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


                                                                                                                                                                                                                           Pages 13 - 17 of the Blue Program Resource Guide


East Bay Induction Consortium

Support Provider Description of Practice Self-Assessment and Reflection


Name ______________________________                                         # of Candidates: ___________


District (Circle One):          Newark USD                  Charter School                      Private School


Just as Credential Candidates engage in a self-assessment based on the California Standards for the Teaching Profession (CSTP) in the Individual Learning Plan (ILP) to monitor their professional growth, Support Providers use the EBIC Support Provider Description of Practice and complete this Support Provider Self-Assessment Reflection to identify strengths and areas of growth in the development of their mentoring skills and knowledge.


Reflection:  Looking at the SP description of Practice, where are majority of your marks?
  Fall 2017:  Date ________ Spring 2018:  Date ________
SP Descriptions of Practice Developing Proficient Advanced Developing Proficient Advanced

1.  Responds to the needs of the Credential Candidate


2.  Provides Instruction Support

3.  Demonstrates the Mentoring Role            
4.  Guides Completion of Induction Requirements            
5.  Conducts Professional Observations            


Fall Self-assessment

What will you do this year to improve your mentoring skills?




What can EBIC do to support you in this area:


     O  One-on-one consultation


     O  Support Provider workshops


          Topics: _______________________________________________________________________________________


     O  Professional development


          Topics: _______________________________________________________________________________________


     O  Provide opportunities for me to facilitate induction-related workshops



Other Comments:







Support Provider Description of Practice


  Developing Proficient Advanced
Responds to the Needs of a Credential Candidate Understands teaching responsibilities and Induction timeline. Assists in establishing the balance between teaching responsibilities and Induction timeline. Strengthens the connections between teaching responsibilities and Induction process.
Aware of candidate's teaching environment and professional responsibilities. Provides general support for Credential Candidate professional responsibilities as needed. Actively supports enhancing Credential Candidate's skill set in completing professional responsibilities.
Begins to establish professional and personal relationship with Credential Candidate. Establishes a relationship with Credential Candidate built on trust, caring, and honesty that promotes mutual learning. Models and guides the Candidate to build effective partnerships with colleagues, school community, and families to maximize their professional relationships.
  Developing Proficient Advanced
Provides Instructional Support Understands the Plan, Teach, Reflect and Apply cycle. Models Plan, Teach, Reflect, and Apply (PTRA) Cycle Provides feedback and evidence on Credential Candidate's use of Plan, Teach, Reflect & Apply cycle.
Guides Candidate in identifying relevant data. Engages the Candidate in examination of data to plan instruction, improve practice, and advance student learning. Oversees implementation of instructional plan which incorporates analyzed data with established learning goals.
Provides general support for Candidate's professional responsibilities as needed. Uses a variety of strategies, technologies, and resources to respond to the teacher's professional needs and to the diverse learning needs of students. Proactively collaborates with Credential Candidate to develop professionalism and to respond appropriately to the diverse learning needs of students.
Aware of California Standards for Teaching Profession (CSTP), Common Core State Standards (CCSS), Next Generation Science Standards (NGSS) and English Language Develpment (ELD) Standards. Has thorough understanding of Calofornia Standards for Teaching Profession (CSTP), Common Core State Standards, NGSS and ELD Standards. Utilizes knowledge of CSTP, CCSS, NGSS, and ELD, pedagogy, and academic language development to advance Credential Candidate's teaching practice and student achievement.
  Developing Proficient Advanced
Conducts Professional Observations

Observation data uses general language.


Observation is completed to fulfill requirements as stated on the observation documents.

Describes specifically what was seen and heard.


Provides observation data free of evaluative and biased language.


Observation data reflect evidence related to focus area and provide opportunities for reflection.


Selects the appropriate observation tool(s) as needed by the teacher's focus.

All of Proficient plus:


Describes in detail what was seen and heard and provides evidence that addresses the CSTP focus areas.


Observation data strategically address the CSTP elements identified as focus areas by the Candidate.

  Developing Proficient Advanced
Demonstrates the Mentoring Role Plans collaborative time. Establishes regular meeting times and uses collaboration time effectively. Maintains regular meeting times and uses collaboration time to facilitate long-term planning.
Understands different stances available to Support Provider to respond to Credential Candidate's specific needs. Demonstrates the appropriate mentoring stances (consulting, collaborating, coaching) as determined by the Credential Candidates' specific needs. Employs flexible mentoring stances in learning-focused conversations to purposefully generate new knowledge, skills, and information.
Understands the structure of the Learning Focused Conversation Employs the Learning Focused Conversations and uses the Planning Conversation and Reflecting  Conversation templates. Practices the Learning Focused Conversations fluently without the use of the templates.
Aware of mentor roles and responsibilities. Reflects on mentoring practice and maintains mentor responsibilities, integrity, and ethical conduct. Models and shares knowledge of mentor roles and responsibilities, integrity, and ethical conduct in a collegial and professional  manner.
Mentoring interactions are only with Support Providers. Coordinates other mentoring interactions. Facilitates a focused learning conversation with Credential Candidate to reflect on information gained from other mentoring interactions to develop teaching practice.
  Developing Proficient Advanced
Guides the Completion of Induction Activities

Possesses a working knowledge and guides the Candidate through the following: 


Demonstrates clear understanding and explains the BIG PICTURE that connects the following:


Models comprehensive knowledge and an ability to integrate the work of Induction into local context and completed professional portfolio.
  • Induction Process
  • Developing Professional growth goals in Individual Learning Plan (ILP)
  • Developing and Implementing and Individual Induction Plan (IIP) for a professional investigation of practice
  • Via electronic portfolio for Candidates and Support Providers
  • Induction Process
  • Developing professional growth goals in Individual Learning Plan (ILP)
  • Developing and implementing an Individual Induction Plan (ILP) for a professional investigation of pratice
  • Via electronic portfolio fo Candidates and Support Providers.
  • Induction Process
  • Developing professional growth goals in Individual Learning Plan (ILP)
  • Developing and implementing an Individual Induction Plan (IIP) for a professional investigation of practice
  • Via electronic portfolio for Candidates and Support Provider






Spring Self-Assessment
Looking back on your self-assessment, reflect on your growth as a mentor.  Please comment on how these specific activities impacted your growth or ability to mentor effectively & efficiently:

1.  Support Provider electronic portfolio.



2.  Support Provider - only sessions at Induction Seminars.



3.  Support Provider Foundations Training (*Only for new SPs)



4.  Communication with & guidance from District Coordinator.



5.  Other:  Please specify ...



How might EBIC sustain your growth as a mentor?



How would you like to extend your leadership and mentoring skills in EBIC?


     O  Co-facilitate sessions during district seminars


     O  Mentor other Support Providers


     O  Serve on Advisory Council


     O  Provider professional development on induction-related topics


     O  Other:



Please share additional recommendations for program evaluation.  Positive comments most welcome!