TEACHER INDUCTION – CALIFORNIA CLEAR CREDENTIAL PROGRAM FOR MULTIPLE SUBJECT, SINGLE SUBJECT, AND EDUCATION SPECIALIST TEACHERS

The UCLA Extension Teacher Induction program is a two-year individualized, job-embedded system of mentoring, “just in-time” support, and professional learning for newly credentialed candidates. Guided by the California Standards for the Teaching Profession (CSTP), consultation with their site administrator and mentor, as well as their Preliminary Transition Plan, candidates build upon their Preliminary Credential foundation to grow and develop as professional educators. Induction candidates, with on-going support from mentors and instructors, apply knowledge and skills in their clinical setting, while engaging in reflective activities with the focus of building self-efficacy and self-determination to develop robust and resilient professional skills.

Fundamental to our Induction program is a thorough understanding of the critical, collaborative support provided by each participant: the Candidate, the Mentor, the Administrator and the UCLA Extension team. Each assumes vital responsibilities, not only to each other, but also to the field of Education as a whole. Collaboratively, we work to provide socially just, equitable and inclusive instruction to all PK-12 students, with the goal of ensuring that all students have the opportunity to learn and thrive (CDE, 2020). UCLA Extension Teacher Induction strives to achieve this significant goal through our comprehensive program, and ultimately, the preparation of highly qualified, innovative, confident teachers.

UCLA Extension extends a sincere note of gratitude to the superintendents, principals, and mentors who contribute daily to our candidates’ professional growth and development.

CDE: Equity. (2020). Retrieved Spring, 2020, from https://www.cde.ca.gov/qs/ea/index.asp

Information

Teacher Induction Clear Credential Program

Program Leader

Allison Wilson Leggett, EdD
Program Director, Teacher Education
aleggett@ucla.edu
UCLA Extension, Education Department

CONTACT

For more information about the program, please contact Lauren Flemming at lflemming@uclaextension.edu or call (310) 206-8342.

PROGRAM TRACK OPTIONS

Candidates will qualify for one of two program track options:

School Mentor Track (SMT)
Candidates receive a school-assigned mentor teacher.

Course Number	Course Title	Quarter Units
EDUC 839	Teacher Induction Transition and the Individual Learning Plan	0
EDUC X 439.1	Teacher Induction A: Effective Learning Environments	6
EDUC X 439.2	Teacher Induction B: Differentiating Instruction	6
EDUC X 439.3	Teacher Induction C: Assessing Students’ Learning and Growth	6
EDUC X 439.4	Teacher Induction D: Capstone	6
	Total Quarter Units	24

University Mentor Teacher Track (UMT)
Candidates receive a university-assigned mentor teacher.

Course Number	Course Title	Quarter Units
EDUC 839	Teacher Induction Transition and the Individual Learning Plan	0
EDUC X 439.1	Teacher Induction A: Effective Learning Environments	6
EDUC 839.1	Teacher Induction Mentor Support A	0
EDUC X 439.2	Teacher Induction B: Differentiating Instruction	6
EDUC 839.1	Teacher Induction Mentor Support B	0
EDUC X 439.3	Teacher Induction C: Assessing Students’ Learning and Growth	6
EDUC 839.1	Teacher Induction Mentor Support C	0
EDUC X 439.4	Teacher Induction D: Capstone	6
EDUC 839.1	Teacher Induction Mentor Support D	0
	Total Quarter Units	24

Accelerated Program: Early Completer Option (ECO)

Candidates who have two or more years of successful teaching performance at a United States public school may qualify for the early completer option. Candidates with teaching experience at a private school or at a school outside of the United States may submit documentation for the ECO option for review. Candidates must submit a letter of recommendation from their site administrator and two successful teaching evaluations.

Multiple Credential Candidates

Candidates who hold multiple preliminary credentials (Multiple Subject, Single Subject, and/or Education Specialist) will be able to clear all of their credentials by the end of the induction program. Those participating teachers will be required to demonstrate progress in meeting individual learning goals they have developed for all credentials they intend to clear. This would not require participating teachers to obtain another job, but they must be able to obtain access to another classroom and/or students in the subject areas or levels for which they are not currently employed. Participating teachers will consult with their site administrators, program mentors, and instructors for guidance about gaining access to other classes or students as needed.

