Stage 4

Program Design

• Describe the location of the credential program within the larger unit/institution, as well as the structure and reporting relationships of the leadership team for the credential program. Also, describe the reporting structure for mentors/coaches: who will they report to and how does that reporting structure fit into the larger organizational unit? (Do not include names).

The VUSD Human Resources Division is home to the Educator Preparation & Support Office and the Administrator Induction Program. The Assistant Superintendent of Human Resources serves as Supervisor (Unit Head) of VUSD Educator Preparation & Support and is responsible for overseeing all aspects of the program. The Director of Human Resources oversees program operations, credential recommendations, and program advisement. The Induction Programs Coordinator is responsible for ongoing coordination and day-to-day operations of the program, including, but not limited to, formal orientation, coach and candidate guidance and support, evaluation and feedback, and high-quality professional learning.

The Program Leadership Team facilitates meetings with the Induction Advisory Committee, which assists in program planning, data analysis, budget review, and decision-making regarding the program’s future direction to ensure the quality of services. Coaches are directly supported by the Induction Programs Coordinator and report to the Director of Human Resources.

Ventura USD Educator Preparation & Support Organization Chart

• Describe each pathway and delivery model the program will offer for the intended clear credential.

There is a single two-year pathway to completion for the VUSD Administrator Induction Program; however, this pathway may be extended upon written request to the Program Coordinator, allowing the candidate additional time, as needed, to demonstrate competency in all six CPSEL standards. The delivery model for the program and professional learning is hybrid. In-person activities and events will be offered and are encouraged, while virtual options will be available as needed to support candidates’ needs. 

The first step of the admission process is the candidate's scheduling of an Eligibility and Enrollment meeting where program leadership verifies the candidate's eligibility to the program. At this time, the Candidate Handbook is located and reviewed on the Program Website.   The Program Website, Program Handbook, Coaching Timeline, Program Flyer, and Internal Program Fact Sheet, are used systematically to communicate eligibility requirements and the admission process with internal district partners and with the public. To ensure the timeline outlined in this standard is fully met, program leadership audits preliminary credential expiration dates of all potential program candidates. An internal HR onboarding spreadsheet is used to flag administrators who are approaching the one-year mark, a trigger which initiates an invitation for credential advisement and notification about program admission requirements. Additionally, the Program Master Roster is reviewed monthly to track credential issuance dates, and program enrollment dates to ensure candidates receive a program orientation and are matched with a program coach to meet timeline requirements.

Program Handbook - Requirements for Clearing the Preliminary Administrative Services Credential ,    Program Handbook - Administrator Induction Candidate Road Map,    Program Eligibility and Candidate Agreement,     Program Handbook - Program Overview,   Program Handbook - Eligibility and Admission     Program Website,     Administrator Induction Coaching Timeline,     Internal Program Fact Sheet,     Program Flyer,     Program Master Roster,   Program Withdrawal or Repeat Support Plan 

• Describe how program leadership regularly communicates and collaborates with program staff/faculty, mentors/coaches, and with the larger education unit/institution.

The Program Leadership Team regularly communicates and collaborates with program and district partners through a variety of activities and events. Larger-scale communication and collaboration opportunities with the District include scheduled Advisory Committee Meetings, Department and Team Meetings, and an Educator Preparation & Support Office Newsletter. These meetings provide opportunities for communication and collaboration on program planning and reflection on current program issues, patterns, and trends revealed through aggregated program data that inform continuous improvement efforts districtwide. The newsletter, which will be sent to all program constituents, communicates and celebrates Induction Program highlights, current events, and resources related to leadership, teaching, and learning.

At the program level, Program Leadership Team members collaborate with one another daily as needed and through monthly check-in meetings. The monthly meetings are specifically designed to review incoming program data and address emerging program issues and concerns. Furthermore, the Director of Human Resources and/or the Induction Programs Coordinator communicate and collaborate with coaches and candidates regularly and as needed through Coach Forum sessions, professional learning sessions, and program office hours.

 Administrator Induction Program Communication and Collaboration Plan 

• Describe how the program seeks input and feedback from internal constituents and external community partners.

Utilizing a range of survey data and IIP submission data, the Administrator Induction Program seeks input and feedback internally from the Induction Advisory Committee, district supervisors, coaches, and candidates. For example, scheduled meetings and professional learning events include the collection of survey data at the close of each activity. In addition, coaches and candidates complete Beginning-, Mid-, and End-of-Year surveys that measure the quality and effectiveness of program events, as well as candidate, coach, and student growth resulting from program participation and completion. Program completers are also surveyed to measure program impact beyond their years of induction.

Externally, additional input and feedback are collected from the program’s professional partners during Induction Advisory Committee meetings and VUSD/IHE Collaborative sessions to ensure the program remains connected to and supported by organizations invested in the success of program candidates.  These Collaborative sessions are driven by a reciprocal "Give and Get" approach, establishing a reverse feedback loop where VUSD shares on-the-ground induction data, so that university partners may actively align their coursework and extension offerings to meet those current field realities. These sessions use formal agendas and shared documents to align partner offerings with candidate needs, and collect partner input via Exit Tickets. 

Continuous Improvement Cycle and Timeline of Assessments ,     IHE Collaborative Survey ,    IHE Collaborative Exit Ticket Responses 

Induction Job Placement and the Coaching System

• Describe what the process will be for matching candidates with coaches.

The process of matching candidates and coaches begins with establishing a qualified pool of administrator coaches who are willing to serve. The Induction Programs Coordinator monitors this pool to ensure qualified coaches are available at the beginning of the hiring season. Each prospective coach is recommended by the coach’s supervisor through the Coach Assignment + Coach Agreement Form. Once approved, the coach completes the application, is approved by the program with their name being added to the coach pool.

Program Leadership analyzes the credential types and assignments of all new administrators to determine appropriate support and coach pairing for each candidate. New hires entering the Administrator Induction Program begin with a 1:1 Eligibility Meeting with the Program Coordinator where their program eligibility is confirmed; they sign and submit a program entrance form. They are then paired with a coach from a pre-trained coach pool. While assignments typically occur throughout the month of September, the program ensures every candidate is matched within the required 30-day window from their date of admission. To ensure the program meets this timeline requirement, admission and pairing dates are tracked and monitored on the Program Master Roster. 

Coaches provide a minimum of forty hours of documented support and coaching activities, collaboratively develop the candidate’s professional performance goals as part of the IIP, and support the candidate’s self-assessment, investigation, and data collection to strengthen leadership performance.  

