preparing new educators to lead, educate and support all students in meeting state-adopted academic standards. Candidates and their mentors or coaches use the CSTP Continuum of Teaching Practice or the CPSEL Descriptors of Practice to collaboratively assess candidate growth. Their assessment and reflection documents (see ILP and  CPSEL DOP Self Assessment) serve as the end-of-year assessment to measure candidate competencies. The summary of these assessment results are discussed with mentors, coaches administrators and the Advisory Committee, to inform the program’s continuous improvement process.

Candidates demonstrate competency by completing inquiry cycles , related to their professional growth goals.  Goals are CSTP or CPSEL-aligned and informed by their administrators, and initial assessments.  (see IIP and  ILP )  The IIP and ILP serve as reflective tools to document candidate practices, mentor or coach observation feedback and goal achievement.  Candidates and their mentors or coaches meet regularly to review strengths, address needs, plan next steps, and document progress in mentoring and coaching logs. Mentor and coach observations and activities, professional learning, collaborative planning, and data-driven reflection are central to the IIP and ILP process, ensuring candidates improve in leadership, instruction and support student success.  All IIP and ILP processes described above are tracked on the Teacher Candidate Portfolio Completion Form and Administrator Portfolio Completion Form.  

5.2 The unit and its programs evaluate and demonstrate that they are having a positive impact on candidate learning and competence and on teaching and learning in schools that serve California’s students.

VUSD will use the Continuous Improvement Cycle and Timeline of Assessments which describes the variety of assessment tools used to demonstrate the positive impact on candidate learning and competence.  These tools include, ILP and IIP submission and completion data, the Professional Learning Survey and Check-in data, Mid Year and Annual Program Reflection data for Candidates, Mentor and Coaches, the Administrator Survey and Program Completer data. The ILP and IIP submission data include a deep reflection on candidate growth through the inquiry process and their assessment on the CSTP or CPSEL at regular intervals throughout the course of the program.  This data will be used to evaluate the effectiveness of each program in supporting candidate learning and growth and will inform the planning of professional learning for candidates, mentors and coaches. 

To evaluate the impact VUSD induction programs have on learning in schools, VUSD will begin by using pre-inquiry student outcome data (such as achievement, attendance, socioemotional, etc.) described within the candidate's  ILP  or IIP.  Candidate's collect, reflect and submit this information as baseline data in the first phase of their induction process through a variety of student, teacher, site and community assessment tools.   Given that candidates' successful completion of their inquiry goals are measured in relation to student impact and learning (as documented on the the candidate IIP and ILP), the quality of the  candidates' inquiry reflection and artifacts collected throughout the inquiry process (such as lesson plans, pre and post inquiry student work samples, student assessment data, evidence from data-driven decision making to support teacher and student growth, etc.) is evaluated at each IIP or ILP checkpoint submission to ensure candidates' maintain a strong focus on student impact and learning throughout induction.  

In addition, classroom observation and feedback data is collected as part of the induction process from mentors and coaches which reveal the implementation of effective strategies for student learning and for creating a positive learning environment.  This observation data is evaluated at each ILP and IIP check point submission to measure the impact of program effectiveness in relation to student learning.   Additionally, to further understand program impact on student learning, performance evaluation and teacher retention data (disaggregated for beginning educators) will be reviewed at each evaluation period and annually by program leadership.   

To further evaluate the program impact on teaching and learning, VUSD will maintain contact information for Program Completers by sending an annual email asking for updated information. At times it may be necessary to reach out via phone. The purpose of maintaining accurate contact information is so that VUSD can survey Program Completers 1 year, 3 years and 7 years upon completion of the Program. 

All data will be shared with the VUSD Board of Trustees in an effort to be fully transparent of the Program’s positive impact on candidate learning and competence, and on teaching and learning in schools that serve California’s students. If the Program grows to include candidates from outside VUSD, the Induction Coordinator will hold a bi-annual meeting to review the data with representatives from the participating school and/or districts.