Induction Support

Mentor 

Each Candidate, within 30 days of enrollment in the program, is paired with a Mentor who will offer a variety of assistance week-by-week during the Induction experience.  

Mentors are experienced PUSD teachers with extensive expertise in their content area(s), the California Standards for the Teaching Profession (CSTP), and the Induction Program Standards. Mentors for multiple subject candidates are matched by credential held and grade level experience, and Mentors for single subject candidates are matched by credentials held and subject area taught. If and when a Mentor who meets these criteria exactly is not available, the Program assigns the Mentor that most closely matches the criteria, and ensures that the Candidate also receives assistance from one or more experienced colleagues.

Mentors meet with their Candidates for an average of 1 hour per week, providing just-in-time (“Please help me with this!”) and long term support in a variety of areas, such as classroom management, lesson design, student engagement, assessment, equity, incorporation of technology, and differentiation for English Learners, students with disabilities, and advanced learners. They also observe and provide objective, formative feedback to their teacher. In short, they have the responsibility of helping the Candidate complete the program requirements and an Induction Portfolio.

Candidates are enrolled in the program at our Kickoff meeting in August. At that time, if not before, they meet their assigned Mentors.

Mentor Qualifications

• Hold a valid California Clear Teaching Credential
• Achieved permanent status and been a full-time certificated employee in the Pomona Unified School District for three (3) years
• Have knowledge of the context and the content area of the candidate’s teaching assignment
• In the case of a mentor assisting a classroom teacher, have at least one year of classroom teaching experience within the past five (5) years
• Have demonstrated commitment to professional learning and collaboration along with the ability to work cooperatively and effectively with other teachers and administrators
• Have the ability, willingness, and flexibility to meet candidate needs for support.

Site Administrators

Site administrators play an important role for all Candidates in the Induction Program. They provide Candidates with an orientation to the school site and on-going site support (such as connecting teachers with grade level or department colleagues, observing classroom lessons and providing individual feedback, limiting the number of site responsibilities during the Induction program, and offering assistance with individual requests).

Induction staff keep site administrators informed of current program components and events to allow for reflective conversations to be focused on the teacher’s professional growth as it relates to the Induction process.

Site administrators participate in a Triad Meeting, at which Candidates share the Focus of the Inquiry portion of their Individual Learning Plans and elicit feedback, suggestions and/or related support from their administrator.  Site administrators may not use the Candidates’ ILPs for purposes of evaluation for employment. 

Program Staff

Induction Program staff members are available to support all prospective and Candidates before and during their Induction Program experience. Staff members are ready to help participants find answers to their questions regarding curriculum, site and district resources, and the requirements for earning a California Clear Credential.