AESD Induction Program Summary

Downloaded PDF of AESD Teacher Induction Program Summary

Downloaded PDF of AESD Administrative Induction Program Summary

Anaheim Elementary School District’s Induction Program is a mentor-based, inquiry-driven program that serves AESD employees. As outlined in SB2042, Teacher Induction is now the pathway to a Professional Clear Credential. AESD Induction Program is designed to support beginning teachers who have finished their credentialing program and have applied for, or currently hold, a preliminary Multiple Subject, Education Specialist, Single Subject or Administrative Credential. AESD is dedicated to providing Induction for Teachers and Administrators who are working toward clearing these credentials. Any contracted AESD Teacher or Administrator who holds a Preliminary Credential is eligible for and admitted to our program.

Our job-embedded Teacher and Administrative Induction programs provide clear credential candidates with the opportunity for a deeper application of the strategies and skills built during their preparation experience. Guided by a knowledgeable Support Provider or dedicated Administrative Coach, candidates receive tailored, just-in-time support through the inquiry process. Whether grounded in teacher standards or the CPSELs, the candidate’s professional growth goal serves as the catalyst for an individualized inquiry. Our monthly Induction Collaboration Meetings, self-selected professional development opportunities, and Advice and Assistance Meetings offer participants continuous opportunities to collaborate, learn, and reflect on their practice throughout the inquiry cycle.

Induction Program Summary Graphic

Program Design

Just-in-Time Support:

Support Providers: Just-in-time support is given to meet immediate and individual candidate needs and is provided by the Support Providers and Induction Program Coordinator. This support includes but is not limited to, all work done in Inquiries and work on Individual Learning Plans. Support is documented in the Support Provider meeting logs, Advice and Assistance feedback, observation notes/feedback and the Participating Teacher’s Individual Learning Plan.

The Cycle of Inquiry:

The AESD Induction program is organized around two cycles of inquiry per school year. All Participating Teachers have the opportunity to apply for the Early Completion Option. Education Specialist candidates who hold a general education clear credential are placed on an individualized plan under the, “Early Completion Option”.

The goal of the teacher inquiry is for participants to investigate a focus area, generated from a focus question, created by two CSTP elements of their choice and a Common Core State Standard. They will develop this focus question with the support and input from program leadership and their Support Provider.

Participants will then analyze data from Assessment 1 and set goals, develop an action plan, and begin the inquiry. The action plan gives participants the opportunity to observe teachers, apply any new teaching practices they observed, and participate in a coaching cycle with the Curriculum Coach at the school site. In addition participants talk with grade level colleagues weekly, attend Professional Development opportunities of their choice that are related to their professional growth goals, and explore resources of their choice and apply what they have learned.

Throughout the inquiry, teachers will consistently reflect on the effectiveness and impact on student and professional learning by self assessment and by analyzing student data at then end of the inquiry in Assessment 2. The steps in the cycle of inquiry are linked below, and outlined on the ILP document.

This program is designed to be a two-year induction into the teaching profession, with the flexibility to individualize the program to fit the teachers’ needs. The program’s foundational elements include:

The California Standards for the Teaching Profession (CSTPs)
A strong relationship between the Participating Teacher and Support Provider
Measuring Professional and Student Growth
Reflecting on Teaching Practice
Collaborating with Colleagues

Course of Study

The course of study for AESD Induction participating teachers takes place primarily with their mentor during their weekly meetings, where they receive just-in-time support and support with their inquiries. They also receive support from the Induction Program Coordinator at Induction collaboration meetings and 1:1 support at four Advice and Assistance meetings throughout the year.

Click on the following links for visual representations of the course of study:

Year 1 Participating Teacher Pathway

Year 2 Participating Teacher Pathway

Early Completion Option (ECO) Candidates

In addition to the weekly and monthly support, Participating Teachers attend the following program events:

Program Orientation: Participating Teachers (PT) attend a program Orientation, where they receive an introduction to the AESD Induction program. In addition to a general overview of the program at orientation, PTs and SPs have the opportunity to collaborate with other teachers at five monthly Induction meetings throughout the year.
Collaboration Opportunities: Induction PT and SP Meetings throughout the year, allow teachers and mentors to collaborate and problem-solve anonymous scenarios submitted by Participating Teachers or Support Providers. Depending on the timing of the monthly meetings in the inquiry process, collaboration is structured to elements of the inquiry process or share successes and challenges they are experiencing. The Induction Program Coordinator is available during these collaborations to provide guidance, just-in-time support, and feedback.
Advice and Assistance Meetings: The AESD Induction Program has a formal process Participating Teachers follow to ensure all candidates successfully complete program requirements and are recommended for their clear credential. Program completion includes attendance at four Advisements Meetings to discuss and share completed requirements before being scheduled for a final appointment at the Induction Credential Review Showcase.
Credential Review Showcase Panel & Assessment of Candidate Competency: At the Credential Review Showcase, Participating Teachers present one of their four Individual Learning Plans their Induction work. This ILP is presented to a mixed panel of three to four Administrators, Advisory Board Members, Support Providers, and District Leaders. PTs have approximately twenty minutes to discuss their ILP in detail, focusing on the 6 CSTP elements as well as the specific CSTP elements they selected for their Inquiries, resources that contributed to their individualized growth (ie: professional development, coaching cycle with coach, observations, research), impact on student achievement, TRIAD Meeting feedback frm their Administrators, and the overall outcome of the inquiry.

