New Teacher Induction Program
What is Induction?
Induction is the period of support and professional development for a teacher with a California Preliminary Credential. The California Commission on Teacher Credentialing (CCTC) and the California Department of Education (CDE) require the completion of an Induction program to fulfill the requirements for the California Clear Single Subject and Education Specialist Credentials. New Induction standards adopted in 2016 require programs to provide a two-year, individualized, job-embedded system of mentoring, support and professional learning that begins in the teacher’s first year of teaching.
- Goals of the New Teacher Induction Program
- Credentialing Information
- Roles in the New Teacher Induction Program
- Frequently Asked Questions
- Induction Calendar
- The Cycle of Inquiry
- Professional Learning
- Early Completion Option
- Provide "Just in Time" support to help teachers transition into their new positions
- Provide safe and challenging environments to promote long-term teacher growth
- Provide Professional Clear Credentials for Participating Teachers
The primary goal of our program is to retain the excellent teachers we hire. In order to do so, we provide a network of support that is individualized to meet the unique needs of every teacher that is new to our district. This support can take many forms and is outlined in detail in the “One-On-One Mentoring” section of the New Teacher Handbook.
We know that skillful teaching requires years of practice and continual improvement. So the second goal of the program is to provide teachers with a challenging, yet safe, learning environment in which they can reflect deeply, set goals, take risks, and push themselves to continually improve. The New Teacher Mentor (referred to as “mentors”) create this environment by blending together the collaborative professional learning opportunities with a rigorous series of Cycles of Inquiry to help the Participating Teachers (PTs) develop the habits and skills of a reflective professional.
The FUHSD Induction program will provide induction support to Participating Teachers (PTs) who possess:
- Bachelor’s Degree
- CBEST—California Basic Educational Skills Test
- At least one California Preliminary Credential, including:
- Multiple Subject
- Single Subject
- Education Specialist - Mild/Moderate
- Education Specialist - Moderate/Severe
- Out-of-State credentials and fewer than two years of teaching experience
 For teachers credentialed out-of-state or out-of-country, additional documentation may be required.
PTs will also be able to earn up to 8 semester units of credit from University of Pacific per year. The cost for these units is $70 per credit or $560 total per year.
Teachers must register and pay for these units once in the fall ($280 for 4 credits) and again in the spring.
The fall semester registration deadline is November 1. The spring registration deadline is April 1.
Teachers must complete all items in the electronic Portfolio to earn these units.
The New Teacher Advisors will support teachers by providing registration documents and guidance through the process.
All induction requirements must be completed by the close of the school year of the second year of participation.
Once all induction requirements have been met, the following will occur:
- The New Teacher Advisor will give the teacher an Intent-to-File form to sign and return to the District.
- FUHSD will recommend the teacher for the Clear Credential during the months of July and August.
- The CCTC will then email the teacher confirmation and request payment for the Clear Credential.
- Participating Teachers
- New Teacher Mentors
- Special Education Advisors
- District Administrators and Teacher Leaders
- Human Resources
- Site Administrators
Although there are many supports built into the system in order to support the growth Participating Teachers, the clearing of a professional credential is ultimately the responsibility of each teacher. In order to meet this responsibility, participating teachers should:
- Become familiar with specific credentialing requirements printed on his/her credential.
- Share relevant documentation from teacher preparation program with the mentor as necessary
- Develop an ongoing collaborative relationship with mentor based upon reflection on teaching practice.
- Meet with mentor regularly, and clearly communicate when meetings need to be rescheduled.
- Respond promptly to all communication from mentor and follow through on agreements.
- Complete and meet criteria for the Evidence of Application by the designated deadlines.
- Complete the FUHSD Induction Program requirements within a two-year period.
- Attend appropriate Professional Development events or design makeup events with mentor.
- Communicate questions or concerns about the program to the program director or mentor.
- Complete the online Induction Program surveys in January and May.
Note: Classroom observations and the Teacher-Mentor conversations are strictly confidential. It is the teacher’s decision to share administrator evaluation information with the mentor and/or share mentor observational data with the evaluating administrator. Information from Induction is not used for evaluation of personnel.