Candidate  Program Eligibility and Entrance Agreement,    Coach Assignment and Agreement Form ,    Candidate and Coach Pairing Process,    Mentor/Coach Application, Coach Professional Agreement,    Program Master Roster (Columns J and K),   Candidate and Coach Expectations,  Administrator Induction Coaching Timeline,

• Describe how coaches are or will be selected, oriented, evaluated, and provided feedback on their performance. Include the process that will be used for reassigning a mentor/coach if the relationship is not effective.

Administrator Induction Coaches are selected with the following qualifications:

• Demonstrate a commitment to professional learning and collaboration

• Possess a CA Clear Administrative Services Credential

• Have a minimum of ten years of effective administration experience

• Have knowledge of the context and content area of the candidate’s administrative assignment

• Have the ability, willingness, and flexibility to meet the candidate’s needs for support

• Have completed Initial Coach Training

All beginning coaches receive initial training in August prior to candidate assignment. This training includes knowledge and skills in facilitating coaching conversations to promote candidate goal setting and in the use of appropriate coaching instruments and formative and summative assessment processes designed to support candidate growth and leadership in relation to the CPSEL. Beginning coaches then join the cohort for the Mentor Forum sessions, scheduled in mid Fall and Spring to refine coaching skills.

Throughout the program, coaches have multiple opportunities to practice and reflect on coaching skills, set goals for professional growth, complete self-assessments, be observed and evaluated, and receive feedback on their coaching practice. Coaches are further evaluated using their self-assessment on the VUSD Administrator Coaching Professional Standards, their Coach Self-Assessment Summary, and the Mid-Year Candidate Support Survey.

To monitor candidate support systems, every coach submits a Coach Reflection at four distinct intervals throughout the year (at the completion of each Individual Induction Plan (IIP) section). Within this data collection, program leadership monitors three types of information: coaches evaluate if the partnership is characterized by trust, rapport, and open communication; coaches provide evidence of candidate receptivity to feedback and frequency of site-based observations; and coaches assess the candidate’s flexibility when faced with unanticipated challenges. Leadership uses standardized criteria to interpret this data. Using the Candidate Support Rubric, relationship Red Flags (scores of 2 or lower) or lack of compliance with the 40-hour Coaching Log requirement trigger immediate 1-on-1 outreach from the Induction Programs Coordinator. These interventions are tracked on the Program Master Roster (Columns AE and AF) to ensure documented resolution.

Alongside systemic monitoring, direct observation of coaching proficiency occurs through skill-based observation during Mentor Forum sessions. Program leadership observes coaches as they engage in peer-to-peer coaching simulations and case-study analysis to evaluate mastery of coaching theory. Direct observation of coaching proficiency also occurs through application-based observation during the Triad Meeting and CPSEL Seminars. Leadership observes the coach-candidate partnership in action to evaluate the job-embedded application of coaching skills and alignment with site-level needs.

Program leadership provides formal, written formative feedback on goal setting and coaching proficiency through the Administrator Coach Self-Assessment Summary at three scheduled checkpoints (Beginning, Mid-Year, and End-of-Year). This evidence-based feedback incorporates a review of the mid-year candidate survey data and IIP monitoring rubrics; insights gathered directly from observations at Mentor Forums, Triad Meetings, and CPSEL Seminars; and formative comments on the coach’s progress toward their own self-selected professional goals based on the VUSD Administrator Coach Standards.

Administrator Induction Program Sessions,     VUSD Administrator Coaching Professional Standards,     Coach Self-Assessment Summary,    VUSD ADMIN (IIP) - Section Reflection ,   Mid Year Candidate Support Survey ,  Candidate Support Rubric,    Master Roster,    Triad Meeting,     Individual Induction Plan (IIP) Rubric and Reviewers Feedback,

In the event that the initial pairing of a coach and a candidate fails to adequately support the candidate in fulfilling program requirements, or if either party expresses dissatisfaction with the pairing, a transparent process is in place for reassignment.

• The candidate and/or coach initiates contact with the Program Coordinator.

• The Program Coordinator arranges an interview with either the candidate or the coach to gain clarity on the issues prompting reconsideration of the coach assignment.

• Based on the interview, the Program Coordinator proposes a solution, which may involve organizing a meeting between the candidate and the coach to address the existing challenges.

• Alternatively, the Program Coordinator may collaborate with the Director of Human Resources and the candidate’s supervisor to facilitate the assignment of a new coach.

Coach Reassignment and Grievance Appeal Process

• Describe the process of developing candidate professional growth goals on the Individual Induction Plan and tracking their progress toward meeting those goals. Also include how candidates will be supervised, advised, and evaluated during the program by coaches and by program leaders/staff. Describe how the program will ensure the availability of resources for both candidates and coaches toward meeting candidate professional growth goals.

Administrator Induction Coaches support candidates in developing growth goals and tracking progress toward meeting those goals on the candidate’s Individual Induction Plan (IIP). Candidate growth goals are established by an initial self-assessment on the CPSEL. WestEd’s Moving Leadership Standards Into Everyday Work: Descriptions of Practice (DOP) is used to measure a candidate’s competency in each CPSEL. This serves as the baseline that will be compared in future inquiries to determine growth and overall candidate competency.

This process begins in the first semester of year one of the program, when the candidate, in collaboration with their coach, completes the DOP Self-Assessment for all 19 elements. ensure these growth goals are deeply rooted in the candidate's actual working environment, this process launches with a formal Triad Meeting between the candidate, their coach, and Program Leadership. This initial communication ensures that the candidate's Individualized Induction Plan (IIP) and subsequent professional learning choices are highly individualized to meet the specific needs of their current job placement. Along with additional initial assessments outlined in the ILP that examine the candidate’s prior experience, site, district, and community needs, the candidate sets goals related to three self-selected CPSEL focus areas each year.   To ensure a rigorous, individualized support structure for these goals, candidates curate their professional learning from a comprehensive range of approved professional development options tracked across three distinct tiers: Program-Provided (in-district program training), Partner-Provided (county offices or organizations like ACSA), and IHE-Provided (university courses). To track progress toward meeting those goals, the candidate engages in two cycles of inquiry and reflection each year. An analysis and reflection on student, site, and community impact are recorded on the IIP. Signature artifacts demonstrating competency and implementation for the CPSEL as a result of the candidate’s inquiry are submitted on the candidate’s IIP and portfolio website.

