The rationale and overall design of the Antelope Valley Teacher Induction program is based on sound theory, research, and practice. The delivery of services to participants is carefully planned and implemented in ways that are consistent with the holistic, developmental view of teaching reflected in The California Standards for the Teaching Profession. The program administers a collaborative model, utilizing full-time released and part-time classroom teachers as mentors, focusing on improving classroom practice through formative assessment and reflection with the aim of being responsive to the diverse cultural, social, and linguistic backgrounds of all students.
The AVTI program administers a grievance process for participating teachers' completion as follows:
- The criteria for obtaining the clear credential are communicated during induction orientation meetings and routinely during subsequent induction meetings. The criteria are outlined on this website, and the memorandum of understanding between the teacher and district.
- The induction process begins with the participating teacher's Individual Learning Plan (ILP). Creating the ILP provides the teacher with the opportunity to collaborate with the mentor and site administrator on annual professional goals that are aligned with the California Standards for the Teaching Profession (CSTPs). The objectives to meet these goals are individualized to what the teacher deems necessary to accomplish them with the support of the mentor.
- The participating teacher, during a number of benchmark checkpoints, assesses his or her performance on the Continuum of Teaching Practice, using a scale that ranges from emerging to innovating. The teacher cites evidence at each checkpoint and offers a rationale for the determined rating.
- During the mid-year review (fifth month of induction), mentors and the program coordinator review participating teachers' ILPs to track their progress with individualized goals. If the participating teachers are not progressing toward their goals, areas of improvement will be noted and remedies offered.
- At the end of each year, formal ILP reviews are administered by mentors and the program coordinator. Upon verification that the participant has completed all induction program requirements as set forth in the MOU for the applicable induction year, a certificate is offered as evidence of completion.
- In addition to the ILP review, Year 2 and Early Completion Option participating teachers partake in an exit interview with staff from the Educational Services division. During the interview, participants, under the framework of the California Standards for the Teaching Profession and concrete evidence, discuss their ILP, indicating how they overcame challenges and met their goals. Evidence includes, but is not limited to, benefits derived from professional learning, delivery of curriculum and assessment, and inquiry projects and reflective practices with mentors.
- Participants who address each element of the ILP successfully are recommended for the Clear Credential.
- The Coordinator then submits the Verification of Completion Form (41-Induction) to the credentialing analyst who assists the candidate with his or her application for the clear credential. The credentialing analyst does a subsequent follow-up to ensure that the credential is officially issued by the CTC.
- Participants who were not successful with the exit interview, such as lacking substantive evidence to support their ILP, are given a month to provide the evidence to the program coordinator, and are recommended for the credential at that time. Participants who were pursuing the Early Completion Option and were not successful with the exit interview, such as lacking substantive evidence to support their ILP, will complete the regular course of the program.
- Participants who do not meet the deadline for completing the extension process are offered the first quarter of the new school year to do a mini-inquiry to demonstrate professional growth in their new setting. Once this occurs, they are recommended for the clear credential.
- Participants who neglect to complete all extended offers for demonstrating professional growth can opt to participate at cost to them.
- Participants who object to the non-recommendation decision at any level can appeal their case to the Learning-to-Teach committee by submitting the appropriate evidence and documentation. If the LTT rejects the appeal, the participant will become responsible to clear her or his preliminary credential.