New Teacher Mentors are released from classroom responsibilities in order to focus their time and energy on meeting the needs of Participating Teachers. In order to meet this responsibility, New Teacher Mentors should perform the following roles:
- Develop a sustaining and thoughtful mentoring relationship with PTs by modeling strong communication skills and a spirit of open, honest, and thoughtful inquiry and reflection.
- Maintain strict confidentiality with each PTs and communicate explicitly with them before sharing relevant information with other mentors and the program administrator.
- Develop Individual Learning Plans with each PTs in order to meet program requirements through formative assessment and professional learning activities while differentiating to meet their needs.
- Use Program tools in a thoughtful manner to support the growth of assigned PTs
- Support PTs by maintaining an electronic Portfolio of their work, and informing them in their progress toward completion of induction.
- Communicate questions or concerns about the Program or the participation of a PT to the Program Administrator in a timely manner.
Leading Professional Learning
The New Teacher Mentors also play key roles in the development and delivery of professional learning:
- New Employee Workshops (June and July)
- Skillful Teacher (all year)
- New Teacher Lunches (all year, coordinated with site Assistant Principals)
- Inquiry Round Tables (January and May)
- Other site and district level workshops, as assigned
Special Ed Advisors serve the vital role of complementing the mentors’ service to Special Education PTs by providing support around the specific knowledge and skills associated with their Special Ed authorization:
- Writing Individual Education Plans (IEPs) and managing the IEP process
- Case Management and matching students with school resources
- Other site and department specific support, as needed
Program Administrator for New Teacher Induction
The program administrator for New Teacher Induction is structured as 50% of the Coordinator of Academic Interventions position. Currently, Josh Maisel oversees and manages the program, and is responsible for:
- Supervising the team of New Teacher Advisors, providing training and professional development as needed
- Developing and coordinating the delivery of Collaborative Professional Learning at the District Office
- Communicating with California CTC in order to fulfill requirements to maintain Accreditation as an LEA
- Monitoring Induction completion progress of PTs and coordinating Portfolio Review process
- Evaluating the program and guiding the continuous improvement of processes and systems
The Director of Educational and Special Services
The Director of Educational and Special Services collaborates with the program administrator to ensure that Special Education teachers have additional resources and support. This includes responsibility for:
- Coordinating support for Special Ed PTs with the Program Administrator for Special Education and the Lead Resource Specialist (LRS) at each site
- Selecting and training Special Ed coaches, and assigning them to appropriate Special Ed PTs
- Evaluating the program and guiding the continuous improvement of processes and systems
The Program Administrator for Special Education
The Program Administrator for Special Education supports the Director by taking responsibility for organizing Professional Development for Education Specialists in the following areas:
- Individual Education Plan (IEP) Processes
- Positive Behavior Management and Safety Care Training
- Other Professional Development, as necessary to meet the needs of Education Specialists.
Lead Resource Specialist (LRS)
Each school has an LRS who acts as Department Chair for the Special Ed department and collaborates with the Program Administrator for Special Education and the Director by:
- Conducting classroom observations with feedback
- Coaching meetings on classroom management, evidence-based practices, and case management.
- When appropriate, serving as a Special Education Advisor to new teachers at the site.
The Senior Human Resources Specialist:
- Works with District and Site Administrators to support the transition of new teachers into the district.
- Facilitates communication and collects documents to “On Board” teachers into the district systems.
- Verifies credentialing status of all new hires hires and supports the maintenance of Staff Credential List.
- Coordinates with the Program Administrator to generate and keep accurate lists of Participating Teachers.
- Submits completed applications to the CTC for California Professional Clear Credentials for eligible teachers.
Site Administrators play two key roles in New Teacher Support.
Each school has an Assistant Principal responsible for new teacher support. These APs oversee the Site Orientation and New Teacher Lunches:
- Melina Nefrada, Cupertino High School
- Susan Rocha, Fremont High School
- John Rodriguez, Homestead High School
- Eric Wong, Lynbrook High School
- Andrew Goldenkranz and Nico Flores, Monta Vista High School
Site Administrators also play the key role of evaluator and supervisor for new teachers.
In this role, they are responsible for following the Evaluation Timeline and using the process to collaborate with the new teachers in support of their growth and development.
Each semester, site administrators meet with New Teacher Mentors to coordinate support for new teachers. In these meetings, site administrators share observations and suggestions about new teachers, but New Teacher Mentors maintain confidentiality around any interactions with new teachers. Their role is to listen and learn in order to better support new teachers.
