EIP TIP Mentor Handbook

Mentor Experience

Mentor Responsibilities

New 1st year induction mentor with CSUF EIP TIP. Returning 2nd year as an induction mentor. Veteran 3+ years as an induction mentor with CSUF EIP TIP

Mentor Review/Orientation Review the Mentor Teacher Handbook and accompany video by the Faculty Coordinator. Here you will find the roles and possibilities of the inductee and reflective mentor.

CSUF Induction Program Information and Resources

Weekly Meetings

Online resources to develop and enhance mentoring skills . These resources consist of videos, targeted mentoring skills, supporting mentoring for effective teaching.

Reflective mentor and meet for an average of one hour per week supporting the s just-in-time needs, ILP development and effective teacher practices. The mentor will document meeting hours on the Mentor Process Log. Meetings should take place weekly from Orientation through the end of semester (a minimum of 15 hours of mentoring support per semester).

Meeting with Site Administrator

Inductee(s) meet with the site administrator that supervises them for input on school and district initiatives concerning teaching and learning. These initiatves need to be considered when developing meaningful professional growth goals. EIP TIP encourages the mentor to be part of this collaborative conversation.

Observation of inductee

Facilitate a Pre-observation, Observation, and Post-observation (POP) cycle each semester. Mentors will engage in a planning and reflective conversation for each observation. Mentors provide feedback on the ’s development each step of the cycle.

Mentor Conversations

Mentor Feedback from EIP TIP Staff

Providing A System of Support

All mentors will engage in structured coaching conversations with helpful guides that will help focus the work between the mentor and the inductee.

New and returning mentors will receive targeted feedback from the EIP TIP staff.

Mentors play a central role in coordinating a system of support for their inductee(s) by connecting them with experts and resources within their school/district and the wider educational community.

Communication

EIP TIP appreciates proactive communication with EIP TIP staff and/or CSUF Faculty Coordinator when any extraordinary need arises with a coach and/or inductee.

• Change of teaching assignment

• Change of status or on leave (active/inactive)

• Update contact information

Mentoring at-a-Glance

MENTOR TRAININGS AND SUBMISSIONS

q Complete the Mentor Agreement (9)

q Complete the Mentor Handbook/Orientation Reflection

q Review the Mentor Processing Log (12)

q Go over the inductee’s Individual Development Plan

q Review with the their initial CSTP selfassessment

q Meet with the Site Administrator

q Help the develop Professional Growth Goal

DOCUMENTING THE MENTORING

q Using the Mentoring Process Log to document the types of support the inductee is receiving

q Weekly hours

q Review & Certify the ILP

q Review the IDP (completed at the end of credential program)

q Teacher Inquiry 1

q Teacher Inquiry 2

q Complete & Add: inductee Observations

POP Cycles (6)

q Pre-observation

q Observation

q Post-observation

Orientation

Inductee Responsibilities

An overview of the EIP Teacher Induction Program, including the roles and responsibilities of the and mentor, as well as an exploration of teacher inquiry, individual learning plan (ILP) and the POP Cycle

Weekly Meetings

The mentor and inductee meet for an average of one hour per week supporting the inductee’s just-in-time needs, ILP development and effective teacher practices. The mentor will document meeting hours on the Mentor Process Log. Meetings should take place weekly from Orientation through the end of semester (a minimum of 15 hours of mentoring support per semester).

Individual Learning Plan

Inductees are responsible for documenting their induction journey on their individual learning plan or ILP. The ILP should reflect continuous progress of the inductee ’s journey throughout the program.

Developing a Professional Growth Goal

Working collaboratively with their mentor, inductees develop their professional growth goal. The professional growth goal should be developed within 30 days of starting the induction program.

Teacher Inquiries

Inductees will complete teacher inquiries during each program semester. Each inquiry should take 4-5 weeks and cannot be completed concurrently.

