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

Investigation of Professional Practice

Page 48 - 50 from the Blue Program Resource Guide


Investigation of Professional Practice


An inquiry-based formative assessment system guides and informs Credential Candidates about their own professional growth.  The purpose is to improve teaching, as measured by each standard of the California Standards for the Teaching Profession.  Credential Candidates explore an area of teaching practice with a Support Provider.  The investigation of professional practice calls for collaboration with colleagues, developing and implementing an action plan, reflecting on collected evidence, then applying new learning to future practice.  The results of this process are used by the Credential Candidate and Support Providers to explore the impact of instruction on student achievement while guiding the Credential Candidate's professional development.


The plan for the investigation will be recorded in the Individual Induction Plan, IIP


Step One:  Determine the Focus

  1. With the assistance of the Support Provider, reflect on your teaching practice considering the following:
    • Current teaching assignment and students
    • Site or district initiative and/or goals
    • Teaching experiences
  2. Review the reflections on "Mid-year Self-assessment" (Before Inquiry)
  3. Have a conversation with your Support Provider about your strengths and areas of growth.  Discuss the reasons you feel these are your areas of strength or growth

Step Two:  Crafting the Focus Question and Measurable Outcomes

  1. Select one to two (1-2) CSTP standards identified as areas of growth.  Identify one specific element per CSTP standard which will be the area of focus of an investigation for six to nine weeks.
  2. Consider the element that best represents the standard and element that will have the most impact on your teaching and student achievement.
  3. Develop a focus question.

         *The reflective questions in the CSTP, located after each element (blue cardstock), may be used to identify an open-ended

           focus question that leads to an in-depth study of teaching practice.

                                  How can I ...              What changes ...

                                  How do I ...                What are some ...

                                 How might I ...            What would happen ...

                                 How will ...                  What might happen when ...


Crafting an Inquiry Question
Stem Action Learning Outcome Content Area Target Audience
How can I Differentiate test To accurate measure learning in math

for my 3rd grade students


What changes do I need to implement to ensure students are on-task during collaborative learning time in Biology

for my 9th & 10th grade students



4. Consider the focus question, and the potential changes in teaching practice, what are the anticipated, measurable outcomes?  State this in one simple sentence.


My 3rd grade Math students will score at least one point higher on the scoring rubric.
Groups will successfully submit their projects.


Step Three:  Research

  1. To gain new knowledge, skills and/or resources to assist you in meeting your professional growth goals, conduct research.
  2. Engage in at least three (3) different types of research related to your growth goals.  research activities may include the following:
    • Attending seminars, workshops or classes
    • Internet research or online classes
    • Professional reading
    • Peer observations of another professional, not your Support Provider
    • Consulting and/or collaboration with another professional, not your Support Provider
    • Interviewing other professionals, not your Support Provider nor your students.
  3. Record all pertinent details:
    • Who did you observe/interview/collaborate with/consult?  when?  and why?
    • What did you read or view?  Cite the URL if online or publishing details.
    • What seminar, workshops or classes did you attend?  When?  Topic?  Who presented?

Step Four:  Application of Research to Teaching Practice

  1. Together with Your Support Provider discuss the new knowledge, skills, tools, information gained from the research.  Discuss how you might apply these to your investigation.  This is your application plan.
  2. Describe what you actually tried in your classroom with your students?  how exactly will you put into practice what you learned in your research?

Step Five:  Developing a Plan for Lesson Series

Develop a unit plan to describe how you'll apply the new learning's within the context of a series of lessons.  This unit plan is guided by these questions:

  • What do I want my students to know and be able to do?
  • How will I know what they know?
  • How will I respond if they don't know?
  • What will I do if they already know it?

Step Six:  Collecting Evidence

  1. Entry-Level Assessment:  based on the unit plan, administer the entry-level assessment to collect baseline data on your students' skills or knowledge prior to the application of your plan (new strategies, tools, resources).  Analyze the results and reflect on its implications to your unit plan. Adjust accordingly.
  2. Focus Student Selection:  Select three (3) focus students representing the range of learners in your instruction environment, and identify an alternate for each focus student.  The students will include: an English (or second-language) learner, student with special needs, and a student who completes the range of abilities in the classroom.  Document how instruction is differentiated for these focus students.
  3. Lesson Plan for Observation:  to fully explore the area of focus, plan to teach the series of lessons as described in the unit plan.  Decide which lesson will be observed by the Support Provider.  Write a detailed lesson plan for the session that will be observe.
  4. Observation Record
    • Pre-conference:  Review the ILP, the Lesson Plan, the information on each focus student, and any pertinent assessment data.  With your Support Provider, review the data that will be collected including the student work that will be analyzed after the observation.  Review the activities and instructional strategies of the lesson.  Identify possible evidence for the focus CSTPs.
    • Observation:  Support Provider records factual information that relates to the following:
      • Focus Question
      • Selected CSTP
      • Common Core State Standards
      • Differentiated instruction for the focus students
  5. Post-observation Conversation/Analysis of Student Work:  Support Providers and Credential Candidates review evidence including the Observation Record, and student work from the observed lesson.  Reflect on how the implemented changes impacted instruction and student achievement. 

Step Seven:  Summative Assessment

  1. At the conclusion of the lesson series, all students complete the summative assessment.  With the Support Provider, analyze the work of the focus students and the whole class in order to determine student performance levels.
  2. Sort the student responses into levels of performance.
  3. Analyze the data and reflect upon the following:
  • learning goals and outcomes
  • focus student progress
  • appropriate intervention or enrichment

Step Eight:  Reflection and Application

  1. After completion of Investigation of Professional Practice, return to the Individualized Learning Plan (ILP)
  2. Complete the Final Self-assessment on the CSTP/CTP Self-assessment Summary
  3. Engage in conversation based on the "Summary of Teaching & Learning"
    • List specific evidence that impacted:
      • Instruction/classroom practices
      • Student achievement
    • Share your learning about:
      • Student development
      • Instructional practice
      • Academic Content
      • Yourself as a teacher
  4. Describe how new learning will be applied to future practice.