IUSD Induction Program
Standards of Quality and Effectiveness for Professional Teacher Induction
2013-14
PROGRAM STANDARD TWO – COMMUNICATION AND COLLABORATION
The induction program articulates with preliminary teacher preparation programs and P-12 organizations in order to facilitate the
transition from teacher preparation to induction and build upon and provide opportunities for demonstration and application of the
pedagogical knowledge and skills acquired in the preliminary credential program. The induction program collaborates regularly with
partner school district personnel. These may include: human resource professionals for identification, eligibility, requirements for
participation, and completion; educational services personnel regarding curricular and instructional priorities; and site
administrators for site support of the candidate and the program. Collaboration between the induction program and administrators
establishes a professional, educational community, ensuring structures that support the activities of induction and coordinating
additional site/district professional development opportunities. Programs offer professional development for site administrators that
emphasizes the importance of new teacher implementing effective steps to ameliorate or overcome challenging aspects of teachers’
work environments, and the foundations and processes of induction, in order to effectively transition the new teacher from induction
to the role of professional educator.
The Irvine Unified School District (IUSD) BTSA Induction Program is involved in collaborative partnerships, which support the
development of teacher preparation candidates and Participating Teachers as they transition from the university to the classroom. The
collaboration and communication serve to increase each partner’s knowledge of teacher preparation and that of high quality induction.
The IUSD BTSA Induction program uses the Formative Assessment for California Teachers (FACT) as its formative assessment
instrument. FACT, Module B, Initial Assessment of Teaching Practice, provides each Participating Teacher with the opportunity to
acknowledge their pre-service experience, while recognizing the transition into a more complex role as the teacher of record. Using
the Alignment Chart, each Participating Teacher and Support Provider understands the similarities and differences between the
Teacher Performance Expectations and the Induction Standards.[FACT training videos] The use of FACT Modules A and C guides
Participating Teachers to apply and demonstrate knowledge and skills acquired during their pre-service and induction experience in
their classroom practice and collecting evidence within Module E Year 1 and Module E Year 2.
The Clear credential program, by design, is organized so that Participating Teachers are able to apply knowledge and skills gained in
the preliminary teacher preparation program. Each Participating Teacher works with a trained Support Provider to develop an initial
Individual Induction Plan that guides the professional development throughout Induction and is designed to build upon and provide
opportunities for demonstration and application of the pedagogical knowledge and skills acquired in the preliminary credential
program. Support Providers and Participating Teachers use assessment information from the preliminary preparation program to plan
their ongoing professional growth goals. [Module B-2 KWO Chart]
IRVINE UNIFIED SCHOOL DISTRICT
1|Page
IUSD Induction Program
Standards of Quality and Effectiveness for Professional Teacher Induction
2013-14
The IUSD BTSA Induction Program receives advice from the Advisory Council, which is comprised of representatives from the
Human Resources Department, Educational Services Department, Site Administrators, IUSD district leadership, Support Providers,
and representatives from local Institutions for Higher Education (IHEs). All members on the BTSA Advisory Council are
stakeholders who have knowledge of the learning to teach continuum. Coordination of professional learning needs occur as a result of
the communication between the BTSA Leadership Team [BTSA Program Leadership Team, LT agendas, LSP Agreement, Additional
LSP evidence] and IUSD Professional Learning facilitators within all IUSD departments. Ongoing collaboration with the different
departments provides professional development opportunities for Participating Teachers in areas such as: formal workshops and
individualized support. These professional development opportunities are listed for the Participating Teachers on Schoolnet [IUSD
Learning Management System] and the IUSD BTSA website.
All potential new hires are given information regarding the Irvine Unified BTSA Induction Program, including expectations and
admission requirements. [BTSA Brochure] New teachers are given information about the Irvine Unified BTSA Program, which
explains admission, requirements, and expected outcomes of the program.
The Irvine Unified School District BTSA Induction Program coordinates the administrative components of the program to best meet
the needs of its participants. The IUSD BTSA Induction Program collaborates with the Human Resources Department to determine
Participating Teacher eligibility and provide the Participating Teacher with requirements for participation and completion in the BTSA
program. Once eligibility is determined, the credential technician has the new teacher complete the Induction Eligibility Notification
and Credential Evaluation forms. The Participating Teacher signs it, and copies are then given to the BTSA office and the
Participating Teacher. The Participating Teacher is invited to the New Teacher Orientation and the first BTSA Monthly Meeting to
receive their first BTSA advisement and orientation to the program. These opportunities provide the Participating Teachers with a
clear understanding of program requirements in order to make informed choices on Clear credential preparation. Participating
Teachers receive program information through hard copies, email, and the district website, as well as Participating Agreements IUSD
employee, Participating Agreements non-IUSD employee, BTSA Brochure, BTSA flash drive, and other informational materials that
prepare the Participating Teacher to begin the program.
Collaboration between the IUSD Induction program and site administrators occurs through a variety of ways that include: site
orientation meetings that are facilitated by the site administrator, [Module A, A-5] site administrator participation (elementary and
secondary) on the BTSA Advisory Council, site administrator input with PT-SP matches and site administrator input in selection of
Support Providers. With feedback from Site Administrators, document A-5 was improved to be appropriate for all new teachers, not
just those participating in BTSA. Establishing and maintaining a culture of support within their school is a strong commitment of site
IRVINE UNIFIED SCHOOL DISTRICT
2|Page
IUSD Induction Program
Standards of Quality and Effectiveness for Professional Teacher Induction
2013-14
administrators in IUSD. BTSA Program Coordinator conducts scheduled visits with the site administrators to discuss Participating
Teacher and/or Support Provider issues/concerns, program updates and changes, and to visit the classrooms of teachers participating
in BTSA along with the site administrator. BTSA Leadership and the site administrator discuss their roles and responsibilities when
working with a Participating Teacher during the site visit. Information is distributed to site administrators through, site visits, BTSA
updates at site administrator meetings, and email. Feedback is received from site administrators through the BTSA State Survey,
email, and in person.
The IUSD BTSA Induction Program provides ongoing professional development for site administrators to help them to better support
Participating Teachers and their Support Providers. Site administrator training may be conducted by the BTSA Induction Leadership
Team at principals’ meetings while other information is distributed through email on a regular basis. Site administrators receive more
individualized support through yearly site visits that are conducted by the BTSA Program Leadership. Resources and additional
information is also available on the IUSD BTSA website. Site administrator training may include, but not limited to the following:
formative assessment (FACT), Participating Teachers in challenging working conditions, confidentiality, and the overall role of the
site administrator in supporting each component of the BTSA Induction Program.
IRVINE UNIFIED SCHOOL DISTRICT
3|Page