COURSE DESCRIPTIONS

EDUC 839 Teacher Induction Transition and the Individual Learning Plan (0 units)

Upon entering the UCLA Extension Induction Program, each participating teacher works with his/her mentor to plan for the transition from a preliminary teacher credential program to this teacher induction program. After a review of the California Standards for the Teaching Profession (CSTP) and available evidence of teaching performance from the teacher’s preliminary credential program, the mentor guides the participating teacher to develop professional growth goals for an individual learning plan (ILP). The ILP will be integrated into each induction program course and periodically updated throughout the program. The mentor and participating teacher will discuss the methods and criteria that will be used to measure ongoing growth in the CSTP and to assess readiness to be recommended for the Clear Credential at the conclusion of the program.

EDUC X 439.1 –Teacher Induction A: Effective Learning Environments

The essential question for this course is: Who are my students and how do I create an effective environment for learning for all students?

This course is designed to support induction candidates in accomplishing several objectives in the context of (a) their own individual learning plan and the California Standards for the Teaching Profession (CSTP); (b) the support they receive from an induction mentor; and (c) the course’s essential question regarding knowing your students and creating effective learning environments for all students:

a) In consultation with the assigned mentor, develop an individual learning plan (ILP) that identifies CSTP-related areas of need for professional growth and includes one or more goals that are connected to the course’s essential question.

b) In consultation with the assigned mentor, develop an inquiry question and classroom-based action plan to examine an area of need identified in the ILP that focuses on improving an aspect of teaching practice that has an impact on student learning. The inquiry question should have a connection to the course’s essential question, and the action plan should allow for collection of evidence to assess effectiveness with students as well as evidence of teacher growth.

c) In consultation with the assigned mentor, select and use relevant pathway-to-learning modules provided in this course, as well as other recommended resources, to build deeper understanding in the area of need that is the subject of the inquiry question and action plan.

d) Use a plan-teach-reflect-apply approach to implement the action plan for the inquiry question. This approach includes collecting and analyzing sources of evidence for analysis and reflection that may include classroom video and artifacts of student learning, and includes mentor coaching with respect to identified areas for improvement of teaching practices. The implementation of the action plan culminates in reflection on how new knowledge and insights will be applied to ongoing practices to create an effective environment for learning for all students, as well as initial ideas for a capstone project that will be completed in the final course of the program.

EDUC X 439.2 –Teacher Induction B: Differentiating Instruction

The essential question for this course is: How do I differentiate instruction for the learners present in my classroom?

This course is designed to support induction candidates in accomplishing several objectives in the context of (a) their own individual learning plan and the California Standards for the Teaching Profession (CSTP), (b) the support they receive from an induction mentor, and (c) the course’s essential question regarding knowing your students and creating effective learning environments for all students:

d) Use a plan-teach-reflect-apply approach to implement the action plan for the inquiry question. This approach includes collecting and analyzing sources of evidence for analysis and reflection that may include classroom video and artifacts of student learning, and includes mentor coaching with respect to identified areas for improvement of teaching practices. The implementation of the action plan culminates in reflection on how new knowledge and insights will be applied to ongoing practices to differentiate instruction, as well as initial ideas for a capstone project that will be completed in the final course of the program.

EDUC X 439.3 –Teacher Induction C: Assessing Students

The essential question for this course is: How do I know that my students are making progress and how do I help them demonstrate their growth?

This course is designed to support induction candidates in accomplishing several objectives in the context of (a) their own individual learning plan and the California Standards for the Teaching Profession (CSTP), (b) the support they receive from an induction mentor, and (c) the course’s essential question regarding planning and assessing for student learning and growth:

d) Use a plan-teach-reflect-apply approach to implement the action plan for the inquiry question. This approach includes collecting and analyzing sources of evidence for analysis and reflection that may include classroom video and artifacts of student learning, and includes mentor coaching with respect to identified areas for improvement of teaching practices. The implementation of the action plan culminates in reflection on how new knowledge and insights will be applied to ongoing practices to effectively plan and assess for student learning and growth, as well as initial ideas for a capstone project that will be completed in the final course of the program.