  VUSD ADMIN (IIP),     Admin Induction Coaching Timeline,      DOP Self Assessment,      Candidate Portfolio Website,      VUSD ADMIN IIP - PD Tracking,      Candidate CPSEL Inquiry Activities and Learning Resources,     Triad Meeting,

The candidate’s progress is supervised, advised, and evaluated by the candidate’s coach and program staff. Utilizing the Coach Observation Form a minimum of three times per year, the coach evaluates and provides feedback on the candidate’s leadership practices in relation to the CPSEL. The coach may use the VUSD Observable Evidence of Leadership Practice as a resource to support candidate evaluation and advisement. The Induction Programs Coordinator and Leadership Team monitor the development and track the completion of the IIP through four IIP Checkpoints. The Individual Induction Plan (IIP) Rubric and Reviewer Feedback and Administrator Induction Verification of Program Completion form are used to provide feedback and advise candidates on their progress in meeting program requirements. As a culminating assessment at the end of the program, the candidate presents their Candidate Portfolio Website as a summary of their journey in achieving their goals and successful implementation of the CPSEL. Presentations occur at the program’s annual Colloquium and Exit Interview (for Year 2 candidates only). 

Administrator Induction Portfolio Completion Form,     Coach Observation Form, VUSD Observable Evidence of Leadership Practice,     Individual Induction Plan (IIP) Rubric and Reviewers Feedback,     Administrator Induction Verification of Program Completion,     Candidate Portfolio Website,     Admin Induction Colloquium Presentation and Exit Interview Guidelines  

To ensure the availability of resources for both candidates and coaches toward meeting candidate professional growth goals, the program will stay attuned to the needs of its candidates and coaches. The Program Leadership Team and Advisory Committee will monitor and use IIP checkpoint data and CPSEL DOP Self-Assessment data to plan and differentiate professional learning opportunities for candidates and their coaches. In addition, a variety of survey data will also be used to understand the perceptions of both candidates and coaches to ensure the program is effectively supporting their needs and growth goals.

The Assistant Superintendent of Human Resources, who serves as the Induction Programs Supervisor, provides the VUSD Induction Programs Capacity and Resources Plan, which describes VUSD’s commitment to providing all necessary resources for both candidates and coaches toward meeting candidate professional growth goals and completion of program requirements.

Continuous Improvement Cycle and Timeline of Assessments,     VUSD Induction Programs Capacity and Resources Plan

• Describe the connection between professional learning and support opportunities and candidate employment experiences/current job placement in preparing candidates for the clear credential.

The VUSD Administrator Induction Program supports candidates in earning a clear credential through job-embedded activities and events such as the examples described in the Possible CPSEL Activities and Learning Resources and the VUSD Observable Evidence of Leadership Practice documents. Candidate activities, documented on their IIP, link professional learning and support to their current leadership role in the district. The program is a bridge, or connection, between knowing the research, skills, and policies behind effective educational administration and demonstrating observable, evidence-based leadership performance in an education community focused on continuous growth and student achievement.   

Possible CPSEL Activities and Learning Resources,     VUSD Observable Evidence of Leadership Practice

To help candidates cross this bridge and earn the clear credential, the planning and development of candidate goals, professional learning, and coaching activities are organized and assessed through the lens of the CPSEL. The collaborative development and fulfillment of the candidate’s Individual Induction Plan (IIP) stems from the analysis of initial assessment data and is further monitored and modified using mid- and end-of-year data. As the candidate works toward meeting their professional goals on the IIP, clear connections are made between growth on the CPSEL and the candidate’s learning, coaching activities, and implementation of new leadership practices.

As evidenced on the CPSEL Seminar Agenda, these sessions allow for individualized reflection on current practice (e.g., highlighting resonant CPSEL descriptors), modeling (e.g. using problem statement examples), problem-based practice (e.g. the "Finding a Focus" and "Problem Statement" drafting activities), and opportunities for planning and adaptation to current leadership responsibilities by connecting CPSEL standards directly to the candidate's current school site context.

Time for coach and candidate networking to share best practices and challenges is structurally included in these sessions through Table Group round-robin and Tuning Protocols to build interdependence and garner collegial support.

Because the CPSEL Seminars center on the candidate's own Action Research—which is "conducted by and for those taking the action"—the learning is naturally differentiated to meet the specific leadership level and site needs of each individual. To facilitate differentiated professional learning, the program provides the Candidate CPSEL Inquiry Activities and Differentiated Learning Resources document. This resource curates a repository of research-based digital content—such as IRIS Center modules and leadership articles—providing candidates with direct instruction on best practices. Furthermore, the "Possible Activities" listed (e.g., Activity 1.1: Reviewing student learning plans or 1.2: Facilitating SPSA updates) provide concrete examples of problem-based practice that candidates adapt to their current leadership responsibilities and inquiries. 

Program-provided professional learning is assessed through participant feedback and direct observation using a standardized PD Observation Rubric, while external or partner-provided professional learning is reviewed through candidate reflections, completion evidence, and alignment to candidate goals and CPSEL outcomes.   

By design, the Administrator Induction experience prepares the candidate for the clear credential by developing fundamental leadership practices through action research characterized by cycles of inquiry, reflection, and growth. The induction process supports the promise of continuous improvement as a cornerstone of the developing administrator’s identity. 

Administrator Induction Program Sessions,   Candidate CPSEL Inquiry Activities and Learning Resources,  Admin Induction Coaching Timeline,     Individual Induction Plan (IIP),    PD Observation Rubric ,   Candidate Session Reflection Survey,  

• Describe how the program will seek feedback from candidates, coaches, and other constituents about the effectiveness of the program. Briefly describe how the program will analyze and uses the feedback data for continuous improvement.

The Administrator Induction Program will seek feedback from candidates, coaches, and other constituents about the effectiveness of the program by using a variety of coordinated assessments. The Induction Program Leadership Team will analyze the feedback from this data at monthly team meetings and at regularly scheduled Advisory Committee Meetings. The team will look closely to identify patterns and trends in the data, such as positive and negative perception data on the supports and resources provided to candidates and coaches, the degree to which candidates are progressing on the CPSEL, and the degree to which goals are met as a result of candidate progress and growth. The team will use this data to make changes in program policy and design. 

Continuous Improvement Cycle and Timeline of Assessments 

Assessment of Candidates

• Describe the evidence the program will use to monitor and support candidates regarding performance in order to ensure they are progressing toward meeting program requirements.

