Every induction program in the State of California has written to State BTSA/Induction Program Standards and has been approved to provide teacher support towards a California Professional Clear Teaching Credential. In Spring, 2007, the SC/SVNTP successfully met all 20 Induction Standards and 86 elements during their four day Program Review with California Commission on Teaching Credentialing and California Department of Education officials. The site administrator partnership is included in Program Standards 1 and 2, which address the role of the site administrator and others in support of Participating Teachers.
Induction Program Standards
Category A: Program Design
Program Standard 1: Program Rationale and Design
The induction program incorporates a purposeful, logically sequenced structure of extended preparation and professional development that prepares Participating Teachers to meet the academic learning needs of all P-12 students and retain high quality teachers. The design is responsive to individual teacher’s needs, and is consistent with Education Code. It is relevant to the contemporary conditions of teaching and learning and provides for coordination of the administrative components of the program such as admission, advisement, participant support and assessment, support provider preparation, and program evaluation.
The program design provides systematic opportunities for the application and demon¬stration of the pedagogical knowledge and skills acquired in the preliminary credential program. The program design includes intensive individualized support and assistance to each participant, collaborative experiences with colleagues and resource personnel, and an inquiry-based formative assessment system that is built upon the California Standards for the Teaching Profession. The induction program collaborates with P-12 organizations to integrate induction program activities with district and partner organizations’ professional development efforts.
Program Standard 2: Communication and Collaboration
The induction program articulates with preliminary teacher preparation programs and P-12 organizations in order to facilitate the transition from teacher preparation to induction and build upon and provide opportunities for demonstration and application of the pedagogical knowledge and skills acquired in the preliminary credential program.
The induction program collaborates regularly with partner school district personnel. These may include: human resource professionals for identification, eligibility, requirements for participation, and completion; educational services personnel regarding curricular and instructional priorities; and site administrators for site support of the candidate and the program.
Collaboration between the induction program and administrators establishes a professional, educational community, ensuring structures that support the activities of induction and coordinating additional site/district professional development opportunities.
Programs offer professional development for site administrators that emphasizes the importance of new teacher development, identifies working conditions that optimize Participating Teachers’ success, and takes effective steps to ameliorate or overcome challenging aspects of teachers’ work environments, and the foundations and processes from induction to the role of professional educator.