Observations

Facilitate two (2) inductee-driven observations per semester. One observation must have the inductee facilitating instruction. There are several choices for the second. Mentors will guide inductees in planning and engaging in a reflective conservation for each observation.

Digital Reflection

Communication

Inductees will summarize their induction journey by creating a digital reflection website to share with peers and their mentor.

EIP TIP appreciates proactive communication with EIP TIP staff and/or agency representatives when any extraordinary need arises with a coach and/or inductee.

• Change of teaching assignment

• Change of status or on leave (active/inactive)

• Update contact information

Inductee at - a - Glance

The EIP Teacher Induction Program expectation is for the mentor and inductees to regularly meet an average of one hour per week.

Goal Setting

The inductee and mentor collaborate to establish a professional growth goal. The goal should be documented on the Individual Learning Plan (ILP) within 30 days of the inductee starting the program.

Inquiries and Observations

End of the Semester

The inductee will engage in two inquires and two observations throughout the semester. Each inquiry is designed around a 4-5 week framework, not to be completed concurrently. The inquiry framework consist of three phases:

The inductee will summarize their induction journey by creating a digital reflection website. Inductees will share their website with their mentor.

1) Focus and Plan,

2) Teach and Analyze, and 3) Reflect

Suggested Timeline

TRADITIONAL TIMELINE

TIMELINE

Professional Growth Goal developed within 30 days of starting the program

Inquiry 1 and 2 and complete POP cycle on CSTP 1-3 competed before winter break

Inquiry 3 and 4and complete POP cycle on CSTP 4-6 completed prior to the end of Spring Semester

Professional Growth Goal developed within 30 days of starting the program

Inquiry 1 and 2 and complete POP cycle on CSTP 1-6 AND ISTE standards competed before winter break

Inquiry 3 and 4 and complete POP cycle on CSTP 1-6 AND Standards of Teacher Leadership completed prior to the end of Spring Semester

Pacing Guide

SEMESTER 1

Mentor To Do

First 30 Days

q Supporting Your inductee

Mentor Training

q CSUF Induction Program Information and Resources

q Mentor Conversations (13)

q Asynchronous Activities

q Mentor Practices (14)

q Asynchronous Activities

q New Mentors Complete Mentor Reflections semester 1 (16)

q Veteran Mentors : Review Resources as Needed

Documenting Activities

q Sign Off on Inquiries on the ILP

q Submit Mentor Process Log

q New Mentor Reflection Form Semester 1

SEMESTER 2

Mentor To Do

Mentor Training

q Peruse Different ways to provide feedback to your inductee (15)

Mentor: Tying Back to the Program

q Complete Conversations (13)

q Asynchronous Activities

q Mentor Practices (14)

q Asynchronous Activities

q New Mentors Complete Mentor Reflections (16)

q Returning Mentors Complete Mentor Reflections Semester 2 (17)

q Veteran Mentors : Review Resources as Needed

Documenting Activities

q Sign Off on Inquiries on the ILP

q Submit Mentor Process Log

q Mid-Program Survey

q Mentor Reflection Semester 2

Ongoing Support

• Meet with inductee(s) weekly from orientation to end of semester.

• Provide just-in-time support.

• Analyze student learning outcomes.

• Connect inductee to available resources.

• Foster equitable teaching practices.

• Support the development of inductee's ILP and inquiry process.

• Facilitate planning and reflective conversations during the observation cycle

The First 30 Days: Supporting Your inductee

In the first 30 days, it is crucial to set a solid foundation for a respectful and trusted mentoring relationship. Taking the time to learn about your inductee’s experiences, needs, and goals, lets them know that you are there to support their growth and success!

Building a Trusting Relationship

Discuss mentor and roles, responsibilities, and expectations

Share educational philosophy and experiences

Building Relationship Resource (1)

Identifying inductee Needs

Support your ’s just-in-time needs. Assist them in creating a supportive learning environment. Identify students with special needs for differentiation and support (e.g., 504 Plans, IEP, ELL, GATE , foster youth, and historically underserved student groups)

Needs Assessment Resource (2)

Establishing Weekly Meeting

Establish a regular meeting day/time.