The program will use IIP checkpoint data, Coach Observation data, CPSEL DOP Self-Assessment data, and the candidate’s portfolio website to verify candidate competency and to monitor and support candidates regarding performance to ensure they are progressing toward meeting program requirements. The IIP checkpoints occur four times throughout the year.

Utilizing clear criteria at each checkpoint, the candidate’s IIP document is reviewed to ensure the components of the IIP and portfolio website provide in-depth responses, complete reflections on assessments, clear artifacts and descriptions of artifacts demonstrating implementation of professional practices, and an in-depth plan for application of next steps.

Feedback is provided at each checkpoint to support candidates moving forward in the process. The program uses the Individual Induction Plan (IIP) Rubric and Reviewer Feedback and Administrator Verification of Program Completion form at each checkpoint to track candidate progress toward meeting program requirements.

Individual Induction Plan (IIP) Rubric and Reviewers Feedback,      Coach Observation Form,     CPSEL DOP Self Assessment,     Candidate Portfolio Website,    Administrator Verification of Program Completion

• Describe how the program will support candidates who are not making successful progress.

Successful progress in the Administrator Induction Program is determined when the candidate earns proficient scores at each IIP checkpoint and when the candidate demonstrates competency by meeting the CPSEL on initial, mid-, and end-of-year assessments. Feedback is provided by the program at each IIP checkpoint.

For candidates who seek assistance or are not making successful progress, the program will provide candidates and coaches with program office hours for individual consultation and support. In addition, coaches have access to candidate feedback and problem-solving tools to identify and initiate additional needed resources to support the candidate.  If a candidate’s progress becomes a concern, the program coordinator will initiate a formal Program Support Plan. During the development of this plan, the candidate, coach, and coordinator will collaborate to determine if additional coaching hours (beyond the required 40 hours) are needed to attain program outcomes. If approved by the coordinator, these additional hours are explicitly allocated and documented within the Program Support Plan Addendum and tracked on the Master Roster to provide targeted 1:1 support. 

Admin Induction Coaching Timeline,     Program Handbook - Incomplete Assignments & Program Support Plans,     Program Withdrawal or Repeat Support Plan ,  Master Roster (column AE)

• Describe the process that the program will use to inform candidates about how they will be assessed and evaluated in relation to program competencies.

Candidates are informed about how they will be assessed and evaluated in relation to program competencies in multiple ways. The process begins upon enrollment in the program, when the candidate receives access to the Administrator Induction Handbook, which describes the pathway toward earning the clear credential and the candidate program roadmap of events and criteria assessed at each competency checkpoint. These resources are reviewed at the Program Orientation and revisited regularly in candidate and coach team meetings, program sessions, and office hours throughout the year. The CPSEL Seminars and Coach Forums unpack and examine professional practices, along with coaching and support activities related to each CPSEL, to help the candidate understand how their leadership practice and program requirements are evaluated in relation to the standards. These sessions, along with individualized support provided by the coach, help candidates engage in accurate self-reflection of their practice. Candidates receive feedback on met or unmet IIP checkpoint requirements and have an opportunity to adjust and resubmit assignments based on that feedback. 

Administrator Induction Handbook,      Administrator Induction Program Sessions,     Individual Induction Plan (IIP) Rubric and Reviewers Feedback,      Administrator Verification of Program Completion

• Describe how the program will use data regarding candidate competence for the purposes of programmatic improvement.

Data regarding candidate competence (such as IIP checkpoint data, Coach Observation data, and the candidate’s DOP Self-Assessments) will be used for the purposes of programmatic improvement. Specifically, this competency data will inform improvements in candidate and coach pairing, improvements in the allocation of resources to support candidates and coaches, improvements in the planning of CPSEL Seminars and other professional learning opportunities to better support candidates’ knowledge and growth, and improvements in overall program design structures to remove barriers affecting candidate and coach success. Assessment of professional learning includes participant feedback, review of candidate reflections and completion evidence, and direct observation of program-provided (and district) offerings using a standardized Direct Observation Rubric. For example, if aggregate candidate competence data reveals a widespread struggle with a specific CPSEL standard, the Leadership Team uses this data to immediately evaluate the related professional learning offerings. To close these candidate learning gaps, the Team conducts systematic drop-in observations of targeted sessions using a standardized Direct Observation Rubric. 

The Team uses a Formative Feedback Memo Template to send actionable feedback directly to the providers. Discussion of this data will take place during Program Leadership Team meetings, Coach Forums, and Induction Advisory Committee meetings.  

Continuous Improvement Cycle and Timeline of Assessments,       PD Feedback Memo Template

• Describe the process and who will be responsible for recommending candidates for the Clear credential.

The Requirements for Clearing the Preliminary Administrative Services Credential describes an overview of the sequence of events leading to the recommendation for the clear credential. The process finalizes at the end of each program year, when the Induction Programs Coordinator uses the Administrator Induction Verification of Program Completion form to verify each candidate’s completion of program requirements. Once approved, the Year 2 candidate completes the Induction Clear Credential Application Form, which provides candidate information the VUSD Credential Analyst needs to make the recommendation. Using this application and the signed and approved Administrator Verification of Program Completion form, the credential analyst makes the recommendation to the CTC. The application provides important information for the candidate’s successful processing of the clear credential by the CTC. 

Requirements for Clearing the Preliminary Administrative Services Credential, Administrator Induction Verification of Program Completion, Induction Clear Credential Application

Program Standard 1: Program Design and Rationale 

VUSD Administrator Induction is a two-year individualized and job-embedded program that assists the novice administrator candidate in identifying growth areas, anticipating, planning, and implementing leadership experiences, and then reflecting upon those experiences in order to grow professionally. The program ensures enrollment upon the candidate’s placement in an administrative position, but no later than one year from activation of their preliminary credential.   

Program Eligibility and Candidate Agreement,     Candidate Handbook pg.4 and pg. 12,     Program Master Roster,     Program Website,     Administrator Induction Coaching Timeline,     Internal Program Fact Sheet, Program Flyer, 

The design of the program is based on a sound rationale informed by theory and research, which confirms the induction experience as a strategy for novice administrators that not only supports individual transition and growth but also enables the district to validate the quality of novice school administrators. The program fully embraces research that recognizes, “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).  

The program is primarily coaching-based, which is central to the program’s personalized learning structure. Together, candidates and coaches develop an Individual Induction Plan (IIP) that provides a structure to gather and examine data and set leadership goals. Coaching and the development of the IIP focus on the beginning administrator’s leadership performance—on the job, in real time, and contextualized to the candidate’s unique school, district, and community circumstances. 

