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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

Building Relationships in Induction

                                                                                                                                                   Page 64 - 65 of the Blue Program Resource Guide


The Role of the Site Administrator


Research studies demonstrate that Site Administrators have a huge impact on the success of beginning teachers.  The EBIC program helps inform Site Administrators on the importance of their role in supporting Induction Candidates success.  EBIC Teacher Induction program standards state that Site Administrators:


  • Receive information through "Orientation to Induction for site Administrators"
  • Conduct site orientations
  • Introduce new teachers to staff
  • Allow for new teachers to spend time with their Support Providers/Mentors
  • Respect confidentiality between the Support Provider and new teacher (Induction Candidate)
  • Establish a school culture that supports new teacher success
  • Establish a school culture based on standards and success for all students
  • Participate in a Triad Support Meeting at least three times each year.

Triad Support Meeting:

On three separate occasions during each Induction year, the Candidate, Support Provider, Site Administrator and a program staff will meet.  These events are designed to:

  • Provide the Candidate with support through the development and progress of his or her professional growth plan as documented in the Individual Learning Plan (Refer to Program Standard 3)
  • Establish a strong mentoring relationship among the Candidate, Site Administrator and Support Provider
  Candidate Support Provider Principal
T1                                                                        August - October                                                                                               
      Develop the ILP         Guide Self-assessment                  Triad Meeting #1   
  Gather Data:  CSDC "Initial Observation"  

Learning Focused

Conversation (LFC)

Goal Setting  

                                                   November - January                                                                                     

           Revisit ILP Reflective conversations                                             Triad Meeting #2                   
  Gather Data:  Teaching Practice "Fall Observation"  
T3                                                     February - May                                                                                             
          Identify focus area                  Reflective Conversations                                     Triad Meeting #3               
  Conduct an Investigation Observation & LFC  


These Meetings are scheduled individually at times convenient to the team.  Schools with more than one Candidate may schedule a group session.  Each session is approximately sixty minutes or less in length.


Notes to remember:

  • This must be a non-HR meeting & is not a hire or fire meeting.
  • Information gained from these meetings may not be considered for evaluation.
  • Candidates may include notes and reflections from these meetings in their ILP.

Licensure vs. Employment:  Teacher Induction


Documentation submitted to the EBIC program for evidence of completion of the California Professional Teaching Credential is confidential and may not be used for employment evaluation purposes.  Completion of the EBIC program and a recommendation ofr the professional Clear Credential does not imply or ensure continued employment.  licensure requirements and employment criteria may differ; however, full licensure is a primary consideration in any district's employment decisions.


As the Candidate works with her/his Site Administrator establishing annual goals and demonstrating professional growth required of all teachers, (s)he may choose to share activities, documents, and other evidence collected in Induction to document successfully meeting employment evaluation goals.  Again, it is the teacher's decision and the teacher's choice.  Additionally, District or Site Administrator performance evaluations will not be considered in lieu of programmatic conditions for meeting the requirements of the California Commission on Teacher Credentialing (CCTC) approved professional Clear Credential.