EDUC X 439.4 –Teacher Induction D: Capstone

The essential question for this course is: How do I demonstrate my growth as a professional educator?

This capstone course serves as the culmination of candidates’ learning, observations, and field experiences after completing three other courses in the Teacher Induction Program. The course has two main components: a) collecting and reflecting on evidence of professional growth in the California Standards for the Teaching Profession; evidence is housed in an e-portfolio; and b) demonstrating development as a professional educator by designing and delivering a learning module to share knowledge within the teacher’s professional learning community. For the professional learning module, candidates select a topic area about which they have gained some expertise in the program. With input from the instructor, a mentor teacher, and the site administrator, candidates create a learning experience that contributes to the knowledge base of their peers, parents of their students, or others in the community in which they teach.

PARTICIPATING TEACHER ROLE AND RESPONSIBILITIES

Participating teachers in the UCLA Extension Teacher Induction-California Clear Credential Program demonstrate professional growth in the California Standards for the Teaching Profession (CSTP) by building on the knowledge and skills gained during their Preliminary Preparation program. With ongoing support from a mentor and program instructors, they develop professional goals as part of an individual learning plan, develop and implement a job-embedded action plan for reaching those goals, and collect and reflect on evidence of their professional growth over a two-year period. Teachers’ action plans include professional inquiries for improving instructional practice for maintaining equitable and inclusive learning environments, differentiating instruction for all learners, and effectively assessing student learning and growth. Successful completion of the induction program is based on demonstrating satisfactory growth in the CSTP elements that are part of the individual learning plan and completion of program assignments.

Responsibilities:

1. Advisement: UCLA Extension staff advises PTs about program and professional credential requirements at the start of the clear credential program. PTs are expected to participate in ongoing advisement by contacting staff with any questions, concerns, and extenuating circumstances.

2. Enrollment & Grade Tracking: PTs complete the UCLA Extension online enrollment. PTs are responsible for enrolling in all courses. Additionally, PTs are responsible for tracking their own grades and program progress.

3. Mentor Teacher: Each PT will be assigned a MT. Unless there are extenuating circumstances, the MT will continue to work with the PT for the full two academic years of program enrollment. The MT advises the PT in instructional best practices, provides formative feedback about the PT’s teaching, and supports the PT in accumulating evidence of professional growth. Roles and responsibilities of the MT are described in more detail later in this handbook. If any issues arise between the PT and MT, please contact the program coordinator immediately at credentials@unex.ucla.edu

4. Time Commitment and Mentor Meetings: Per CTC induction program standards, each PT receives an average of not less than one hour per week of individualized support that is coordinated or provided by the MT. This means that participating teachers must be prepared to spend not less than one hour per week on average of dedicated time in support-based interactions with the mentor or with others, as coordinated by the mentor, and will document time spent on support activities. This is in addition to the time needed to participate in induction online course activities and preparation of any assignments. PTs may be required to meet with their mentor more frequently if it is determined that the candidate needs extra support. Teacher-mentor meetings may be held in person, over the phone, or via video conference (e.g., Skype or Zoom). PTs must be on time and prepared for all meetings. If a PT or MT needs to cancel, it is the responsibility of the PT and MT to reschedule and continue to maintain an average one hour per week of mentor support.

5. Participation: PTs are expected to participate regularly in online course discussion forums and submit all required documents and assignments on time.

6. Extenuating Circumstances: PTs are required to notify their instructors of any special circumstances that will impact their ability to meet course assignment deadlines. Upon request from a PT prior to a given deadline, instructors may issue an assignment deadline extension at their discretion. PTs may be granted two such extensions from an instructor in any given course. A third assignment extension would require the PT to get program approval using an extenuating circumstances form. Additionally, PTs are required to notify the program coordinator to discuss program completion options if there are special circumstances that may prevent them from enrolling in a course or completing a course in which they are enrolled.