VUSD's Educator Preparation & Support Philosophical and Theoretical Approach to Program Design,    VUSD Administrator Individual Induction Plan (IIP),     Administrator Induction Coaching Timeline

The program’s personalized approach to professional learning complements and integrates VUSD school and district goals that seek to improve performance indicators on student achievement, develop positive learning environments, and encourage family and community engagement. The candidate completes 20–30 clock hours of professional learning, including 3 CPSEL Seminars each year at 3 hours each, with 11–21 additional hours of professional development (free choice and approved by the coach) that support learning pertinent to their goals. The CPSEL Seminar sessions are structured around the California Professional Standards for Education Leaders (CPSEL), which serve as the competency indicators that support a recommendation for the clear credential. In these professional learning sessions, administrator candidates benefit from opportunities to reflect on skills while learning alongside other induction candidates who provide support, celebrate success, and collaboratively engage in learning.   

Admin Induction Program Sessions,     Possible CPSEL Activities and Learning Resources

The program design provides multiple opportunities to demonstrate growth on the California Professional Standards for Educational Leaders (CPSEL). Using the Candidate CPSEL DOP Assessment, candidates self-assess on each element of the CPSEL, at designated formal assessment checkpoints. The candidate’s Individual Induction Plan (IIP) tracks progress toward meeting professional goals as candidates engage in two cycles of inquiry and reflection each year based on a collection of initial, mid-, and end-of-year CPSEL assessments. 

 Candidate CPSEL DOP Assessment,     Individual Induction Plan (IIP),     VUSD Observable Evidence of Leadership Practice, 

To demonstrate competence in the CPSEL, Coach Observation data, along with signature artifacts demonstrating implementation of the CPSEL, are submitted within the IIP, which includes an analysis of student, site, and community impact as a result of the candidate’s inquiry processes. As a culminating assessment, the candidate presents their induction portfolio website, sharing their journey in achieving their goals and their artifacts demonstrating successful implementation and competence in the CPSEL.

The Induction Programs Coordinator tracks candidate progress using the candidate’s IIP Review Rubric and Feedback, Administrator Induction Verification of Program Completion form, and the Program Master Roster. Upon program completion, the Induction Programs Coordinator certifies the candidate’s ability to demonstrate the administrative and operational knowledge, skills, and dispositions needed to effectively lead, manage, and improve educational organizations. 

Candidate CPSEL DOP Self Assessment,     Coach Observation Form,     Individual Induction Plan (IIP),     Candidate Portfolio Website,     IIP Review Rubric and Feedback, Administrator Induction Verification of Program Completion,     Program Master Roster

Program Standard 2: Program Collaboration, Communication, and Coordination

The VUSD Administrator Induction Program formally collaborates through partnership agreements with district leadership and professional program partners. The Advisory Committee Roles and Responsibilities document describes each partner’s contributions to the design and implementation of the candidate’s preparation and certification; these agreements establish a professional education community structure that facilitates and supports all Administrator Induction Program activities.

The program maintains communication with its partners through regularly scheduled VUSD Advisory Committee Meetings and the biannual VUSD/IHE Collaborative sessions, which bring together the program’s professional partners for collaboration, communication, and coordination with the district. The Administrator Induction Program Collaboration and Communication Plan provides a general overview of how all program constituents, including candidates and coaches, are supported through collaboration and communication at program events and activities.

Advisory Committee Roles and Responsibilities,     VUSD Advisory Committee Meetings,     Biannual VUSD/IHE Collaborative,     Administrator Induction Program Collaboration and Communication Plan,

Key personnel involved in program implementation include the Assistant Superintendent of Human Resources, who holds the position of Supervisor (Unit Head) of VUSD Educator Preparation & Support and is responsible for supervision of all aspects of the program. The Director of Human Resources oversees program operations, credential recommendations, and program advisement. The Induction Programs Coordinator is responsible for ongoing coordination and day-to-day operations of the program. The Ventura USD Educator Preparation & Support Organization Chart identifies other key personnel involved in program implementation and the reporting relationships between them.  

Ventura USD Educator Preparation & Support Organization Chart 

Program coordination includes credential advisement, program eligibility and admission, formal orientation, coach/candidate guidance and support, high-quality professional learning to prepare coaches and candidates, and program evaluation. Advisement on credentialing and information on admissions are offered through the VUSD Credential Analyst, the program brochure, the program website, and the candidate handbook. A formal orientation to the program occurs in early August, early September, and then upon hire thereafter.   

Admin Brochure,     VUSD Induction Programs Website,      Admin Candidate Handbook,       Candidate  Program Eligibility and Entrance Agreement,     Admin Induction Program Sessions & Coach Training, 

Candidate support is provided primarily through the assignment of an Induction Coach, who guides the candidate through all program requirements, events, and sessions. Additionally, the Candidate Handbook and program website provide program information and access to resources that support candidates and coaches.

Individualized, high-quality professional learning is provided by the program through the coaching experience, CPSEL Seminars, and the program provision for choice over additional learning pertinent to the candidate’s goals and needs. VUSD offers additional professional learning opportunities throughout the year relevant to educational leadership, as described on the VUSD Professional Learning website.

Administrator Induction Coaching Timeline,     Admin Induction Program Sessions,     VUSD Professional Learning Website,     Triad Meeting,     VUSD ADMIN IIP - PD Tracking ,     Candidate CPSEL Inquiry Activities and Learning Resources 

The VUSD Educator Preparation & Support Continuous Improvement Cycle and Timeline of Assessments is used to regularly assess the quality of professional learning offerings and to collect feedback from candidates, coaches, and other constituents regarding the effectiveness of the program.

The Induction Program Leadership Team analyzes the feedback from this data at monthly team meetings and at regularly scheduled Advisory Committee Meetings. The team will identify patterns and trends in the data, such as positive and negative perception data on professional learning, supports and resources for candidates and coaches, the degree to which candidates are progressing on the CPSEL, and the degree to which their leadership goals are met. The team will use this data to make improvement changes in program policy and design.

Continuous Improvement Cycle and Timeline of Assessments  

Program Standard 3: Selection and Training of Coaches 

VUSD coaches are selected for skills and interest in fostering today’s educational leaders using clear criteria described through an application and recommendation process.  Once approved, the coach completes the Coach Application and is assigned to a candidate within the first 30 days of the candidate’s admission to the program. If the candidate/coach pairing is not effective, clear procedures are in place for reassignment of coaches, as described in the candidate grievance and appeal process.   

