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

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Week Prior To School

Week prior to school -

  • Contact Credential Candidates as soon as possible.  It is best to contact the new teacher, even meet them prior to new teacher orientation or the opening of school.
  • Share school plan layout, discipline policies, location & availability of resources/materials, etc.
  • Check for readiness of texts, kits, equipment, etc.
  • Share a Welcome To ...Basket (Dollar Store items, Coffee Cup, etc)
  • Identify the problems, concerns, and challenges that are the biggest issues for them at this point.Explain the induction and mentoring program.  Include what they can expect from you and their responsibilities as well.  Ask the new teacher about their expectations and dreams/hopes for their first year.
  • Debrief and fill in all gaps in curriculum overview not covered by district or school meetings.
  • Locate and provide access to, either in hard copy or on-line, district standards, pacing guides and other curriculum documents.
  • Set-up a card file, three-ring binder, or online communication system through which you can provide the novice teachers organizational tips throughout the year.
  • expain attendance procedures, voice mail, e-mail, etc.
  • Coordinate with department chair, grade level, or team leader to ensure that the Credential Candidates have what everyone else has.
  • Discuss/share examples of hall passes, fire drill procedures, referal sheet, etc.
  • Provide new teachers with important dates, where to go for school, district calendars.
  • Discuss room arrangement.
  • Provide Credential Candidates with map of school with names of staff in their perspective work area/classroom.
  • Do overview of the standardized testing program as it relates to and is aligned with curriculum and instruction.


PHASE - Disillusionment

CONCERNS - Task Management

  • Advise the Credential Candidate that the holidays can be either joyful or stressful for students and that either emotion can negatively impact their focus on school and learning.
  • Instruct the Credential Candidate to be sensitive to the religious and ethnic diversity of the students so that they will not make references to only the celebrations in which they participate.
  • Let Credential Candidates know not to penalize students for decisions made by adult family members about school attendance by giving high stakes assessments the day before the school holidays.
  • Go over policies for holiday decorations, celebrations, and gifts.
  • Preview semester exam policies and procedures.


PHASES = Rejuvenation


  • Mutual sharing of professional growth goals and strategies
  • Joint planning for upcoming units
  • Clarify schedules, recordkeeping, reporting, etc.
  • Encourage collaborative opportunities with other colleagues
  • Attend a professional development offering
  • Portfolio Interim Support Team Meeting
  • Assist new teacher in setting up intervention plans including proactive support systems
  • work with the new teaecher to increase their display of student work in the classroom


The job seems much easier, more doable after one or two weeks away.  Time away allows for Credential Candidate to reflect on the first half of the year.  He/She can see all that has been accomplished and learned.  The body becomes re-energized and new outlooks with a glimmer of perspective and an emerging sense that this is a learnable profession, one with time and attention, can be mastered.

Many Credential Candidates return from break with a better understanding of the realities of their classroom, system in which they work, and ways to access available resources. They gain confience in routines and relationships increase as the Credential Candidate automatizes patterns for ehavior, time and instructional management.  This phase tends to last long into spring with a few bumps and surprises along the way.

Celebrate, share and mark goals achieved and milestones passed.  Be proactive in helping your Credential Candidate begin to organize for the end of the school year.


PHASES - Anticipation


  • Celebrate the accomplishments of the Credential Candidates, the Support Provider and the students.
  • Think aloud regarding ompletion of recordkeeping and other end-of-year activities.
  • Revisit /reflect with the Credential Candidate his/her goals that were set for this past year and celebrate those accomplishments.
  • Discuss the pacing of the instructional year and help the Credential Candidate consider what they will do next year to be better able to have students access all the essential understandings and build the appropriate levels of understanding.
  • Assist the Credential Candidate in designing a system for packing up their own instructional materials for the summer.  Be sure that they pull out any materials they will need to use during summer professional development work. 
  • Advise the Credential Candidate about waht to leave at school and what to take home with them.
  • Go over book count and storage procedures.
  • explain procedures for collecting any necessary fees or fines.
  • Provide guidance for completing the technology inventory.
  • Advise Credential Candidates to send thank you notes to parents and community members who have assisted in any way during the school year.

Mentoring Calendar

The Mentoring Calendar offers Support Providers a look at the Beginning Teacher's developmental phases and concerns throughout the year and offers suggestions of different ways  in which to help mentor the beginning teacher during those different phases.

Below, are suggestions month by month according to Phases and Concerns for the Beginning Teacher.  These Phases and Concerns are from research with beginning teachers (Moir, 1999) and Frances Fuller's stages of concern.  In her research with beginning teachers, Fuller (1969 defined the phases of concern as Self, Task, and Impact.


