Teacher Induction Programs
Each Induction Program must be designed 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.
During SDSU’s two‐year induction program, new teachers will participate in professional literature review for action research based on their self‐identified needs. SDSU has developed a PIARA formative assessment cycle (for Plan, Instruct, Assess, Reflect, and Apply) as the basis for job‐embedded mentoring, support, and professional learning. The two-year sequence is outlines in the Program Handbook.
The Employer Agreement Form is used to in part to ensure that the teacher is in their first year of teaching.
Please see Page 5 of the Handbook which states that the program begins in the first year of teaching.
We have also uploaded the ILP form, mentor coaching guide, and course syllaby to a shared folder.
The Induction Program must identify and assign 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.
SDSU matches participating teachers to mentors before the candidate enrolls in the program. All mentors are required to be credentialed in the same subject as participating teachers’ employment/teaching assignments and must have at least three years of teaching experience in the corresponding grade level or subject area. Many of the mentors are current practitioners; some are recently retired teachers or administrators who supported teachers in their school settings; these also match the levels of the participating teachers.
This spreadsheet shows the match between candidates and their mentors.
Each Induction Program must assure that each participating teacher receives an average of not less than one hour per week of individualized support/mentoring coordinated and/or provided by the mentor.
Every week, each participating teacher will receive one hour of individualized professional development, that is aligned with the individual goals outlined in the ILP.
Evidence will include self‐assessment and data from the teaching assignment; the ILP itself, as well as an analysis and reflection of the professional development resources and what was learned from them; student data; lesson plans; video recordings of the lessons; student data from the lessons and analysis of the data; written reflections; anecdotal notes from the conversations between the participating teacher and mentor; feedback from the mentor indicated at the point of use in the videos.
As stated in the handbook on page 7, "Candidates should plan to work wth a mentor... no less than one hour per week." Candidates will track their proress and support using a log provided by the program coordinator.
Goals for each participating teacher must be developed within the context of the Individual Learning Plan (ILP) within the first 60 days of the teacher’s enrollment in the program.
The initial ILP will be developed during the program orientation. Teachers will study the CSTP and complete self‐assessments relating to the six CSTP, using evidence from their teaching and current employment.
This example of an ILP and this coaching guide exmaple show how the development of the ILP and progress on the ILP is monitored.
Please see page 11 of the handbook which states that the ILP must be developed in the first 60 days of the program. The instructor for the first semester course ensures that the timeline is met.
The ILP must be designed and implemented solely for the professional growth and development of the participating teacher and not for evaluation for employment purposes.
Mentors are hired and trained by SDSU and do not share the evaluations with school dostrict personnel. This is stated in the handbook on page 11.
Here is a copy of the signed assurance statement from the Dean.
An Induction Program sponsor must make available and must advise participants of an Early Completion option for “experienced and exceptional” candidates who meet the program’s established criteria.
The Early Completion Option and requirements are outlined in the Student Handbook.