- What are the three types of employment status?
- What is the calendar for the evaluation cycle?
- Who will be my evaluator?
- What should I do to prepare for my annual conference?
- Do I get to decide which class and period my evaluator will use for the formal observation?
- What if I disagree with the notes and comments in my formal observation?
- Can my mentor attend the meetings that I have with my evaluator?
- When do I get my paycheck? Do I get a paycheck in the summer?
- What do “Satisfactory," “Needs Improvement” and “Unsatisfactory” mean on the evaluation form?
The Fremont Union High School District has 3 tiers of employment status:
Temporary teachers are hired to fill a teaching position left vacant by a permanently employed teacher on a leave of absence or to replace a teacher in a categorically funded position. A teacher who is not fully credentialed must also be hired on a temporary contract. Temporary teaching positions are usually contracted for a specific amount of time (e.g. 2015-2016 school year), but these contracts are sometimes renewed for multiple years in a row. There is no legal limit for the number of years a teacher can remain temporary. Administrators are required to formally observe temporary teachers two times each year and submit a formal written evaluation once per year, before May 1. Temporary teachers can be let go from employment without cause.
Newly hired teachers who are filling open positions are most often hired on a probationary contract. Administrators are required to formally observe probationary teachers two times each year and submit a formal written evaluation once per year, before May 1. Teachers in their second year of a probationary contract must be informed if they will not be recommended for permanent status by March 15. Probationary teachers can be let go from employment without cause.
Teachers who complete the two-year probationary period and are recommended for reelection for the third year are granted permanent status. These ‘tenured’ teachers then follow the same evaluation cycle as all other permanent teachers in the district.
Many hiring situations are position-specific, so if you have any questions about your status, please contact Director of Human Resources, Paula Robinson at email@example.com.
Each school approaches the Evaluation system a little differently but below is the calendar for a standard evaluation cycle.
Annual conference with principal or assistant principal completed.
At least one observation and post conference completed for all non-permanent teachers.
At least two observations and post conferences completed for all non-permanent teachers
Prior to March 15
Notice of non-reemployment to any second year probationary teacher recommended for non-reelection
Completed written summary evaluations given to teachers being evaluate
Your mentor will help you prepare for your annual conference by reviewing the California Standards for the Teaching Professions (CSTPs), and asking you to consider which standards and elements might be the most productive to focus. The annual conference is a chance for you and your evaluator to get to know each other, to discuss what type of growth you hope to achieve during the year, and to plan for how the evaluator can help you meet your goals.
Technically, no. The evaluator can choose any class or period to do a formal observation and is not required to give you prior notice. However, the goal of the evaluation system is to support your growth, so the evaluator will work with you to make sure that the observations gare conducted in a way that support this goal.
Yes! Although California Education Code does not require that representation be allowed in evaluation meetings, our district has always championed a collaborative culture that allows a mentor or an FEA representative to attend these meetings with you. Mentors regularly attend meetings upon teacher request, so that they can better support the growth and improvement that the teacher wants to achieve.
Pay warrants are distributed on the last business day of each month, starting in September, and ending in June i.e. ten months.
Many teachers choose to defer a portion of their regular September through June pay so that they receive their deferred pay in July and August. Should you choose this option, 16.67% of your net pay is withheld each month and placed into a holding account (no interest, sorry) and then disbursed in July and August. This “deferred pay option” was discussed with each new hire during the New Employee Workshop. However, one can sign up for it mid-year as well. Deferred pay form is available on the FUHSD website (under Business).
Satisfactory means that the observed lesson meets the minimum standards. Satisfactory does not necessarily mean excellent, nor does it necessarily imply that one will earn permanent status. Reading through the comments and honing in on areas of growth are essential to really examining where one needs to grow.
Needs Improvement means that the lesson observed does not meet the minimum standards. When a teacher receives a “needs improvement”, it is a strong and clear signal that there are serious concerns with what was observed.
Unsatisfactory means that the lesson that was observed was far below the minimum standards and that such performance is of extremely serious concern.
