Advisory Council Consortium Contacts CTC Accreditation East Bay Induction Consortium September Board Update What is Induction?
Charter/Private Induction Newark Induction ECO Induction Seminars Program Requirements Professional Development CC Resources Units Letter for Credential Candidate E-Portfolio Early Completion Option (ECO) Credential Candidate MOU Credential Information Form Ed Specialist Inspiration Welcome Credential Candidates! Year Two Credential Candidates
Mentoring Calendar Mentor Activity Logs Support Provider Units SP Resources Support Provider Page Support Providers Support Provider Application SP Calendar 2017- 2018
We Are All On The Same Team!
Blue Resource Guide Book Additional Renewal Requirements APPEALS (GRIEVANCE) POLICY Building Relationships in Induction Checking my Systems for Bias Class Profile: Knowing My Students Communication Log for Students, Parents, and Families CSTPs Early Completion Option EBIC Appeals Fall Observation Record Individualized Learning Plan (ILP) Induction Program Requirements Induction Program Standards Initial Observation Instructional Environment Investigation of Professional Practice Learning Focused Conversation MAL-Completed Mentor Activity Log 1 Blank Mentor Activity Log 2 Mentor Activity Log 2 Sample Mentor Activity Log 3 Mentor Activity Log 3 Sample Mission Statement Options to Clear * What is CTIP? Post-Observation Conversation Roles & Responsibilities of SPs Site and District Resources SP DOP Step 1 - 4: Individual Induction Plan Step Five: Plan for Lesson Series Step Six: Collecting Evidence Summative Assessment T3 - INV 1: Individual Induction Plan for Investigation of Professional Practice Teacher Induction Program Goals Triad Support Meeting Trimester 1 Activities - Submission Checklist Trimester 2 Activities - Submission Checklist Trimester 3 Activities - Submission Checklist Year At A Glance


  • Emotional
  • Physical
  • Instructional
  • Institutional


  • Time management tips
  • Instructional strategies
  • Lesson planning
  • Curriculum design
  • Student assessment strategies
  • Ideas for establishing management routines


  • Expectations regarding before and after school monitoring duties
  • Leave or attendance policies
  • Staff evaluation procedures
  • Current local initiatives
  • Resource acquistion procedures

Mentor Activity Logs

Mentor Activity Logs Are Now Done On the E-Portfolio!!

Mentor Activity Logs - Remember, you can use 60 minutes of your District Meeting each month on your Mentor Activity Log as long as you attended along with your Credential Candidate as this is considered time spent together.  Time spent should be face to face time.  Other appropriate accountability time would be observation time, debrief of observation with Credential Candidate, working on inquiry, working documents, classroom issues, etc.

Inappropriate accounting would be staff meetings, emails, prep work for observation, xeroxing paperwork for credential candidate, etc.  Attending another workshop or seminar other than the Induction Seminar, unless previously authorized would also not be appropriate/considered One-on-One time spent with your Candidate.

Again, support is face to face time for Support Provider and Credential Candidate.

You will find the Mentor Activity Log in the E-portfolio.

Once you have finished filling out the form for each Trimester, you should electronically sign & submit it to your credential candidate who will then look it over and if in agreement will also electronically sign & submit the MAL for approval.

Remember, Support Providers are required to fill out a Mentor Activity Log for each Trimester starting with September, even if you have not been matched up yet.  In the event you have not been matched up, simply create the September log with zero minutes & write in the reason.  This is a program requirement as well as evidence requirement for the Credential Candidate.

All three (3) Mentor Activity Logs must be electronically signed and submitted Trimester and by the date of your Colloquium.


Support for the new Credential Candidate occurs in four distinct categories: emotional, physical, instructional and institutional.  Sometimes the new teacher needs a shoulder to cry on, a hug in celebration of an especially exhilirating success and a whole range of emotional support in between.  Ofter, the support needed is physical - perhaps with classroom arrangement, moving desks and setting up learning centers, creating wall displays and special bulletin boards.  Help or expert advice on certain processes and guidelines for applying procedures.  Then there is the instructional support which includes content area resources and practical professional suggestions based on current research and years of experience.

Support Providers who have been through the three day Support Provider's Foundations Training, receive the Mentoring Matters, A Practical Guide to Learning-Focused Relationships book, by Laura Lipton & Bruce Wellman.

In a learning-focused relationship, mentors offer support by:

  • Offering resources-providing time, energy and materials to ease the difficult challenges New Credential Candiidates often face.
  • Creating a "safe" place - attending to the verbal and nonverbal communications and establish rapport and support thinking.
  • Responding empathetically - acknowledging feelings and perhaps a sharing of concerns, experiences and frustrations.
  • Attending fully - respectfully listening when your Credential Candidate needs to share concerns, experiences and new ideas.
  • Reviewing schedules - coordinating pockets of time that will be devoted to addressing pressing professional or personal concerns.
  • Providing information - about the practices and policies of the school and district to facilitate the protégé's induction into the professional community; and about the craft of teaching to support the development of sound educational practice.