Education Specialist Induction 

1. Program Summary

Program Design

Leadership for the Education Specialist Induction Program begins in the Dean's Office, primarily with the Associate Dean, who oversees credential program operations.  More direct oversight is provided by the Department Chair and Induction Coordinators. The Education Specialist Induction Program includes three Induction Coordinators in the following areas: Mild/Moderate Support Needs, Extensive Supports, and Early Childhood. The department chair directs decisions such as the assignment and evaluation of teaching faculty and general program administration. The Induction Coordinators provide all course and program advisement to Induction Candidates, assist Candidates as needed in securing mentor teachers, and communicate with schools where Candidates are employed.

Induction Candidates and administrators at their employing districts are expected to secure a Mentor with the appropriate credential to work with the Candidate for two years. Induction Candidates are provided with a CSUF Partnership Agreement, which outlines expectations of all parties involved (CSUF, Induction Candidate, Administrator, and Mentor). All parties sign the document, and the Induction Candidate provides a signed copy to all parties, including CSUF. In the first Induction course, qualifications for the Mentor are outlined to Candidates and included in the Partnership Agreement. Qualifications are: holding a Clear Credential in the area that matches the Candidate’s preliminary credential (Mild/Moderate Support Needs, Extensive Supports, of Early Childhood). Mentors receive an online training module provided by CSUF.

Program quality is assessed through an advanced program exit survey completed by candidates. Faculty review survey results yearly and modify program components and courses for improvement. Recent program modifications include:

• Course updates to reflect the changing needs of local schools and the greater community, including more social-emotional learning content and culturally responsive teaching content.
• Revisions to the Individual Learning Plan (ILP) to include more meaningful activities between Candidates and Mentors.
• Strengthening and clarifying the bridge between the Individual Development Plan (IDP) in the Preliminary program and the ILP in the Induction Program.

Course of Study (Curriculum and Field Experience)

The Individual Learning Plan (ILP) consists of three sections:

1. Teacher, Mentor, and Admin Information
2.  Goal Setting
3.  Goal Progress and Reflection

Since Section 1 is very brief, the other two sections make up the major components of the ILP. During Goal Setting, Candidates first meet with their Mentors for a personal reflection discussion, prompted by a series of questions in the ILP document. Following this reflective activity, the Mentor schedules a time to observe the Candidate teaching and provide observational feedback. At a later date, the Mentor and Candidate review the CSTPs and Special Education Standards, and together they choose focus standards and elements. The Candidate then schedules a time to meet with the Administrator to share their chosen focus standards and elements. Finally, the Candidate and Mentor develop Induction Goals. They spend time discussing Professional Development opportunities to support advancement toward their goals.

In Section 3, the Mentor observes the Candidate teaching again and provides observational feedback, paying particular attention to their teaching practice in relation to their focus standards and elements. The Mentor and Candidate debrief, assess their progress toward induction goals, and discuss the results. The Candidate reflects on which Professional Development experiences and supports were most instrumental in helping them work toward their goals. The Candidate meets again with the Administrator to share progress. The ILP is culminated with a 3-page reflection prompted by questions in the ILP document. The Candidate submits the ILP, observation notes, support log, and reflection to the SPED 533 instructor, which is the culminating induction course.

In addition to completing the ILP together, the Mentor also meets weekly with the Candidate for more informal support driven by Candidate questions and needs.

The Mentor and Administrator are provided with contact information for the Induction Coordinators. They are invited to reach out with any input or questions they may have at any time in the induction process. The Induction Coordinator is available to troubleshoot, suggest opportunities for Professional Development, and provide additional support to Candidates who may need it. The Induction Coordinator has provided support to Candidates by means of monthly check-ins with Candidate and Mentor, sending information about university-sponsored professional development to Candidates, Mentors, and Administrators, and providing ongoing feedback about ILP progress.

Administrators work with Mentors and Candidates to provide information about district-provided professional development opportunities. The Induction Coordinator provides ongoing information about opportunities available through CSUF and other institutions, such as the Orange County Department of Education, the Council for Exceptional Children, and the CEEDAR Center.

Assessment of Candidates

Candidates are assessed formally on the first half of their ILP in the first Induction course (SPED 531/532/or 535) and again on the entirety of the ILP in the culminating Induction course (SPED 533). The Instructor reviews each ILP to ensure each section has been completed correctly. If any section is incomplete, completed incorrectly, or raises concern in any way, the Instructor contacts the Candidate with feedback or clarifying questions and requests revisions accordingly.

Candidates are also assessed within each Induction course through ongoing assignments, projects, and exams. Candidates must earn a 3.0 with no grade lower than a C to file for the Clear Credential.

Nearing successful completion of all Induction coursework and the ILP, the Credential Analyst contacts all Induction Candidates with instructions on how to file for the Clear Credential. Candidates complete the application and submit it along with a processing fee to the Credential Preparation Center. Prior to this, the Induction Coordinator contacts the Credential Analyst with a list of any Candidates who may be finishing coursework but are not yet finished with the ILP. The Induction Coordinator updates the list as Candidates complete requirements. The Credential Analyst reviews all applications to ensure requirements have been met and then submits an electronic recommendation to the CTC.