Element of the Portfolio
Projected Completion Month
Initial Meeting/ Letter of Commitment
Co-Assessment on the CSTP
Cycle of Inquiry #1
Pre-Observation Lesson Plan
Observation and Reflection
Post-Instruction ASW Reflection
Mid-Year Professional Growth Reflection
Mid-Year Portfolio Review
Cycle of Inquiry #2
Pre-Observation Lesson Plan
Observation and Reflection
Post-Instruction ASW Reflection
In consultation with the New Teacher Mentor, teachers may also select from the following menu of supporting activities to support their individualized growth path throughout the year:
Mentors and their Participating Teachers are creating new Menu activities every year. If you can't find what you are looking for in this menu, ask your mentor to build a new customized protocol for you!
The “Cycle of Inquiry” is at the heart of the professional development program for all teachers in our district.
Teachers participating in induction receive intensive support from the mentor in order to isolate the specific skills and processes within this cycle so that teachers can focus their development of these skills in a more structured and supportive environment.
The initial Goal-Setting activities set the stage for teachers to then conduct two Cycles of Inquiry in which they will apply and test out new concepts and strategies in their classroom, collect classroom data, and reflect upon the way in which these concepts and strategies have made an impact on student learning. At the end of the year, PTs will reflect upon their individualized growth path, summarizing the key strategies they learned and key processes that supported their growth.
In addition to the Cycles of Inquiry, PTs may select as many activities from a menu of options to support their growth as tjeu like. These activities, summarized above, can be adapted and adjusted to meet the individual needs of each teacher. New Teacher Mentors support the growth of each PT by suggesting the activities that align most directly with the focus of each Cycle of Inquiry.
While we recognize that new teachers have unique needs, we also envision a New Teacher Induction program that is integrated into the broader context of professional learning in our district. Therefore, while there is a discrete program of learning for participating teachers, everything is focused on supporting each of them in integrating into the professional community at their school, so that growth will continue beyond Induction.
Professional Learning Communities (PLCs)
Each school in our district has a unique (and constantly developing) format for professional learning, but all schools are committed to a model commonly referred to as Professional Learning Communities (PLCs). Teachers at each school spend several hours each month working in small teams to study the impact of their teaching on student learning and make collective commitments to adjusting their instruction so as to improve learning outcomes. As new teachers integrate into these teams, the induction program supports their transition by, whenever possible, connecting the work in the Cycle of Inquiry to the goals and processes of the PLCs.
In addition to the weekly professional learning that happens at each site, teachers in their first year in the district (PT1s) have several other opportunities to learn with their colleagues at the district and site level:
New Employee Workshop (NEW)
This 18-hour workshop is split into 3 full-day sessions that are spread out over the course of the summer before new teachers begin work in August. About half of the teachers participate in the first two days in June, and teachers who are hired in the summer or who have prior commitments attend the session in early August. The final day is “Orientation” which occurs on the Friday of the week before all teachers return to work in mid-August. The 4 different components of the NEW are outlined in very broad strokes here:
Part I – FUHSD Culture, Growth Mindset, Student Engagement
Part II – Curriculum Planning and Professional Collaboration
Part III – District Orientation – Routines, Relationships, Prudent Behavior
Part IV – Site Orientation – Staff Introductions, Logistics and Systems
Academic Language Production (EL Support)
Starting in 2010, every teacher in the district has participated in this full-day training to develop common language and a repertoire of techniques to support all students, especially English Learners, in developing their skills in Academic Language Production. All new hires come together in September or October to collaborate and learn how our district approaches this key area of student learning.
New Teacher Lunches
Because every site in our district has a unique culture and context, the New Teacher Lunches are developed and implemented in a collaborative effort between a site Assistant Principal and the New Teacher Advisors. These monthly lunch meetings provide “Just In Time” professional learning on such topics as Parent Communication (Back to School Night), Grading, IEP and Special Ed Collaboration, Student Health and Safety, LGBTQ and other Equity Issues, and other site-specific topics of interest.
Inquiry Round Tables
Although the Cycle of Inquiry is primarily a process conducted by participating teachers with the support of their New Teacher Mentors, each PT has two opportunities each year to convene a group of colleagues to support their learning and advise them on their areas of growth. In January, the PT selects a group of colleagues and invites them to a Inquiry Round Table lunch. At this meeting, the PT shares the Focusing Question of the spring Cycle of Inquiry and asks the panel to suggest strategies to support student growth. The PT then applies the suggestions in the spring and reconvenes the group in May to report on the outcomes.