Coach Application, Coach Assignment + Coach Agreement Form, Candidate and Coach Expectations, Grievance Process, Program Master Roster

Coach training includes knowledge and skills in facilitating coaching conversations to promote candidate goal setting and in the use of appropriate coaching instruments and formative and summative assessment processes designed to support candidate growth and leadership in relation to the CPSEL. Ongoing professional development sessions include topics on current educational trends, research, and policy changes throughout the school year.

To ensure high-quality support, program leaders actively supervise and provide ongoing formative feedback to coaches using the well-defined criteria of the VUSD Administrator Coach Standards. Program leadership assesses the quality of coaching services through a structured cycle of direct observation, monitoring of candidate CPSEL growth, and auditing of program compliance.

 Admin Induction Coaching Timeline,     Admin Induction Program Sessions,     Coach Observation Form,     VUSD Observable Evidence of Leadership Practice,  Coach Self-Assessment Summary

Program Standard 4: Professional Learning

Section A. The Individual Induction Plan (IIP)

The VUSD Administrator Induction Program supports candidates in earning a clear credential through job-embedded activities and events, documented in their annual Individual Induction Plan (IIP), that link professional learning and support to their current leadership role in the district. The candidate engages in cycles of assessment, goal setting, inquiry, and reflection—all outlined on the IIP—to develop professional leadership practices. 

Possible CPSEL Inquiry Activities and Learning Resources, VUSD Observable Evidence of Leadership Practice,     VUSD Administration Individual Induction Plan (IIP) - Getting To Know You

The program provides candidates and coaches opportunities to collaboratively develop professional performance goals that are grounded in the outcomes of the CPSEL. Collaboration on goals occurs during individual coaching sessions, Triad Meetings, and CPSEL Seminars and is chronicled on the IIP, which serves as a blueprint for the full induction experience. 

 Administrator Induction Collaboration & Communication Plan,     Admin Induction Program Sessions,     Triad Meeting,     VUSD Administration Individual Induction Plan (IIP)

The IIP components of the program that enable the candidate to meet or exceed established performance goals are outlined in detail within the following four sections of the document: Section 1: Initial Assessments and CPSEL Planning; Section 2: Inquiry 1 + Reflection; Section 3: Inquiry 2 + Reflection; Section 4: Final Assessments + CPSEL Reflection.

The document helps the candidate identify specific performance needs and outcomes related to the CPSEL. Baseline data on the candidate’s needs and proficiency in the CPSEL are collected at the beginning of the year through CPSEL self-assessment and through reflection on data occurring at the end of the candidate’s preliminary program, or during prior experience, if available.

The IIP identifies specific performance goals and outcomes and the specific data (presented as inquiry goals and signature artifacts) to be collected to certify demonstration of the candidate’s proficiency in the CPSEL. The IIP is revisited multiple times for reflection and revision at the end of each section.

Coaching and professional learning hours to support the candidate in demonstrating proficiency on the CPSEL throughout the induction experience are documented on the IIP and reviewed regularly at each submission.

VUSD Administration Individual Induction Plan (IIP)

Section B. Coaching

The VUSD Administrator Induction Program implements a research-based coaching model, influenced heavily by Adult Learning Theory and Cognitive Coaching, with a sound rationale that meets the individual needs of beginning administrators. Coaches conduct collaborative, learning-focused conversations; collect factual observation data; provide effective feedback and just-in-time support; and support the development of long-term professional goals, all in alignment with and through the lens of the CPSEL.

Throughout each year of the two-year program, the regular, consistent, and confidential coaching process and service are individualized to each candidate, focusing on leadership competency development through job-embedded experiences aligned with the candidate’s collaboratively identified CPSEL growth areas.

Coaching Log, Candidate CPSEL DOP Assessment, VUSD Examples of Observable Evidence of Leadership Practice, IIP - CPSEL Focus Areas for Growth and Possible Inquiry Activities, Inquiry + Reflection Document - Impact on CPSEL Competency

Rather than simply meeting the 40 clock-hour annual requirement of activities, a thorough reflection on CPSEL growth and competency, documented in the Coach’s Log and the candidate’s IIP, is prioritized in the coaching process, which includes site visits, meetings, and electronic conversations. The program encourages face-to-face and on-site coaching activities and observations to ensure an accurate understanding of the candidate’s current reality on the job. Additional coaching hours and coach observations may be required to attain the candidate’s program outcomes. 

Coach Observation Form,     Coaching Log,     Coach Observation Planning,     Program Withdrawal or Repeat Support Plan 

Candidate IIP responses and coach reflections are reviewed at each IIP section submission to ensure support is responsive to each candidate’s role, experience, background, and goals. The program requires the coach’s verification of evaluation and collaborative support on all components outlined on the IIP, including goal setting, CPSEL inquiry planning, observation and data gathering, ongoing facilitated reflection, and documentation of growth on the CPSEL. 

IIP - Coach Verification and Reflection,     IIP - Inquiry Goal Setting,     IIP - CPSEL Inquiry Planning,     IIP - Data Gathering,     IIP - Coach Observations,     IIP - CPSEL DOP Assessment 

Section C. Professional Development 

The program provides 20–30 clock hours of professional development offerings. Three CPSEL sessions are offered to candidates and coaches each year, which address the needs common to all beginning education administrators. These sessions are clocked at 3 hours each for a total of 9 hours each year. The program also incorporates an additional 11–21 clock hours of differentiated learning opportunities, self-selected and coach-approved, as outlined in the candidate’s IIP. This rigorous, individualized support structure ensures that professional learning is pertinent to the candidate’s unique goals and site needs.  CPSEL Seminar sessions and differentiated learning resources include direct instruction in research-based best practices, individualized reflection on current practice, modeling, problem-based practice, and opportunities for planning and adaptation to current leadership responsibilities.  Time for coach and candidate networking to share best practices and challenges is structurally included in these sessions.  

The program monitors the quality and alignment of differentiated professional learning through the Continuous Improvement Cycle.