Document the agreed day/time on your ’s ILP

Determine the preferred method of contact for support in between meetings.

Be mindful to focus the meeting on your ’s needs.

Supporting the Professional Growth Goal

Review your 's Individual Learning Plan (ILP) Discuss areas of strength and growth from your ’s Individual Development Plan (IDP). Review initial CSTP Self-Assessment using the Continuum of Teaching Practice (3) Meet with your and the site administrator Collaborate with your to develop their professional growth plan

Supporting Self-Assessment : CSTPs

What are the California Standards for the Teaching Profession (CSTPs)?

The CSTPs consist of six teaching standards, published by the Commission on Teacher Credentialing, that support teachers as they refine and enhance their instructional practices. By providing a shared language and a comprehensive vision of the profession, the CSTPs support inductees in their efforts to improve student learning outcomes and teaching effectiveness. Throughout their induction journey, reviewing the CSTPs enables inductees to engage in self- reflection and monitor their growth in effective teaching practices. To support the mentor in facilitating this process, we have included a list of the six CSTPs and their respective elements on the next page.

Inductees take the Initial CSTP SelfAssessment during the first semester of the program. Then they will set professional goals and include them on their ILP.

Discuss the assessment results with your inductee by using the following questions to support your conversation:

• Do the results of the CSTP assessment surprise or support your understanding of your teaching practice?

• What evidence do you have that supports your developmental levels of the CSPTs?

• Reflecting on your teaching practice and the results of your assessment, where can you intentionally foster inclusive and equitable learning for your students?

• What adjustments do you want to make in your teaching, based on your current student needs? How do those adjustments align to the CSTPs?

California Standards for the Teaching Profession (CSTP) 10

California Standards for the Teaching Profession

Standard One

Standard Two

Engaging and Supporting All Students in Learning Creating and Maintaining Effective Environments for Student Learning

1.1 Using knowledge of students to engage them in learning

1.2 Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests

1.3 Connecting subject matter to meaningful, real-life contexts

1.4 Using a variety of instructional strategies, resources and technologies to meet students’ diverse learning needs

1.5 Promoting critical thinking through inquiry, problem solving, and reflection

1.6 Monitoring student learning and adjusting instruction while teaching

2.1 Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully

2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students

2.3 Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe

2.4 Creating a rigorous learning environment with high expectations and appropriate support for all students

2.5 Developing, communicating, and maintaining high standards for individual and group behavior

2.6 Employing classroom routines, procedures, norms and supports for positive behavior to ensure a climate in which all students can learn

2.7 Using instructional time to optimize learning

Standard Three

Standard Four

Understanding and Organizing Subject Matter for Student Learning Planning Instruction and Designing Learning Experiences for All Students

3.1 Demonstrating knowledge of subject matter, academic content standards, and curriculum framework

3.2 Applying knowledge of student development and proficiencies to ensure student understanding of subject matter

3.3 Organizing curriculum to facilitate student understanding of subject matter

3.4 Utilizing instructional strategies that are appropriate to the subject matter

3.5 Using and adapting resources, technologies, and standards-aligned instructional materials, including adopted materials, to make subject matter accessible to all students

3.6 Addressing the needs of English learners and students with special needs to provide equitable access to the content

Standard Five

Assessing Students for Learning

5.1 Applying knowledge of the purposes, characteristics, and uses of different types of assessments

5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction

5.3 Reviewing data, both individually and with colleagues, to monitor student learning

5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify instruction

5.5 Involving all students in self-assessment, goal setting, and monitoring progress

5.6 Using available technologies to assist in assessment, analysis, and communication of student learning

5.7 Using assessment information to share timely and comprehensible feedback with students and their families

4.1 Using knowledge of students’ academic readiness, language proficiency, cultural background, and individual development to plan instruction

