New Teacher Induction Program

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 first two goals operate within the context of our district’s accreditation by the State of California to provide all of the necessary components of an Induction Program so that Participating Teachers can obtain the highest level of teacher credential: The Professional Clear Credential.

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.
• 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. They are led by a Lead Mentor who performs all of the duties of a mentor and also supports the team by designing and facilitating the weekly mentor training meetings and managing the PT caseloads throughout the year. 

In order to meet this responsibility, New Teacher Mentors perform the following roles:

One-on-One Mentoring

• 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 Teacher Orientation
• 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 Director of Leadership Development position. Currently, Josh Maisel oversees and manages the program, and is responsible for:

• Supervising the team of New Teacher Mentors, 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 Advisors, and assigning them to appropriate Special Ed PTs
• Evaluating the program and guiding the continuous improvement of processes and systems

The Coordinator of Special services

The Coordinator 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:

• Jackie Corso, Cupertino High School
• Andy Walczak, Fremont High School
• Paula Mockler, Homestead High School
• Eric Wong, Lynbrook High School
• Janice Chen, 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.

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 $50 per credit or $400 total per year.

This link to the UOP Registration page has all the information necessary for registering for credit through UOP.  

Teachers must complete all items in the electronic Portfolio to earn these units.

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[1]

[1] For teachers credentialed out-of-state or out-of-country, additional documentation may be required.

FUHSD commits to identifying and assigning a mentor to each participating teacher within the first 30 days of the participant’s enrollment in the program, matching the mentor and participating teacher according to credentials held, grade level and/or subject area, as appropriate to the participant’s employment.

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 Program Administrator will send all eligible teachers the an Intent-to-File form (Form 41) to complete and return to the District.
• FUHSD credential analyst will submit a recommendation for a Clear Credential to the California Commission on Teacher Credentialing (CCTC) in June.
• The CCTC will then email the teacher confirmation and request payment for the Clear Credential.

In the event that a Participating Teacher does not meet the portfolio requirements, the reviewer will indicate the specific missing items on the Assessment of Completion document. The mentor will then work with the Participating Teacher to complete the required work and gather evidence to show that the requirements have been met.

If the Participating Teacher disagrees with the assessment of the reviewer and believes that he or she has successfully met the requirements, he or she may file a grievance and appeal the decision:

Step 1: Informal Complaint 

Participating Teacher may ask that the program administrator review the portfolio to determine if the requirements have been met.

Step 2: Formal Complaint Process

• If the issue is not resolved within the informal process, a written complaint may be filed with the program administrator (see Grievance Form).
• The program administrator will conduct an investigation and meet with all parties within 10 working days of receipt of the complaint.
• After the meeting, the program administrator will send a written response to the complainant.

Step 3: Appeal to the New Teacher Support Advisory Board (NTSAB)

• If unresolved at Step 2, the complainant may file a complaint with the New Teacher Support Advisory Board.
• The NTSAB will conduct an investigation and meet with the complainant within 10 working days upon receipt of the complaint.
• Within 10 working days of the meeting, the NTSAB will prepare a written response to the complainant.

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.

Early Completion Option Application

The Fremont Union High School District has 3 tiers of employment status:

Temporary

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.

Probationary

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.

Permanent

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 paula_robinson@fuhsd.org.

Each school approaches the Evaluation system a little differently but below is the calendar for a standard evaluation cycle.

DATE	ACTIVITY
October 1	Annual conference with principal or assistant principal completed.
December 16	At least one observation and post conference completed for all non-permanent teachers.
February 10	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
May 1	Completed written summary evaluations given to teachers being evaluate

Each school structures the evaluation assignments differently, but teachers are informed in the early fall and must meet with the evaluator for the Annual Conference before October 1.

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.

You have the right to attach your own written response to any formal observation or evaluation document. When you sign the bottom of an evaluation form, you are not stating that you agree with the comments, only that you have received the document.

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 August and ending in May (i.e. ten months).

Many teachers choose to defer a portion of their regular August through May pay so that they receive their deferred pay in June and July. 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 June and July. 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. Please note that for each month after the beginning of the school year that has passed before you implement Deferred Pay, your checks for June and July will be about 10% less each month. The deferred pay form is available on the FUHSD website (in the Staff Portal under Business Forms).

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.

Yes.  Decisions will be made on a case by case basis, but general guidelines require access to the same group of students regularly as well as responsibility for lesson planning, assessment, and teaching a class.

Candidates who leave the district before completion will be provided with a "Transportability Document" that indicates how much of the program they have completed. They should provide this document to their next induction program to aid in proper placement. Transportability Documents can also be provided directly to the receiving program upon request.

Fremont Union High School District uses a web-based system to track and store candidates’ portfolios and completion records.  Candidates are shared access to their files throughout the process. Official completion forms can be requested in writing from the Induction Program Coordinator.

This link to the UOP Transcript information has everything you need to request a transcript.  To move yourself on our salary schedule, transcripts must be received by Human Resources by October 1 for the fall semester and March 1 for the spring semester. 

Fremont Union High School District takes its commitment to future educators seriously. In the unlikely event of a program closure, the district will continue to provide all resources necessary for currently enrolled Year 2 Candidates to be able to complete the program.   Additionally, FUHSD will offer to place Year 1 Candidates in Silcon Valley New Teacher Project (SVNTP)  or another approved program. In the event that no approved program were able to accommodate FUHSD’s Year 1 Candidates, FUHSD would continue to provide all resources necessary for currently enrolled Year 1 Candidates to be able to complete the program in a timely manner.