Requirements

The Antelope Valley Teacher Induction program is designed to prepare and recommend candidates to the California Commission on Teacher Credentialing for a clear teaching credential. Therefore, it requires the following commitments from induction candidates:

• In collaboration with your mentor and site administrator, develop an Individual Learning Plan (ILP), driven by the CSTPs, that focuses on your professional growth with relevance to your instructional context;
• Meet weekly with your mentor to collaborate and participate in the reflection process;
• Demonstrate knowledge of and the ability to teach the state adopted curriculum to students;
• Demonstrate the ability to use technological tools fluently and to use appropriate technology to meet the needs of students with varied backgrounds, learning styles or special needs;
• Demonstrate the ability to design and implement equitable learning opportunities that maximize achievement for all students;
• Demonstrate the ability to create a supportive and healthy environment for student learning;
• Demonstrate an understanding of organizational structures, resources, and strategies to meet the universal needs of English Learners, special populations, and other at-risk groups;
• Demonstrate an understanding of the requirements, resources, and strategies to teach students with disabilities, students in the general education classroom who are at-risk and students who are gifted and talented;
• Complete inquiry-based projects that embed self-assessment, collaboration, and professional learning;
• Assess professional growth regularly and during the benchmark periods, using the Continuum of Teaching Practice;
• Participate in professional learning activities each year to provide a basis for continued examination of professional practice and growth, according to goals set forth in the ILP;
• Based on professional learning activities, mentoring conversations and student work, record evidence items in Google Classroom within the Individual Learning Plan;
• Participate in program evaluation and provide feedback on program effectiveness to administrator, mentor, coordinator, and program representatives, including the completion of a midyear survey and an end-of-year survey each year;
• Participate in triad meetings with mentor and administrator to express active involvement in formative assessment for professional growth, and request support as necessary;
• Maintain and present supporting evidence of program completion (CSTP & content standards) at the exit interview to complete the process for the professional credential;
• Based on needs determined by the ILP, engage in at least two classroom observations per year of either the PT’s mentor and/or another veteran teacher to capture best practices, and use the results to chart professional development through further mentoring and training activities;
• If at the end of the induction journey, competence for the clear credential is not met, complete recommended actions offered by the exit interview panel;
• If objections are made to the exit interview panel’s decision, candidates may appeal their induction case to the Learning-to-Teach committee through the designated channel;
• If candidate neglects to complete all reasonable offers to complete the induction process, including extensions and appeal, the AVTI program may charge the candidate for mentorship costs if he or she requests to re-engage in the program.
• Candidates who persistently refuse to adhere to the established criteria will be dismissed from the program.