Possible Inquiry Activities and Differentiated Learning Resources,     IIP Inquiry 1 and 2 Documents - Professional Development and Support,     IIP - Professional Development Reflection,     CPSEL Seminar Meeting Document,       Candidate Roadmap,        Coach Self-Assessment Summary

Section D. Assessment 

Given the highly variable nature of administrative responsibilities, the VUSD Administrator Induction Program assesses candidate competence on the California Professional Standards for Educational Leaders (CPSEL) through individualized program activities, goals, and outcomes using WestEd’s CPSEL Descriptions of Practice (DOP), a rubric-based scale aligned to leadership performance.   The CPSEL DOP Self-Assessment is used as the formal assessment record to document candidate growth and competence over time at designated assessment checkpoints.  To support candidates’ understanding of the DOP and their placement on the rubric, the VUSD Examples of Observable Evidence of Leadership Practice document is an optional support tool aligned to the CPSEL and DOP that may be used during coaching conversations, candidate reflection, inquiry planning, and assessment calibration to help candidates and coaches identify observable evidence of leadership practice.

 WestEd's: Moving Leadership Standards Into Everyday Work: Descriptions of Practice (DOP),     VUSD Observable Evidence of Leadership Practice,     Candidate CPSEL DOP Assessment, 

Initial Assessment: The initial induction assessment on the CPSEL DOP Self-Assessment is designed to measure the candidate’s entry-level competence in relation to the CPSEL and establish baseline information that can be compared in future assessments to determine the candidate’s growth over time and overall competency. [PS4d-1] The Initial Assessment is informed by multiple measures gathered and reviewed during Section 1 on the candidate IIP.  Multiple measures include a review of the candidate's current assignment and job responsibilities, prior experience, coach observations, Triad Meeting discussions, Getting to Know You activities, Getting to Know Your Community activities, student and community data, coaching conversations, and evidence gathered through the candidate’s leadership practice. Using these multiple measures, the candidate and coach collaboratively identify strengths, areas for growth, and CPSEL focus areas for the candidate’s Individual Induction Plan (IIP).

VUSD Individual Induction Plan (IIP),     Coach Observation Form

Formative Assessment: Formative assessment occurs throughout the induction experience as part of the candidate’s cycles of inquiry and continuous improvement. During each Inquiry Cycle, candidates gather evidence about their leadership practice, reflect on the impact of their actions, document candidate learning and leadership impact, and identify next steps in pursuit of IIP goals. The formative assessment process utilizes multiple measures, including self-assessment on CPSEL focus elements, coach observation, coaching conversations, inquiry evidence, reflection on impact, and analyses of leadership performance. 

Within the Inquiry + Reflection document, candidates complete a CPSEL Growth and Competency reflection connected to the focus element(s) of the inquiry.  This reflection is not a formal rating update to the CPSEL DOP Self-Assessment. Instead, candidates use the Descriptions of Practice (DOP) to identify language and evidence from the inquiry that may inform their next formal CPSEL DOP Self-Assessment checkpoint.  Inquiry reflections, coaching conversations, and observation feedback are used to continuously refine candidate action steps, inquiry activities, leadership practices, and supports.

IIP - Candidate Inquiry,     Coach Observation Form,     Coaching Log

Benchmark Assessment: The program conducts a benchmark assessment midway through the program to evaluate the candidate’s progress toward demonstrating competence in relation to the CPSEL. At the Mid-Program Benchmark Assessment, the candidate reviews and updates the CPSEL DOP Self-Assessment as a formal checkpoint rating and synthesis of growth. The candidate’s completion of the IIP, portfolio website, inquiry reflections, coach observations, CPSEL Growth and Competency reflections, and collected evidence of leadership practice are reviewed by the candidate, coach, and program staff. Results of the benchmark assessment are recorded by the program and reviewed with the candidate. When benchmark evidence indicates a need for additional support or adjustment, the candidate and coach promptly revise leadership goals, inquiry activities, coaching supports, and/or the Individual Induction Plan as needed to support continued growth toward CPSEL competency.

Candidate CPSEL DOP Assessment,     VUSD Individual Induction Plan (IIP),     Candidate Portfolio Website,     Coach Observation Form,     Admin IIP Review Rubric and Feedback,      Program Withdrawal or Repeat Support Plan,       Inquiry Document- Reflection on Impact, 

Summative Assessment: Prior to recommending each candidate for a Clear Administrative Services Credential, the program and coach verify that the candidate has met competency expectations for performance through a review of observed and documented evidence collaboratively assembled by the coach and candidate. This summative review includes the candidate’s end-of-year CPSEL DOP Self-Assessment, coach observations, signature artifacts, IIP reflections on learning, student, site, and community impacts, portfolio evidence, and the candidate’s CPSEL Reflection on Growth presented during the Colloquium and Exit Interview. The review is guided by expectations outlined on the Candidate CPSEL DOP Assessment and the IIP Review Rubric and Feedback forms. A grievance and appeal process is included, and procedures are in place for candidates to extend or repeat portions of the program as needed, as documented on a candidate support plan.

Admin IIP Review Rubric and Feedback,     Administrator Induction Verification of Completion,     Candidate Portfolio Website,     CPSEL Reflection on Growth Colloquium and Exit Interview Guidelines,     CPSEL DOP Assessment,     Grievance Process,     Program Withdrawal or Repeat Support Plan ,    WestEd's CPSEL Descriptors of Practice (DOP),      VUSD Observable Evidence of Leadership Practice,       VUSD Individual Induction Plan (IIP),     Coach Observation Form,      IIP - Initial Assessments,       Inquiry Document- Reflection on Impact, 

Program Standard 5: California Professional Standards for Educational Leaders 

Induction programs support candidate development and growth in the following areas of educational leadership, requiring documentation in at least one area of each CPSEL,  for a minimum of six areas of competence. Candidates should use the  CASC Program Standards Handbook during the Induction program.

To support candidate development and growth in the areas of educational leadership, the candidate uses the CTC CASC Program Standards Handbook and WestEd’s CPSEL Descriptions of Practice (DOP) booklet to support and document competency in at least three of the six CPSEL each year. In addition, information from the CTC CASC Program Standards Handbook and DOP booklet is used at CPSEL Seminars and during candidate/coach meetings as resources for learning and reflection. Both resources are linked on the candidate’s IIP document. The candidate’s IIP, CPSEL DOP Self-Assessment document, and Coach Formal Observation forms focus on the three CPSEL standards per year and are submitted a total of six times over the course of the two-year program at initial, mid-, and end-of-year checkpoints. 