4.2 Establishing and articulating goals for student learning

4.3 Developing and sequencing long-term and short-term instructional plans to support student learning

4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all students

4.5 Adapting instructional plans and curricular materials to meet the assessed learning needs of all students

Standard Six

Developing as a Professional Educator

6.1 Reflecting on teaching practice support of student learning

6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and development

6.3 Collaborating with colleagues and the broader professional community to support teacher and student learning

6.4 Working with families to support student learning

6.5 Engaging local communities in support of the instructional program

6.6 Managing professional responsibilities to maintain motivation and commitment to all students

6.7 Demonstrating professional responsibility, integrity, and ethical conduct

Overview of the CSTP CTP SelfAssessment Process by Dr. Cynthia Gautreau (10)

Developing the Professional Growth Goal

• Collaborate with your inductee to develop their professional growth goal. Start by asking questions that help them reflect on their strengths and areas for growth, using their IDP and initial CSTP Self-Assessment results. Consider key initiatives that were shared by their site administrator/supervisor. Once your inductee has determined a focus, they can begin drafting their overarching growth goals for the semester.

• Supporting the Professional Growth Goal Conversation

• Based on your current student needs, what adjustments do you want to make in your teaching?

• What successes or strengths do you think you already possess?

• What challenges do you want to address?

• How do you differentiate instructional methods within your lessons to meet varied student needs and learning styles?

• How does knowledge of your students’ culture and interests inform your design and development of lessons/activities?

• As you design your lessons, what multiple means of engagement, representation, and student voice do you incorporate

Teacher Inquiry Framework

• Inductees will engage in a number of inquiries over the course of the program. These inquiries are designed to facilitate reflection and refinement of their teaching practice. Each inquiry is structured around a 4-5 week framework, providing time for exploration, planning teaching analysis and reflection. The inquiry Framework consists of the following phases: (4)

Teacher Inquiry Framework

Focus & Plan

In the Focus and Plan phases, the inductee is provided opportunity to explore the curated resources offered in the courses to extend their knowledge so they can create a driving question, narrowing the focus of their inquiry. Once completed the inductee develops a plan for implementing their inquiry with the support of their mentor teacher.

Teach & Analyze

During the Teach & Analyze phase, inductees put their plan from the first phase in action. Making note how students respond to instruction and collecting student discourse, work, and socialization data. After the lesson, the inductee and mentor interpret and translate student response to teaching to determine who met the objectives and who had challenges. What are the nature of the challenges?

Reflect

In the reflect phases, s analyze and share the impact of their change in practice with their mentor. Co-planning future learning opportunities for their students with an emphasis on addressing the challenges with teaching and learning solutions.

Teacher Inquiry Framework

• Documenting in the inductee’s Inquiry

• After inductees complete their inquiry and update the Individual Learning Plan, the mentor will report the inquiry on the mentor process log.

• By reporting the inquiry, the mentor is acknowledging that the inductee has :

• Completed an inquiry aligned to the 4-5 week framework.

• Provided evidence growth and reflection in the focus areas, considered the impact on students, and determined their next steps.

• Assessed progress towards meeting the professional growth goal.

Selecting an Inquiry

• Support your inductee in identifying an inquiry focus that ensures the inductee’s inquiry is meaningful, relevant, and aligned with their professional growth goal. Here are some guiding questions…

• What are your initial thoughts on selecting your inquiry focus

• Do you have a new practice or resource you want to implement?

• What are some areas of your teaching practice that you feel are strong?

• What re some areas of your teaching practice that you feel could be improved?

• What areas do you think students could benefit from a change in your teaching practice or routines? Where they successful?

• What questions or concerns have arisen during your teaching practice that you would like to explore further?

• How might you connect your inquiry to any challenges you are facing? In what ways might your inquiry focus align with school or district priorities/initiatives

• What practical considerations to keep in mind while implementing your inquiry?

