Program Overview
Pomona Unified School District’s (PUSD) Induction Program (formerly known as BTSA - Beginning Teacher Support and Assessment -- www.btsa.ca.gov) has been a state-approved induction program since 2003. Our program provides individual support and professional development for PUSD classroom teachers with California Preliminary General Education (multiple or single subject) credentials or Education Specialist (M/M, M/S, EC, DHH) credentials, enabling them to earn their Clear credentials.
The PUSD Human Resources department gives each new-hire holding a preliminary credential requiring clearance through participation in an Induction Program contact information for the program, including phone number and e-mail and web addresses. HR also provides the program with new hire information. HR provides the same contact information to newly-preliminary-credentialed teachers who are already district employees (for example, those who have completed internship in PUSD).
Interested teachers contact program staff to request inclusion, and program staff reach out to preliminary-credentialed teachers to offer Induction. This two-pronged process ensures that teachers do not slip through the cracks. From the information provided, the program identifies an appropriate Mentor, matching them by grade level and/or subject area, as appropriate to the participant’s employment, and invites the teacher to attend the Induction Program Kickoff.
Components
The Kick-Off meeting is held in August. On that day, the teachers enroll in the program, learn their Mentor match, and take part in the orientation to the program. Teachers entering the program after the Kick-Off receive the orientation and their Mentor match when they enroll in the program with program staff.
During August and September, Candidates and Mentors get to know each other and engage in program activities that include discussion of the Candidate’s Self-Inventory and an informal observation of the teacher by the Mentor.
In October, Candidates and Mentors discuss the California Standards for the Teaching Profession (CSTPs) and consider elements upon which the PTs would like to focus in their professional growth activities during the Induction Program. They work together to create an Individual Learning Plan (ILP), identifying what the PT would like to “learn more about and get better at” through action research projects during the two-year program. A completed Focus of the Inquiry (goal-setting) section of the ILP is due within 60 days after the teacher’s enrollment in the program, but may be revised at any time, based on PT needs.
During November-January and February-April (dates approximate), the Candidates engage in two action research projects (Inquiries) related to their ILP goals. For each Inquiry, they identify a professional growth goal and focus question, the related CSTP focus element(s), a research plan, and anticipated results for students as a result of their findings. Each year, the Candidate is given a release day to conduct veteran teacher classroom observations as one of their research steps.
Throughout the year, the Candidates and Mentors meet weekly for an average of one hour per week. The Mentor offers both “just-in-time” assistance (How can I help you right now?) and long-term assistance as the Candidate works on his/her Inquiries and prepares evidence for the Induction portfolio.
At the Colloquium in May, as the culmination of the Induction year, Candidates present one of their Inquiries to a group of their colleagues, sharing their professional learning and growth, and take part in discussions of their colleagues’ Inquiry presentations. Shortly thereafter, they submit their portfolios -- the evidence of their professional growth -- and participate in an Exit Interview, where they receive feedback on their portfolios and give feedback on their program experience. Participants completing Year 2 of the program also receive Verification of Completion documentation that allows them to apply for the Professional Clear Credential.