VUSD Individual Induction Plan (IIP),      WestEd's CPSEL Descriptions of Practice (DOP)

The program summary must include a table showing delivery models (online, in-person, hybrid) and other options/pathways (ECO, traditional, etc.) available for each location (if more than one) for the proposed program. Please title the table with the name of the proposed program. 

Exhibit 1.3 - Table of VUSD Induction Programs being offered noting location(s), delivery model(s), and pathway(s)

Provide an organizational chart to show how the program leadership and instructional personnel/staff will be organized within the program. Also, provide information regarding how the program will fit into the education unit, including personnel serving in non-teaching roles, and the roles and responsibilities of those involved in assigning and placing mentors/coaches. The organizational chart should depict the chain of authority and include individuals up to the Unit Head (i.e., superintendent, dean, etc.) level. If the program will operate as a consortium with shared leadership, the organizational chart must also include individuals serving in induction administrative roles in entities within the consortium. 

Exhibit 2.1 - VUSD Educator Preparation & Support Organization Chart

Linked within the chart is the Advisory Committee Members Spreadsheet and Advisory Committee Roles and Responsibilities  of key individuals including those involved in assigning and placing of program coaches.  The organization chart uses black arrows to depict lines of interaction and red arrows to depict lines of authority between members up to the Unit Head.  (The program does not operate as a consortium with shared leadership.) 

 In addition, if any third-party entity will offer any of the coursework, identify the third-party entity and what the entity will provide for the proposed program. (This is your institution’s opportunity to provide an update to Stage II: Criterion 8: Disclosure, if applicable).  

Exhibit 2.2  VUSD Update to Stage II: Criterion 8: Disclosure - Not Applicable - Third-party entities will not offer any of the VUSD Administrator Program coursework.  

Submit a table that provides a proposed list of coaches/mentors and professional development personnel. The table should include numbers of full-time, part-time, and retired annuitants. Vacancies should also be noted.

Exhibit 3.1 - Table of Coaches 

Programs must submit a proposed annotated list of instructional personnel (mentors/coaches). This should include full-time and part-time instructional personnel, including retired annuitants. The annotated list must include the mentor/coach’s name, status (full time, part time, retiree), credential held, and the proposed mentoring/coaching assignment. See example that follows: 

John Smith  

Status: Full-time 

Mentor Credentials held: Single Subject: Math and Single Subject: Science 

Proposed mentoring assignment: Single Subject Math and/or Science 

Exhibit 3.2 - Annotated List of Experience and Qualifications of Coaches

 Links to published or draft documentation (e.g., job descriptions, online advertisements, contract language) regarding the experience and qualifications that will be used to select instructional personnel or any additional personnel (such as part-time personnel) for the proposed program. 

Exhibit 3.3 Beginning Administrator Coach Job Description

Clear information about the sequence in which candidates will complete the induction program should be submitted. This should be a link to a website, program brochure, handbook, or other draft document that will be readily available to candidates and prospective candidates. If the program is offered via more than one pathway or model, a link to the program sequence for each pathway or model.  

Exhibit 4.1 - Administrator Induction Program Road Map

A Timeline or Table that denotes at what point after being hired in a position requiring a teaching or administrative services credential that each candidate will be assigned a mentor/coach and how the support hours are broken out across the teacher induction or clear administrative program experiences. For teacher induction programs, this table must also include ECO candidates. 

Exhibit 5.1 - Coaching Support & Activities Timeline

Employer Agreement or MOU that clearly delineates the number of coaching hours that will be provided to each candidate; expectations and criteria for veteran practitioner selection (coach/mentor), training, and evaluation; and support and assessment roles and responsibilities for the program and the employer. 

Exhibit 5.2 - VUSD Administrator Coach Professional Agreement (MOU)

Training Materials that will be used to train mentors/coaches. 

Exhibit 5.3 - Coach Training Materials

Documentation such as a spreadsheet or table that will be used to verify appropriate mentor/coach matches for all candidates (no candidate names are needed at this time) that align with the program standards and design (refer to program standards for additional information). For example, in a teacher induction program, the spreadsheet would show that each candidate is assigned a mentor that appropriately matches the candidate’s credential and setting. 

See the example that follows: (add site for each)

Mentor/Coach name         Clear credential held     Mentoring Assignment     Preliminary Credential held             Classroom Setting 

      John S. Single Subject        Math                                  Jan Jones                               Single Subject                                       Math 9th grade 

Exhibit 5.4 - Spreadsheet of Candidate Job Sites

 Links to Published or Draft Manuals, Handbooks, or Advising Materials that will provide information to the district and candidates about expectations of the induction program including appropriate placements, veteran practitioner support (mentor/coach), and information about completion requirements

Exhibit 5.5 - Draft Administrator Induction Handbook

Draft Individual Learning Plan (ILP) template for Teacher Induction or draft Individual Induction Plan (IIP) template for Clear Administrative Services and related program documents. These should include information regarding how the candidate will be assessed during induction.  

Exhibit 5.6 - Draft Individual Induction Plan (IIP ) Template

Related program documents are linked at the top of page 1 of the IIP Template and on page 2 under "Coach/Candidate Resource Hub".

Copies of blank assessment instruments. 

Exhibit 5.7 - Assessment Instruments

• Candidate DOP Self Assessment

• Candidate Portfolio Website Template

• Coach Observation Form

• Administrator Induction IIP Rubric and Reviewer's Feedback 

• Administrator Induction Verification of Program Completion

Provide a brief description (300 words or less) of the process the program will use to ensure that only qualified candidates will be recommended for the credential.  

Exhibit 6.1 - Description of Process Ensuring Appropriate Recommendation

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 a collection of documents (portfolio) will be collaboratively assembled and submitted (by the candidate and in collaboration with the coach) to reflect the candidate's,

• matching of a coach within the first 30 days of program enrollment

• professional coaching activities, 

• professional learning,

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

• initial, formative (benchmark) and summative self-assessments of the candidate's competency in adequately implementing the California Professional Standards for Educational Leaders (CPSEL), and

• the completion of all administrator induction program requirements, 

to support the recommendation for the clear credential.  

Using clearly articulated criteria,  the Verification of Program Completion form will be reviewed quarterly with feedback on progress provided to the candidate on all requirements.  (See IIP rubric 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. See: Grievance Policy, Program Withdrawal or Repeat Support 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. 

The brief description noted above in 6.1 should include a link to the program’s candidate progress monitoring document or other tracking tool that will be used to verify that candidate has met all requirements for the program prior to recommendation. 

Exhibit 6.2 - Candidate Progress Monitoring Document