Guiding Questions to Support Inquiry

Focus & Plan

• During the Focus & Plan phase of the inquiry, your will be exploring resources to support a change in their practice. Your inductee documents their inquiry progress on their ILP.

• Once your inductee has selected an inquiry or CSTP focus, encourage them to view the videos and list of curated resources found in their coursework to further their understanding and knowledge of their selected inquiry topics.

• Next, guide them in determining the developmental level of their selected CSTP and element by using the Continuum of Teaching Practice (3). Locate the page for the CSTP element and use the explanations of each developmental level to support their selfassessment. They can look back at their initial CSTP Self-Assessment results to decide if any adjustments need to be made. Over the course of their induction journey, inductees’ reflections on the CSTPs will empower them to make thoughtful, informed decisions about instructional strategies and ways to support student learning and development.

Discussing the ’s Developmental Level of the CSTP Element

• Which level aligns closest to your current teaching practice?

• Do you have examples from your teaching practice and/or student outcomes as evidence of your selected developmental level?

• What teaching practices would move your development to the next levels

Focus & Plan

Continuing the Focus and Plan phase, s plan their inquiry and apply a change in their teaching practice. Their first step is to construct a driving question that guides the focus of their inquiry.

Developing a Driving Question

• Collaborate with your , using the Reflective Questions Aligned to Each CSTP and Element to develop a driving question.

Planning a Change in Practice

Where am I now?

In regards to the ’s chosen CSTP and selected inquiry focus, where are they now in terms of their current reality?

• What are the greatest challenges you are experiencing?

• What is working with your selected focus area?

• How will spending time on your selected focus enhance your effectiveness?

• What do you need most right now: resources, strategies, or something else?

• How have you identified your students who are struggling in this area?

• How do you currently use assessment data to inform and adjust your instruction?

Where am I going?

In regards to the ’s chosen CSTP and selected inquiry focus, what would they like their reality to be?

• How does your vision reflect success for all student groups?

• What changes are you hoping to see?

• How will this inquiry focus directly impact student learning?

• How will you address the needs of English learners, students with special needs, and your historically underserved students to provide equitable access to the content?

• How do you expect this change in practice to improve your teaching?

Focus & Plan

Planning a Change in Practice

How do I close the gap?

How will the inductee close the gap between their current reality and ideal teaching practice?

• What specific actions will you take?

• Which strategy or resources will you implement to make a positive change?

• What assessments will you use to determine student success?

• How will you know if the change in teaching practice is effective?

• What evidence will you collect to measure student outcomes?

How am I fostering inclusive practices?

How does your inductee’s instructional practices show they value diversity and individual learning differences?

• What actions will you take to promote success for your historically underserved students?

• What will you do to overcome biases that may be present in the teaching materials, student ideas, etc.?

• How do you build trust with students and foster relationships so that all students can thrive socially and academically?

• How will you engage and challenge your diverse student populations?

Planning For Evidence Collection (19)

• Discuss with your inductee what evidence they will collect to measure the impact on student learning outcomes and/or improvement of their teaching practice.

Teach & Analyze

1) Eliciting Students Ideas

How will you have students share their ideas?

• What are students’ partial understandings of the target ideas?

• Do students have alternative conceptions about the target ideas?

• Are students using their everyday language that can be leveraged to help them understand the ideas during instruction?

• Can students use their everyday experiences related to the core ideas that can be leveraged in later instructions?

3) Pressing for evidence-based explanations

• Can students in using evidence to account for different aspects of their explanation, claim, or conclusion

• How will you hold students accountable for multiple sources of information to construction final explanations, claims, or conclusions?

• Are all students engaged in authentic disciplinary discourse around constructing defending explanations?

2) Supporting Changes in Thinking

Students ask themselves “why are we doing this? What gaps does this help me fill?

What are students doing?

