Induction Standard 7: Education Specialist Induction Program Menu

Each Education Specialist teacher shall design an Individualized Induction Plan for professional development and advanced study to clear their Preliminary Credential(s). 

Each participating teacher designs an Individualized Induction Plan for professional development and advanced study to clear his/her Preliminary Credential(s) in SPED 235.

Each participant should select appropriate professional development and/or preparation program based coursework to expand his/her skills as an Education Specialist from the menu of options offered by the Clear Credential Preparation Program and the employing school district. 

The Individual Induction Plan includes a menu of options that allow participating teachers to select professional development opportunities appropriate to their current teaching assignments and/or to advance and expand their current levels of expertise. University supervisors and support providers (employing school district) assist participating teachers in identifying and selecting appropriate professional development opportunities, based on the needs and goals identified in the IIP Non-University Activity Form, including areas such as: case management, advocacy, consultation and collaboration, co-teaching, professional learning community participation, school wide positive behavior support, transition, and employment.  Please see revised Non-University Activity Form (renamed to Professional Development Menu of Options and Approval Form). Participating teachers, with guidance from their University Supervisors and Support providers, can self-evaluate their teaching practices (with regard to the CSTPs, using the Evidence of Practice forms in the Continuum of Teaching Practice document: http://www.btsa.ca.gov/resources-files/Final-Continuum-of-Teaching-Practice.pdf . This will help participating teachers refine their IIP goals and select appropriate professional development opportunities. Please see revised Non-University Activity form (renamed to Professional Development Menu of Options and Approval Form).

These skills should be designed to enhance the participant’s teaching abilities for the current teaching assignment. 

Skills identified in the IIP are participating teacher-selected with input from their Support Provider and University Supervisor and are selected to enhance the participating teacher’s teaching abilities for their current employment/teaching assignment.  With input from the transition form (preliminary credential information), knowledge of their current teaching assignment, role needed in the school, and personally identified needs the IIP is developed, implemented, and sometimes, revised.

In addition, each Education Specialist will be provided with opportunities to complete advanced professional development in areas such as: case management, advocacy, consultation and collaboration, co-teaching, professional learning community participation and school wide positive behavior support relevant to employment.

Advanced professional development will be offered through masters coursework, clear coursework, district professional development offerings, regional professional development offerings (state diagnostic school, Autism Center, De Fours training, Family Resource Center, etc.).  Areas included will be: case management, advocacy, consultation and collaboration, co-teaching, professional learning community participation, school wide positive behavior support, transition, and employment. The participating teacher will document attendance and work in each area in their portfolio.

The Induction program is characterized by a depth of experience that challenges the Education Specialist fostering critical reflection, extending understanding and allows for meaningful integration of theory and practice.  The participant should reflect on their preliminary teacher preparation and design a thoughtful specific emphasis from a menu of options.  The specific induction emphasis should detail inquiry based methodology and reflective practice. The participant shall demonstrate that they are a consumer of the research; i.e., current issues and trends, journal articles, evidence based research in the field, current legal issues and they are capable of advanced level data driven instruction.

A unique feature of our Clear Credential program is that it is embedded within our Master’s degree program. As such,Through the Clear Credential Program, we offer a breadth and depth of experience that challenges all participating teachers by engaging them in critical reflection and meaningful integration of theory and practice.  Participating teachers engage in collaborative Online Learning Communities within which they discuss current research, issues and trends, and evidence based practices in Special Education. In these communities, students read and summarize chapters in Research-based Practices in Special Education (Cook, Tankersley, & CEC Division of Research, 2013), then pose questions to their learning community members that prompt critical thought and application/reflection (summary template). Topics in the text cover a range of practical and contemporary issues in Special Education, including improving academic outcomes, improving behavior outcomes, approaches for assessment, and improving outcomes for targeted groups of learners. Since a majority of our Clear Credential participating teachers are also Master’s students, in addition to working with their support provider and university supervisor they work closely with an advisor to select and refine an area of research interest. Often, this is very closely aligned with their current teaching experience, and offers a more in-depth focus and critical analysis of research. Participants utilize legal updates, journal articles, evidenced-based research in special education and related fields to become leaders and advocates for their students through course discussions and assignments (SPED 235 & SPED 236).  Use of classroom data, assessment data, and data-dashboards are an expectation for all participating teachers.  Use of data to inform practice and drive instruction is shared in lesson design and PLCs.

Through completion of FACT modules, students develop an IIP, aligned with the individual teacher’s needs. The FACT modules are part of an inquiry-based formative assessment system that is built upon the California Standards for the Teaching Profession (CSTPs) and Induction Standards. Through the FACT modules, students engage in a plan apply process.  As they complete the modules, participating teachers collect evidence and self-assess to reflect upon and improve their teaching. In addition, Clear Credential participating teachers participate in collaborative experiences with colleagues and resource personnel, and participants select professional development opportunities aligned with their IIP. Participating teachers engage in advanced level data-driven instruction. This is evident in their IEP development, collaboration/consultation activities, and the plan→teach→reflect→apply process in which they engage during the Clear Credential coursework.

Participating teachers reflect on their preliminary teacher preparation transition plan and design a specific emphasis for their Individual Induction Plan based on their authorization and their employment assignment. The IIP is focused on building participating teachers’ strengths and addressing areas of need. Participating teachers use the self-assessment modules 1, 2, 3, 4, 5 completed at the end of SPED 235, as well as feedback from their university supervisor and support provider, to help them identify areas on which to focus in their IIP. With support, they then review a menu of options to determine how they will meet the goals determined and the standards required.

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