7. Saving All Completed Assignments: As part of induction program courses and ongoing mentor support, participating teachers will be required to accumulate evidence of their progress in meeting individual learning goals and meeting other clear credential requirements. Candidates are solely responsible for the careful organization and saving of all assignments over the course of the program, and understand that they may need to use or refer to a previous term’s course assignments, even if that course has ended and the online course environment is no longer accessible. Candidates have been advised to save all assignments both on a computer and in a secure alternate location, such as removable memory, web, or cloud-based storage to prevent a total loss in case of computer malfunction.

8. Capstone: In their final induction capstone course, participating teachers will demonstrate their development as a professional educator by designing and delivering a learning module to share knowledge within the teacher’s professional learning community. For the capstone course, PTs select a topic area about which they have gained some expertise in the program. With input from the instructor, a mentor teacher, and the site administrator, PTs create a learning experience that contributes to the knowledge base of their peers, parents of their students, or others in the community in which they teach.

9. Grades and GPA: To receive course credit, PTs must earn a letter grade of B (83%) or higher in each induction program course. Additionally, PTs must maintain a cumulative GPA of 3.0 or better throughout the induction program. See the policy section later in this handbook for additional information.

10. Recording & Virtual Support: PTs must be able to video record or live stream themselves carrying out a lesson plan with students. PTs must be able to submit these video recordings to their assigned mentor teacher for review and feedback.

11. Computer, Internet Access & Technology Requirements: This is a fully online program. Each admitted PT must:

Own or have daily access to a computer and the internet.
Have general knowledge of the operation of and care for a computer, computer hardware/software, and be able to implement some basic troubleshooting techniques (check connections, restart the computer, etc.).
Have a valid email address.
Have a basic understanding of how to use the Internet.
Have up-to-date word processing and document reading software (such as Microsoft Office Suite and Adobe Reader). Assignments will be submitted via an online learning management system (Canvas) in the designated assignment forum as file attachments (.doc, .docx, and .pdf only.)
Frequently back up files, store them in a location off the computer, such as a flash drive, web-based cloud storage, or the Portfolio function in Canvas, in case of computer loss, or malfunction over the course of the program. All files must be maintained throughout the program for use in the final capstone and for 5 years after completing the program (subject to audit) per CTC regulations.

MENTOR TEACHER ROLE AND RESPONSIBILITIES

A mentor is typically assigned to a participating teacher as close as possible to the beginning of the K-12 school semester when the PT first enrolls in the program. Unless there are extenuating circumstances, the mentor will continue to work with the teacher for the full two academic years of program enrollment.

Mentors provide or coordinate an average of not less than one hour per week of individualized support and mentoring for their assigned induction PT. Induction program mentor support includes, but is not limited to:

Consultation with the PT and the site administrator on the initial development and periodic updating of the teacher’s professional goals for the ILP
Coordination with the teacher on implementing an action plan for achieving ILP goals and identifying material resources, people resources, and professional communities that will support the action plan
Monitoring and evaluating the PT’s ILP progress
Providing just-in-time support for day-to-day questions and issues of instructional practice in accordance with the ILP
Facilitation of participating teacher growth through modeling, guided reflection on practice, and feedback on classroom instruction, as well as guidance to promote enduring professional skills over the long-term
Maintaining communication with a site administrator and any other identified school support personnel about: (a) the induction program requirements, (b) the PT’sILP goals, and (c) the availability of any school resources or school initiatives that could support specific ILP goals

Additionally, UCLA Extension’s teacher induction program requires mentors to:

Complete an online mentor teacher orientation (approximately 10 hours over three weeks) and participation in online mentor professional development and support (approximately 10 hours over nine months), for which the mentor receives unit credit: one UCLA Extension continuing education unit per year
Participate in an evaluation of mentoring practices, for which mentors will video-record one or more of their interactive sessions with the participating teacher and will receive formative feedback

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