The Induction Experience: Candidate and Mentor

The Induction Experience 

The Induction program implemented in 2018 introduced new concepts, activities, and tools.  It also shifted the mind-set from that of compliance to inquiry, searching for evidence of growth and competence on the CSTPs, the teaching standards.  Completion of a series of activities, and paper work was replaced by more fluid and organic in-depth study on a teacher’s practice. Timelines and checklists were replaced with the idea that investigating one area of focus takes time, reflection, and a cycle of inquiry.  While this may have allowed for freedom to explore and make each experience meaningful to the candidate since their focus was their own professional growth goal, it may see disorganized or chaotic. The elimination of the predictability of the previous system may lead to heightened anxiety of the unknown.  Often the sentiment expressed were, “What am I supposed to produce?” “I need an exemplar ILP to know what to do.” There is an assumption that Induction has a product that each candidate has to complete. Fifteen required documents of a formative assessment system were eliminated and in its place one comprehensive “Individual Learning Plan”.  This is the ONE required document that will describe The Story” of a candidate through Induction and the attainment of a recommendation for a clear credential after a 2-year period. 

The Story begins with candidates completing a self-assessment on the teaching standards and identifying their areas of strengths and growth.  They compare this to the Transition Plan they completed during their university preservice experience.  Reflecting on these, and their present teaching context, they then identify professional growth goals.  These goals became the focus of their Induction experience.  With the guidance, support, and learning focused conversations, facilitated by a mentor, candidates engage in their individual investigations into their practice.  This is highly individualized in content, process, and presentation. The professional learning experiences chosen by the candidate enhances their skills development in instructional design, assessment and, content knowledge.  At the end of the year, the candidate’s story will be reviewed by other mentors. Candidates may enhance their story with narratives, suporting details, data or evidence for better understanding of their experience. They are the authors of their story.  While a tool was introduced to assist the development of the ILP, the candidate wrote their own unique story. This unique story is one of two of biggest changes in this Induction program. The ILP promotes the shift from “What do I have to do?” to “How can I make this process meaningful to my professional growth as an educator?” 

The mentor relationship is central to this new Induction experience.  Candidates receive an average of no less than sixty minutes of direct or coordinated mentoring. The selected mentor is the source of information, guidance, technical assistance,  and shoulder to lean on. Program leadership supports mentors with mentoring skills development, on-going training and practice, technical assistance and a shoulder to lean on. Monthly Mentor Logs serve as the communication tool between program leadership and mentors. Recommendations and feedback as well clarification is documented on the monthly Mentor Logs.  As this program moves forward, the role of the mentor will always be a priority.  It is the heart and structure that holds this program together. We will continue to seek strategies to ensure that the support offered and provided to mentors are just as differentiated and individualized as the ILP process of the candidates.  

Below is a monthly calendar with suggested activities.  Candidates and mentors organize their weekly interactions according to the ILP activities and/or candidate’s needs.  Each candidate receives individual consultation with program leadership at least twice each year: at Intake & mid-year benchmark in January. 

MONTH CANDIDATE MENTOR
August New Hires sign contract and completes “Credential Information” form at the Human Resources Department.  Induction program leadership reviews the Credential Information and preliminary credential to determine other specific credential renewal requirements.  Eligibility for Induction, and possibly for ECO is determined. Program leadership works with principals to select and match mentors.
Introduction to the Induction program by program leadership occurs at any of these events: New Hire Orientation and/or Individual Intake Meetings.
September Individual Intake Meetings: One-on-one meeting of each candidate with program leadership.

Purpose: Introductions to the induction personnel, to the structure of the program and the support the candidates will receive.

Continue mentor selection.

Mentors submit “Mentor Application”, on their 1st year of mentoring

October
  1. Candidate and mentor attend one “Orientation to Induction” session.
  2. Triad Meeting #1 with principal and mentor

Candidates complete:

  • Memorandum of Understanding
  • Initial self-assessment on ILP
  • Begin ILP Process
  • “Candidate Program Effectiveness Survey” (Anonymous)
  1. Experienced mentors attend “Mentor Workshop” #1
  2. New Mentors – Attend “Mentor Foundations Day 1”
  3. Triad Meeting #1 with principal and candidate

Mentors complete:

  • “Mentors Roles and Responsibility” form
  • Complete “Program Effectiveness” survey
  • “Mentor Description of Practice”
  • “Mentor Program Effectiveness Survey”
  • Mentor Log
November
  1. Candidate and mentor weekly mentoring sessions.
  2. Focus on the ILP Process

Candidates complete:

  • Candidate Log #1
  • Initial Self-assessment on ILP (Nov 15)
  1. New Mentors attend “Mentor Foundations Day 2”

Mentors Complete “Mentor Log”

December
  1. Candidate and mentor weekly mentoring sessions.
  2. Focus on the ILP Process
  1. New Mentors – Attend “Mentor Foundations Day 3”

2. Mentor Workshop # 2 for all experienced mentors

Mentors Complete “Mentor Log”

January
  1. Candidate and mentor weekly mentoring sessions
  2. Focus on the ILP process
  3. Schedule a mid-year individual benchmark meeting with program leadership to check-in and discuss progress on the ILP

Candidate complete:

  • Mid-year self-assessment on CSTP
Mentors Complete

  • “Mentor Log”
February
  1. Candidate and mentor weekly mentoring sessions
  2. Focus on the ILP process. Use “Guide to ILP Review”
  3. Triad Meeting #2 with principal & mentor
  1. Mentor Workshop #3 – ILP Calibration
  2. Triad Meeting #2 with principal & candidate

Complete “Mentor Log”

March
  1. Candidate and mentor weekly mentoring sessions
  2. Focus on the ILP process

Candidate complete “Candidate Log #2”

Use “Guide to ILP Review” to review and analyze the candidate’s ILP.

Complete “Mentor Log”

April
  1. Finalize the ILP and prepare to Turn In for the formal review

Candidate completes “Candidate Program Effectiveness Survey” (Anonymous)

Participate in ILP Review with other mentors

Complete “Mentor Log”

Complete “Program Effectiveness Survey”

May Prepare for Colloquium

Attend Colloquium

Attend Colloquium

Complete “Mentor Log”.

Newark Teacher Induction * 5715 Musick Avenue, Newark, California, 94560 * (510) 818-4143 Frontier Theme