First Few Weeks of School In September

  • Stop by classroom daily to say hello and check in.
  • Put personal notes in their mailboxes.
  • accompany new teachers to meetings and sit with them in the meetings.
  • Schedule conference times for: clarifications/questions/problem solving around grouping issues, materials, and classroom management.
  • Think aloud regarding pre-assessment and uses of data.
  • Establish a basic contact schedule for first month.Explain the teacher performance evaluation system by going over the process and the criteria.
  • Help new teachers prepare for the first observation cycle by doing some form of peer observation together and discussing the teaching and learning using the district's teacher performance criteria for possible peer observation formats.
  • Assist with the start of the E-portfolio, the B Module's and for year two candidates the A, C or E Module's.  Help familurize them with the forms in the E-portfolio.
  • Remind the new teachers to refrain from discussing private issues with students, parents, or colleagues in the lounge and other public places.
  • Be a role model by always speaking professionally about administrative staff, support staff,a nd other teachers.  Refrain from Gossip!
  • Use district lesson plan formats or the lesson and discuss points for the planning process.
  • Ask how paper-flow management systems are working.
  • Share strategies for organizing all the paper work to and from the school and district offices.
  • Assist in organizing the classroom as needed.
  • Provide guidance, and if available, exemplars of substitute folders or kits.
  • Discuss community building activities that work well with student sof this age in this school.
  • Go over policies & procedures.
  • Clarify discussion and decision points at faculty, team, and gradelevel meetings.
  • Review procedures for Fire Drills, Disaster Drills and school crisis plans.
  • Check on non-instructional duties assigned to new teachers and discourage them from volunteering for additional duties for at least the first semester.
  • Verify that the new teachers' voice mail and email systems are functioning smoothly.
  • Explain how special education referral and pre-referral process works.
  • Arrange for the new teacher to sit in on a child study process as an observer.
  • Discuss Back-To-School Night agenda and presentation ideas.
  • Model prepaing an IEP.
  • Think aloud and model preparing paperwork for an IEP meeting.
  • Model an IEP meeting.
  • Co-facilitate an IEP meeting.


Phase - Survival

Concerns - Self

  • Do a check on balance of work and life.  Reality sets in during October and the long hours of preparation and grading begin to take their toll.
  • Bring a lunch to share and talk not only about school but the fall weather, movies and good books to read.
  • Find inspirational quotes about teaching, students and school to place in credential candidates mail box.
  • Joint planning for time management and new instructional units
  • Now that the Credential Candidate knows their students and their learning needs, revisit the pacing guide and corresponding lesson plans.
  • Introduce the Credential Candidate to the cumulative records and the student achievement data on their students.  Discuss with them how the sutdent achievement data matches the classroom assessment data and how they can use both data sets to plan instruction.
  • Review grade book and record keeping systems.  Examine the efficiency and effectiveness of current review and grading of student work and the way the information provided on returned papers is used by students and teachers.
  • Discuss time management both at school and during the after-school hours.
  • Ask the Credential Candidate to share with you stories about evidence of student learning that has been rewarding.
  • Make sure the Credential Candidate is comfortable contacting district specialists for assistance.  As approprate, have the Credential Candidate sit in on a meeting with you with instructional specialists or district specialists.
  • Have the Credential Candidate describe how students are becoming more comfortable with each other and with learning in the classroom.
  • Discuss concerns about students who are struggling and identify interventions and/or resources that might work.
  • Go over learning profiles of students identifed as special education students and assist the Credential Candidate in scaffolding instruction for those students.

School and School Systems

  • Discuss with the Credential Candidate the impact of holidays and other special events on student learning.
  • Go over end of the grading period procedures and emphasize the imprtance of completing forms correctly and submitting them in a timely manner.  Perhaps explain systems that have worked for you and others.
  • Go over field trip procedures.

Parent Communication

  • Explain the procedures for parent conferences.
  • Provide appropriate assistance with parent conferences, giving suggestions with scheduling and communication with parents.
  • Help the Credential Candidate see the classroom through the eyes of the parents, what should the classroom look like on conference day, such as student work.
  • Suggest ways to the Credential Candidate ways to stay on schedule during conferences.

Special Education

  • Review with the Credential Candidate the first few IEPs prepared by the him/her and provide feedback on accuracy and completeness of the document.
  • Hold a planning conference for an IEP meeting.  Observe the IEP meeting and provide feedback about how actual outcomes matched desired outcomes.  Discuss implications for next IEP meetings.
  • Facilitate the observation by the Credential Candidate of students on their case load in the general education setting.




PHASES = Rejuvenation


  • Review the learning profiles of students and identify those who might need to be referred for special services.
  • Ensure that the new teacher remind parents of the upcoming standardized testing.
  • Explore team teaching opportunities
  • Think aloud regarding student performance data and its use
  • collaborate on an action research project
  • jointly structure student data collection
  • Clarify/share information regarding final evaluations, schedules (spring break, student testing, etc.)