The Skillful Teacher
Many teachers in the second year of Induction (PT2s) participate in the Skillful Teacher course as a comprehensive and rigorous exploration of key teaching skills:
Course Mission and Goals
The mission of this course is to improve teachers’ abilities to apply the knowledge base of teaching in different classroom contexts for the benefit of all students. Specifically, there are two goals that guided the design and organization of the course:
1. Provide second-year teachers with a coherent and challenging professional learning environment to complement their individual Cycles of Inquiry and help them develop the habits of career-long improvement and growth.
2. Connect new teachers with veteran colleagues in order to develop strong collaborative relationships that would sustain growth after induction and support strong PLCs at each site.
The course uses the book The Skillful Teacher as the main source of new ideas and information. Although the 500-page book provides a comprehensive look at our profession, the course is organized to help teachers build a more equitable classroom. So the theme of "Equity" is woven through the course as the teachers focus on one or two key chapters each session.
We will begin with the “Expectations” chapter that builds on Carol Dweck’s work around creating a “Growth Mindset.” This initial focus will help teachers answer this essential question:
What teacher beliefs and actions lead us to best serve ALL of our students?
Once this foundation around beliefs and expectations is established, we will progress through the year, organizing our work around a series of classroom experiments, lunch discussions, and district-wide meetings where we continually ask and answer these essential questions:
What do we want students to know and be able to do?
How will we know if they know and can do it?
What do skillful teachers do to maximize the opportunity for every student to learn it?
What will we do when students don’t meet our standards? What will we do if they do?
Below are the approximate dates of the District-Wide Seminars. As mentioned above, in between each seminar, teachers at each site meet for lunch to plan and then reflect on their Cycles of Inquiry. Some teachers pick one area of focus and do continuous Cycles throughout the year, while other teachers pick a new topic each time. The time between Day 5 in January and Day 6 in May is dedicated entirely to applications, so each site team decides upon a site-specific calendar for meetings to plan and reflect. The course culminates in the "Exploring Equity Showcase" where teachers invite colleagues and community members to learn about our work in a science fair style format.
- May – Day 0 – Orientation (lunch meeting)
- August – Day 1 and 2 – Student Motivation, Relationships, and Inclusivity
- Sept/Oct – Day 3 – Rigor, Lesson Objectives, and Equity
- November – Day 4 – Clarity and Equity
- January – Day 5 – Differentiation and Equity
- May – Day 6 – Exploring Equity Showcase
See Skillful Teacher Website for more information
Senate Bill 57 allows experienced and exceptional individuals to apply to complete a Commission approved professional teacher induction program at a faster pace than the full two years generally needed to complete all the requirements of professional teacher induction. The accepted candidate will be responsible for completing all program requirements within 1 school year. All teachers in FUHSD Induction Program will be informed of the Early Completion Option (ECO) at the time of enrollment.
Teachers must hold a preliminary multiple or single subject credential and be employed in a California public school. The intent of the law is to serve experienced and exceptional candidates. Teachers who meet the following eligibility criteria are invited to apply to be considered for the Early Completion Option by completing and submitting the application along with the requested documentation to the Program Administrator.
Submit for review authenticated performance evaluations from at least two prior years of teaching in a K-12 classroom assignment. This may include evidence from past observations.
Submit ECO Application along with fall semester forms documenting the first Formative Assessment Cycle. Application due: December 15
The Program Administrator will review the documents and will either approve the application, deny it, or request additional evidence that may be necessary to determine a candidate’s appropriateness for the Early Completion Option.
The individual plan will take into account previous experience, portfolio evidence, and evaluations to focus the program support on your documented needs. Missing deadlines may be cause for the withdrawal of the ECO approval. PTs must continue to demonstrate that the ECO is appropriate for them and must retain the continuing recommendation of theirs site administrators. If they are unable to continue to demonstrate appropriate placement in the ECO, or if they elect to enter the full program, they will be responsible for completing the full length Induction Program.
ECO Applicants must submit a portfolio with evidence of Formative Assessment program completion and the reflection as stated in the Early Completion Option Application. The Program Administrator will verify completion.