Embedded Files
Institutional Infrastructure to Support Educator Preparation
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.
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.
This vision is consistent with preparing educators for California public schools and the effective implementation of California’s adopted standards and curricular frameworks.
Visalia Unified School District’s New Teacher and Administrative Services Induction Programs support candidates as they grow and develop as educators and leaders by providing opportunities for professional growth, promoting a reflective approach to their practice, and facilitating opportunities for collaboration in an effort to cultivate positive and successful learning environments.
The Visalia Unified Teacher Induction and Clear Administrative Services Credential Induction
Program grew out of the research of Dr. W. Edwards Deming. Interpreted as the Plan- Teach- Reflect- Apply cycle for induction, the work of Dr. W. Edwards Deming has proven to be the key to continuous improvement in many professions. In its simplicity, his Plan-Do-Study-Act theory (1993) allows for leaders and teachers alike to improve effectiveness by planning, doing, reflecting, and implementing change in everything we do. The application of this philosophy is documented throughout the induction process as program participants discuss with their mentors and coaches their challenges, their plans, and their reflection on data and job-embedded experiences, as well as the changes and growth the participants make along their induction journey
Candidates’ personalized learning experiences are driven by goal setting and cycles of inquiry/action research (TIP/CASC) applied to real on-the-job experiences. Nancy Fichtman Dana describes an inquiry cycle as “developing a wondering, collecting data, analyzing data, taking action, and sharing with others (Dana, Thomas, and Boynton, 2011) “Wondering” serves at the core of the program’s coaching conversations (TIP/CASC) and action research steps (TIP/CASC).
The Stanford study produced by West Ed, “Preparing School Leaders for a Changing World: Lessons from Exemplary Leadership Development Programs”, builds on the ideas above and provides evidence and insight into how to best drive the growth of our novice administrators. Key findings from this study are embedded in our CASC Induction program design.
Candidates in our Induction programs are strategically matched with experienced job-alike mentors and coaches who are trained to help facilitate the learning of their protégés. Our TIP mentors and CASC coaches engage in book studies throughout the course of the year to guide them as they implement effective coaching strategies and support of their candidates. TIP Mentors study Mentoring Matters by Bruce M. Wellman, Carlette Humbard, and Laura Lipton and Administrative coaches utilize the book Evoking Greatness: Coaching to Bring out the Best in Educational Leaders by Megan & Robert Tschannen-Moran. Specific details around the identification, training, responsibilities, and activities of coaches are outlined in Program Standard 3: Selection and Training of Coaches.
Finally, candidates develop their teaching and leadership skills through authentic experiences
within their assigned setting thereby making sure their growth in and reflection on the CSTPs and CPSELs are meaningful and immediately applicable.
The institution actively involves faculty, instructional personnel, and relevant stakeholders in the organization, coordination, and decision making for all educator preparation programs.
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.
IHE Memorandum of Understandings (MOUs)
Lead Mentor Advisory Meeting (Agenda / Meeting Notes)
Agenda and minutes from VUSD Advisory Meetings
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.
No additional information is required during the Common Standards submission. Information is available through Program Review submission.
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.
No additional information is required during the Common Standards submission. Information is available through Program Review submission.
Recruitment and faculty development efforts support hiring and retention of faculty who represent and support diversity and excellence.
Recruitment Efforts
Vision: The Teacher Residency for Rural Education (TRRE) is dedicated to prepare and retain highly effective, culturally competent, and ethical educators who reflect the demographics of our students to teach in high-need and hard to staff subject areas. We will serve Visalia and Tulare County by investing in the development of future teachers who are determined to provide all students a robust and innovative educational experience.
The California Classified School Employee Teacher Credentialing Program (Classified Program) addresses the state’s teacher shortage in STEM, special education, bilingual education, and transitional kindergarten, by supporting local education agencies (LEAs) to recruit classified school employees into teaching careers and support their undergraduate education, professional teacher preparation, and certification as credentialed California teachers
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:
current knowledge of the content;
knowledge of the current context of public schooling including the California adopted P-12 content standards, frameworks, and accountability systems;
knowledge of diversity in society, including diverse abilities, culture, language, ethnicity, and gender orientation; and
demonstration of effective professional practices in teaching and learning, scholarship, and service.
Job Description Educator Support Services/Induction and other Support Staff
Teacher on Special Assignment Educator Support Servies (TOSA)
Director of Curriculum and Instruction
Coordinator of STEM
Curriculum and Instruction Teacher on Special Assignment
Equity and Student Services Teacher on Special Assignment
Teacher Evaluation: Professional Growth Model
Sinclair Candidate Feedback on Mentor Reports
The education unit monitors a credential recommendation process that ensures that candidates recommended for a credential have met all requirements.
Visalia Unified Teacher Induction Program (TIP) and Clear Administrative Induction (CASC) Program progress monitor candidates through the induction process. It is the candidate’s responsibility to exemplify professional growth in the CSTPs and CPSELs; candidates upload evidence of growth and compeatency by completing required documents (TIP/CASC).
Progress monitoring occurs throughout the year. A mid-year review (TIP/CASC) of the candidates’ progress is completed. Feedback and support is provided and resubmission is required if needed. Logs by mentors and coaches, reflections of professional growth opportunities, milestones, and attendance are also reviewed to progress monitor and support candidates and their mentors/coaches. End of Year portfolio review (TIP/CASC) provides feedback for the completion to their requirements for the year
As candidates complete their final year, the candidate participates in a final exit interview (TIP/CASC) with district administration where they explain their growth through induction. The CASC candidates additionally share how they have met competency in all six CPSEL standards. When the candidate has completed this process and has completed all work required by the program, in collaboration with the candidate and mentor, the Visalia Unified Induction program staff completes a final review (TIP/CASC) of the candidate's portfolio. At that time, candidates who add additional evidence to any of their requirements may do so. This is to ensure and verify that all CTC requirements have been met and completed, for the program director to recommend the candidate for their clear credential.
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