IMPACT - Rejuvenation moving to Reflection


  • Given that the Credential Candidate is now most likely in the reflection and rejuvenation stage of development, reminisce about the first days of school and how far you have come in working together.
  • Mutually share progress on professional growth plans.
  • Discuss end-of-year schedules, final evaluations, student testing, field trips, etc.
  • In situations where Credential Candidates receive satisfactory evaluations but face the possiblity of a reduction in force, help them prepare updated resumes and put together a professional portfolio if they did not already prepare one during the school year.
  • Should any Credential Candidate not be rehired for the following year, respond professionally and privately.  Do not discuss such matters with other staff memebers.  Offer support to anyone being dismissed so that they can maintain their dignaity and finish the school year providing as strong an instructional program as they possibly can.
  • Spring fever is an issue for both students and staff.  Discuss with the Credential Candidate how to recognize and celebrate the bursts of energy students display and how to channel it into active, meaningful learning experiences.
  • Assist the Credential Candidate with any questions about third quarter report cards.  Discuss ways they can ensure that the information on the report cards is not a surprise to students or parents but rather a formal confirmation of information previously shared.
  • Discuss strategies for dealing with parents who are upset about events at or communication from the school.
  • Review cumulative folders and confidential folders with the Special Ed Credential Candidate.






PHASE - Anticipation

moving toward Survival


  • Informal check-in and mutual sharing.
  • Schedule conference times for: clarifications/questions/problem solving, materials, and classroom management.
  • Think aloud regarding pre-assessment and uses of data.
  • Establish a basic contact schedule for first month.
  • Provide Credential Candidate with a calendar of extracurricular events in which their students might be participating.  Encourage them to attend a few to get to know their students outside the classroom.
  • Brainstorm strategies for learning all students' names by the end of the first week or two of school.
  • Ask how paper-flow management systems are working.
  • Begin work on Professional Portfolios.
  • Leave notes of encouragement in mail box.
  • Share procedures and tips for Open House.
  • Review non-instructional duties (plan to accompany the first time).
  • Provide information/clarification regarding the local teacher evaluation policy, student progress reports and grading.
  • Accompany Credential Candidate to meetings and sit with them in the meetings.
  • Be a role model by always speaking professionally about administrative staff, support staff, and other teachers.  Refrain from gossip!
Fall Birch.jpg


PHASES - Disillusionment

CONCERNS - Task Management

  • Monitor Credential Candidate for fatigue and disillusionment.
  • Warn the Credential Candidate that the weeks between Thanksgiving and the winter break are busy both professionally and personally.  It is a time for exhaustion and possibly depression because of the seemingly insurmountable tasks to be accomplished.
  • Suggest to the Credential Candidate that they walk out the door for Thanksgiving vacation with no school work in hand and that they use the break to rejuvenate and re-energize themselves with family and friends.
  • Share personal time management strategies.
  • Discuss impact of student extr-curricular activities.
  • Encourage contact and activities with colleagues.


After working seemingly nonstop for six to eight weeks, Credential Candidates often "hit-the-wall", entering a phase of disillusionment.  This phase varies in intensity and duration as Credential Candidates begin to question their commitment, capability and self-worth.  These factors, combined with fatigue, can weaken immune systems.  It is not uncommon for Credential Candidates to get sick during this time.

Back to School Night can add to the tension and stress.  The first parent conferences that demand a lot of time and cut into preparation for class add to anxiety.  The first formal evaluation by the principal may occur.  Lack of familiarity with process and, in some cases, the principal, adds to the stress load.  Credential Candidates often overprepare a "showcase" lesson that consumes most of whatever planning time was available.

Continue to assist by sharing materials and tips for managing paperwork and conserving energy.  Help focus on what has been accomplished and learned to this point.  Collaborate by jointly planning for open house/back to school night.  Assist in abandonment of unnecessary or ineffective routines and procedures.  Think aloud regarding parent conferences and first semester assessments and grading.  Assure your Credential Candidate that every educator experiences periods of disillusionment and everyone makes mistakes and feels insecurities.


PHASES = Rejuvenation


  • Make a Spring Break survival kit with magazines and novels, sunscreen, and chocolate candy.
  • Encourage new teachers to communicate to students how well they are prepared for both the content and process of the standardized testing.
  • Have the new teaqcher explain once again to students the pupose of these tests and how they are different from their usual classroom assessments.
  • Discuss how collaboration between general educators and special educators is working and help solve any problems that have surfaced.
  • Just before standardized testing events, review the policies and procedures for administering the assessments.
  • Remind new teacher to keep parents informed of changes in student work or behavior.  Suggest that they make at least as many positive parent contacts as they do negative contacts.


Lillys of the Valley.jpg

PHASES - Reflection


  • Schedule a reflecting conversation with your Credential Candidate.
  • Identify successes.
  • Since the date for the end of the school year varies, review both the May and June calendars for suggestions on mentoring around the close of the school year.
  • Be supportive of those Credential Candidates who, for whatever reason, are leavingyour school.
  • Encourage the Credential Candidate to participate in school and/or district level celebrations of the Induction program and the professional accomplishments of Credential Candidates and their Support Providers.
  • Facilitate connection-making between personal learnings and application to future decisions.
  • Assist in analyzing student performance data and exploring cause-effect relationships.
  • Do a final check for clarification on parent contacts and reports.
  • Encourage Credential Candidates to be positive about how well students are prepared for both the content and process of the testing.
  • Go over end-of-year procedures with the Credential Candidate.