Assessment

Once the panel reviews the scoring form and a discussion takes place, successful candidates are recommended for their clear credentials. Human Resources Technicians then work with Participating Teachers and Administrators to complete the Clear Credential process. If there are deficiencies in any area, the candidate meets with the Induction Coordinator to write a plan detailing steps needed for Program Completion.

Administrative Services - Program Summary

Induction Program Information

AESD’s Administrative Induction Program is part of the Human Resources Department. The Administrative Induction Program is overseen by the HR Senior Director and Roving Vice Principal. Clerical Support is provided by HR Assistants and Technicians. The Administrative Induction Program is offered at no cost to participants.

Administrative Entry Process:

The induction journey begins in the Human Resources department, where Certificated Technicians verify credential eligibility and process the Notification of Eligibility and Responsibility. During this phase, administrators sign their contracts. Induction Leadership is notified and the application to the program is sent to the administrator. The "Welcome to ASCC" orientation, held in September, is a mandatory launch event. District Leaders present the overarching district vision and their personal leadership narratives. This session defines the program's high expectations and introduces the reflective leadership frameworks required for the two-year cycle. Participating Administrators sign a Memorandum of Understanding.

Learning Cycles:

Year 1 Inquiry Roadmap: The first year focuses on the internal mechanics of school leadership, specifically Inquiry 1 (CPSEL 1: Shared Vision), Inquiry 2 (CPSEL 2: Instructional Leadership and School Culture), and Inquiry 3 (CPSEL 3: Management and Learning Environment). Year 2 Inquiry Roadmap: The second year shifts the focus to broader leadership contexts, addressing Inquiry 4 (CPSEL 4: Family and Community Engagement), Inquiry 5 (CPSEL 5: Ethics and Integrity), and Inquiry 6 (CPSEL 6: External Context and Policy). Individual Induction Plan (IIP) Structure: The IIP is the primary instrument for documenting growth. Administrators must establish overarching goals and identify at least two measurable action steps for every CPSEL element, including clearly defined outcomes and required resources.

Professional Development:

Administrators are mandated to participate in all scheduled orientation and collaboration sessions. These five annual collaborations are designed to foster peer-to-peer interaction, sharing of best practices, and collaborative work on specific CPSEL focus standards. Year 1 Targeted Professional Development: Leadership Development in Year 1 is led by department experts and mapped to foundational standards: Shared Vision (District Leaders - CPSEL 1), Data & Instructional Leadership (Director of DATA - CPSEL 2), Fiscal Operations (Fiscal Team - CPSEL 3), and Collective Bargaining Agreements/Evaluations (HR Team - CPSEL 3). Year 2 Targeted Professional Development: Leadership Development in Year 2 expands to external and ethical contexts: Family & Community Engagement (Director of SFACE - CPSEL 4), Leading with Integrity and Building Positive Cultures (Senior Director of HR - CPSEL 5), and the Role of the Administrator in Special Education (Special Services Team - CPSEL 6).

Advice and Assistance:

The Weekly Coaching Pillar: The weekly coaching touchpoint is the central pillar of the program. These sessions provide the essential reflective space required for administrators to navigate the complexities of their roles while receiving growth-oriented feedback based on the WestEd "Descriptions of Practice" continuum. Formal Coaching Feedback Requirements: To ensure steady progress and standard alignment, Coaches must provide three separate summaries of feedback for every inquiry on the Individual Induction Plan (IIP). These summaries must document the candidate's movement along the developmental continuum and serve as a primary record of leadership growth. Programmatic Advisement Sessions: Distinct from weekly coaching, administrators will attend three formal Advisement Sessions in November, February, and April. These sessions are conducted by the Induction Leadership to perform programmatic reviews, monitor credential progress, and provide individualized guidance for future activities. Compliance Documentation and Feedback Loops:. Candidates and coaches must maintain accurate Mentoring/Coaching Activity Logs and Professional Development Logs. Furthermore, candidates must submit mid year and end of year feedback surveys regarding coaching quality, which are reviewed by Induction Leadership and the Advisory Board to ensure program excellence.

Induction Study Project & Completion:

Induction Study Project Year 1 Milestones: Candidates must define a "Problem of Practice" with a concise 50-word statement. In January, administrators are required to conduct a baseline data analysis and review that data with stakeholder groups for insight. By March/April, a comprehensive action plan must be finalized. Induction Study Project Year 2 Milestones: The second year focuses on implementation and comparative analysis. Administrators must collect ongoing implementation data and compare findings to their original predictions. In March, candidates engage in peer practice sessions to refine their findings for the final showcase in April. Credential Panel Review Showcase: In April of Year 2, candidates must present their finalized Induction Study Project to a three-person Credential Panel. Using a CPSEL and data-based rubric, the panel evaluates the candidate's ability to demonstrate leadership impact and significant professional growth over the two-year journey. Comprehensive Final File Audit: Conducted in May, Induction Leadership and Human Resources perform a definitive audit of the Induction Google Drive Folder. This audit verifies that all mandated coaching hours, professional development hours, and IIP verification requirements have been fully satisfied. Final Recommendation for Clear Credential: Upon the successful conclusion of the file audit and the panel showcase, Induction Leadership submits a formal recommendation to the Human Resources department. HR then completes the final administrative processing and submits the official recommendation to the state for the issuance of the Clear Administrative Services Credential.