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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

T3 - INV 1: Individual Induction Plan for Investigation of Professional Practice

T3 - INV 1: Individual Induction Plan for Investigation of Professional Practice

                                                                                                                                                                                                                   Page 51 of the Blue Program Resource Guide


Name of Candidate                               Support Provider                                  
District/School   Grade/Subject  


Step One:  Determine the Focus

1. Based on the Mid-year Self-assessment, data collected about your teaching, student profiles, observation notes, what are

    1 - 2 areas of growth you would like to investigate further?

2.  Which CSTPs will be addressed by this investigation?  (No more than two).
Step Two:  Crafting the Focus Question and Measurable Outcomes
3.  Focus Question
4.  Measurable Outcome (State in one simple sentence)


Step Three:  Research - Identify at least three different types of research that provided new knowledge or skill.
Title of Research Description Information Notes
*Accommodation or Modifcation Seminar March MO-YR by G. Mason at ACOE Specific strategies to differentiate lesson
How to Differentiate Instruction in Mixed-ability Classrooms Book

Carol Ann Tomlinson

Pearson Education, 2005

Detailed information on what DI is and isn't; how to group students effectively and the role of the teacher
Anne Magario Observation & Consultation

February MO-YR

NMHS on how to teach with ELD

Proficiency levels in mind

Specific strategies to address Beg, Int, Ear-Int, Int, Adv. Levels.


Step Four:  Application of Research to Teaching Practice

Describe what was actually implemented in the classroom                    Impact on Students                                                  Impact on Teaching