• Proof of concept demo

• Working with primary sources, literature, or working with second hand data (information collected by others)

• Design their own study

• Engaging practices that simulate real world work

• Stations

• Group work

4) Analyze

• Collaborate with the inductee to refine the teaching process

• Use rubrics, assignment feedback, concept maps, one-to-one conferences to interpret and respond to student learning challenges.

• Determine if challenges are social, conceptual, procedural or metacognitive.

During the Reflection phase, inductees will submit evidence of a change in their teaching practice. Use the questions below to guide their reflection on the overall impact of their inquiry. The answers to these questions should be located on both their POP cycle and ILP documents.

• Based ono the submitted evidence, in what area(s) did you feel your students were most successful?

• Based on the submitted evidence, what area(s0 would you consider as opportunities for growth?

• Based on your student outcomes, how will you plan future instruction to meet your students’ learning needs?

• What did you learn about your students during this cycle?

• What did you learn about yourself during this cycle?

• How might you take this implementation to the next level?

• How did your inquiry directly impact student learning and/or achievement?

• What impact do you believe your change in practice had on your historically underserved students? How do you know?

• Do you wish to review your professional growth goal for any updates or change?

• What are your next steps?

Observations

Inductees engage in observations throughout the induction program. Inductees must be facilitating instruction during at least one observation during each semester. For the other observation they can select from the choices below:

Types of Observations

Type of Observation

Inductees facilitating instruction

Description Evidence (may include, but not limited to)

Mentor observing classroom teaching inperson, online, or via video

Observation of Expert Teacher (with or without mentor) observes another teacher in-person, online or via video.

Co-Teach co-teaches with mentor or another teacher

• Mentor notes

• Video/screenshot of observation

video/feedback

• POP cycle Form

• Lesson Plans

• Student Work with feedback

Reflecting as a Mentor

• How well did I listen to what my inductee was saying?

• How well did I paraphrase and capture what they needed?

• Was I mindful in not telling my inductee what to do?

• Did my questions cause a shift in my inductee ’s thinking?

• Did my questions promote reflection and growth?

• Accompanying to observe a colleague/expert teacher.

• Analyzing student outcomes

• Connecting to a large professional learning community.

• Connecting inductee with available resources.

• Supporting the development of ILP and the teacher inquiry process.

• Discussing Professional Learning outcomes with their inductee.

• Facilitating guided reflection on teaching practice.

• Facilitating planning and reflective observation conversations.

• Modeling instruction for candidate.

• Observing candidate facilitating instruction.

• Planning instruction and management.

• Providing feedback on effective teaching practice.

• Providing just-in-time support for daily needs.

An effective mentor supports their inductee by…

References

1) Building Relationships Resources

https://www.edutopia.org/article/prom oting-teacher-retention-throughmentoring/

2) Needs Assessment Resource

https://induction.ctijourney.org/reflecti ve-coach-resources/intent-needsassessment/

3) Continuum of Teaching Practice

https://www.ctc.ca.gov/docs/defaultsource/educator-prep/ca-ti/finalcontinuum-of-teaching-practice.pdf

4) Inquiry Framework

5) CSTPs: Reflective Questions Aligned to Each CSTP and Element

6) Pre-Observation, Observation, PostObservation

7) Individual Learning Plan (ILP)

8) CSUF Induction Program Information and Resources (Mentor Resources)

9) Mentor Agreement Form

https://www.youtube.com/watch?v=PR 7VDrEL5Vw&t=5s

https://acrobat.adobe.com/link/track?ur i=urn%3Aaaid%3Ascds%3AUS%3Acf7f 2421-e141-40a9-8de5-780e61829a35

https://sites.google.com/fullerton.edu/p opcycleinstructions/home

https://ed.fullerton.edu/induction/indiv idual_learning_plan/index.html

https://ed.fullerton.edu/induction/ment or_resources/index.html

https://ueestatic.fullerton.edu/static/cp/ tip/pdf/tip-mentor-agreement.pdf

References

10) CSTP CTP Self-Assessment Process by Dr. Cynthia Gautreau

https://drive.google.com/file/d/14ITwsP j0TyLxZwHSYTPmvGmvLiAHb8Tz/vi ew?usp=drive_link

