Each student deserves a well-prepared teacher, who, through the intentionality of relationships and instruction, is able to disrupt the pattern of inequity that exists in the classroom. The SMCOE Teacher Induction Program is an innovative program that meets the state of California's requirements for clearing a preliminary teaching credential and improves teacher efficacy and retention.
Through the program, teachers build upon the skills and knowledge they acquired in pre-service through individual coaching support, formative assessment tools and processes, and professional development. Read more about the program in the 2019 Teacher Induction Program Handbook.
The program's guiding principles include:
- Induction is a two-year program and process
- The work of induction is job-embedded
- Induction is focused on mentoring and support
- Induction begins in the first year of teaching*
- the work of induction is based on the candidate’s professional area of focus and interest for growth
*The California Commission on Teacher Credentialing (CTC) strongly recommends that all teachers begin induction in their first year of teaching. We are able to accommodate teachers who have delayed induction and are enrolling after their first year.
Guidance is provided to support candidates with developing trusting relationships with colleagues encouraging collaboration and continuous dialogue. While enrolled in the Teacher Induction Program, candidates will benefit from a wide array of support including, but not limited to, the following:
- SMCOE Induction Program Mentor
- SMCOE Induction Program Staff
- Site Principal/Administration
- Site Colleagues & Teaching Partners
The goal of the Teacher Induction Program is to support beginning teachers in becoming lifelong reflection practitioners. The program’s Individual Induction Learning Plan (IILP) is also a formative assessment system and the teacher determines areas of focus purely for his/her professional growth and is not used in the evaluation process at a school. The IILP includes the following:
- Vision Document
- Two Inquiry Cycles that contain a Focal Student Document, Two Assess and/or Design Documents, Reflection Documents, Mentor Observation Document, and System of Support Document
In addition, Education Specialists will complete cycle work related to the IEP process.
Each year, candidates must complete 18 hours of professional development learning that supports their goals. Of this 18-hour requirement, two professional development offerings must come from SMCOE. SMCOE offers a wide array of professional learning opportunities throughout the year with a focus in several areas including Effective Classroom Environments, Universal Design for Learning, and Effective Case Management for Education Specialists. Additionally, SMCOE content area coordinators offer professional learning open to teacher induction candidates. Beginning teachers are encouraged to attend these sessions to meet the Teacher Induction Program requirements. Please see our list of professional development opportunities and register on our Eventbrite page.
Collaboration to Support All Learners
Restart, Renew, Refresh
Transition Planning: Middle to Post Secondary
Transition Planning: Early Childhood Education
Planning Lessons Using Universal Design for Learning
Offering Student Choice
Having Tough Conversations
Understanding Student Behavior
Alternative Dispute Resolution
Associate Superintendent, Human Resources/Teacher and Administrator Development
Phone: (650) 802-5382
Administrator, Teacher and Administrator Development
Phone: (650) 802-5321
Administrative Assistant, Teacher and Administrator Development
Phone: (650) 802-5328