11) CSTP CTP Self-Assessment Instructions

12) Mentor Process Log

https://sites.google.com/fullerton.edu/c stp-self-assessment-instructi/home

https://drive.google.com/file/d/1S0Vm OHprFhp3JMSaQ3orS7wl4YTaCxA/view?us p=sharing

13) Mentor Conversations

https://sites.google.com/fullerton.edu/ mentor-conversations/home

14) Mentor Practices

https://ed.fullerton.edu/induction/ment or_resources/index.html

15) Frameworks for Feedback Center for Education Policy Research Harvard University

16) New Mentor Teacher Reflection Survey Semester 1

17) Mentor Teacher Reflection Survey Semester 2

https://visiblybetter.cepr.harvard.edu/r esource-type/frameworks-feedback

https://forms.gle/HrbsoKBxHoWcroFu 5

18) Individual Development Plan

https://forms.gle/TDZrXbwGDwJYgxP z9

https://docs.google.com/document/d/12 9WggAJf43gecHjGDolERp5X0N5QEH d7/edit?usp=sharing&ouid=1146699428 49147694573&rtpof=true&sd=true

Glossary

California Standard for the Teaching Profession (CSTP)

Commission on Teacher Credentialing

Continuum of Teaching Practice (CTP)

A framework of teaching standards developed by the Commission on Teacher Credentialing (CTC)

The California governing body responsible for accreditation of the EIP TIP program and issuance of California teacher and administrative credentials https://www.ctc.ca.gov/

A companion document to the CSTPs, the Continuum contains descriptions of the elements within each CSTP and provides a rubric for the six developmental levels of teaching practice.

Curated Navigate

Early Completion Option (ECO)

Faculty Coordinator

Inquiry topics

There are a number of curated resources selected to support a change in a inductee’s teaching practice.

One-year induction program for experienced and exceptional teacher inductee (win the last two years). Faculty Coordinator and Site Administrator approval needed for this option.

EIP TIP supporting mentors and inductees enrolled in the induction program.

Topics aligned to the CSTPs are designed to improve teaching practice and develop a habit of mind for continuous improvement. Each inquiry is designed around a 4-5 week framework.

Individual Learning Plan

Induction

Documentation of the inductee’s induction journey, in collaboration with the mentor.

Teachers holding a preliminary credential engage in a two-year, job-embedded, individualized mentoring support program during the first year(s) of teaching, resulting in eligibility for a California Clear Credential recommendation.

Just-in-Time Support

Mentoring support that addresses the immediate needs of the inductee that may not be directly addressed in the inquiry cycles.

Glossary

Mentor

A mentor with 3+ years of teaching experience and a California Professional Clear Credential supporting a inductee’s induction journey

Orientation

Overview of the induction program, including roles and responsibilities of the inductee and the mentor, ILP and POP cycle

Site Administrator Site leader and evaluator of inductee who supports the inductee’s development of their professional growth goals(s)

Traditional Inductee EIP TIP candidate who begins the two year program in September of the academic year.

Contact Us

• If you have any question, please contact the EIP TIP Staff and/or Faculty Coordinator

• Dr. Antoinette Linton (Faculty Coordinator)

• alinton@fullerton.edu

• Denelle Pankratz (Program Manager, PD Programs)

• dpankratz@fullerton.edu

• Courtney Marsac (Program Lead, Educator Program)

• cmarsac@fullerton.edu

If you have any credential questions please contact Credential analyst Sara Kirkpatrick skirkpatrick@Fullerton.edu

If you have any questions about the process of credentialling visit our Credential Preparation Center https://ed.fullerton.edu/cpc/