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Course / Program Description

TEACHER INDUCTION MENTOR: SELECTION, APPROVAL, AND EXPECTATIONS

The UCLA Extension Teacher Induction California Clear Credential Program recognizes the critical support role of a site-based mentor teacher during the induction program. This document explains the mentor selection criteria and mentor roles and responsibilities, all of which are designed to ensure that the candidate is afforded the best possible program experience.

CA Commission on Teacher Credentialing (CTC) 2016 Standards for New Teacher Induction

In 2016 the CTC revised its standards and requirements for commission-approved teacher Induction programs that lead to a Clear Credential for Multiple Subject, Single Subject, or Education Specialist teachers. Significant changes were made. The UCLA Extension Teacher Induction Program is fully aligned with the new standards. Here are the highlights:
• Each CTC-approved Induction program must be designed to provide a two-year, individualized, job- embedded system of mentoring, support, and professional learning.
• Induction should begin in the new candidate’s first year of teaching after earning a preliminary credential.
• During the two-year induction period, the induction candidate should be employed in a contracted teaching position as teacher of record, assigned to teach subjects and grade levels that are aligned with the preliminary teaching credential that they will be clearing.
• The Induction program identifies and assigns a mentor to each candidate within 30 days of the candidate’s enrollment in the program, matching the mentor and candidate according to credentials held, grade level and/or subject area, as appropriate to the candidate’s employment. Mentor qualifications include having a clear CA teaching credential and a minimum of three years of effective teaching experience. The Induction program must provide ongoing training and support for mentors and a system for evaluating mentor performance.
• The Induction program must assure that each candidate receives an average of not less than one hour per week of individualized support /mentoring coordinated and/or provided by the mentor. Mentor support should include just-in-time support and longer-term analysis of teaching practice to help new candidates develop enduring professional skills.
• In consultation with the mentor, the site administrator, and others as appropriate, the candidate will develop an Individual Learning Plan (ILP), including but not limited to, goals that demonstrate growth in the California Standards for the Teaching Profession (CSTP), and goals based on their professional interests. The ILP provides a roadmap for the candidate and the mentor throughout the induction program. The induction candidate’s teaching assignment should provide the appropriate context for the development of the overall ILP. Initial ILP goals will be identified within the first 60 days of the candidate’s enrollment in the Induction program. The ILP will be reviewed and updated throughout the two-year induction period.
• The ILP must be designed and implemented solely for the professional growth and development of the candidate; not for evaluation for employment purposes.
• The induction program must ensure an overall system of support that includes collaboration, communication, and coordination between the induction candidates, the mentors, the school and district administrators, and other members of the induction system.

Job Description

A mentor is assigned to a candidate at the beginning of the PK-12 school semester and within 30 days of program enrollment. The mentor will work with the same candidate for the full two academic years of program enrollment. Mentors provide an average of not less than one hour per week of individualized support and mentoring to their candidate.

Instructor Duties:

Mentors provide not less than one hour per week of individualized support and mentoring for their assigned candidates. Their responsibilities include:
• New and veteran mentors participate in the Mentor Collaboration course each term. Content is differentiated to meet each mentor’s coaching needs. Mentors receive one UCLA Extension continuing education unit per year.
• Participation in an evaluation of mentoring practices, for which mentors will video-record one or more of their interactive sessions with the candidate and receive formative feedback
• Consultation with the candidate and the site administrator on the initial development of the ILP
• Monitoring and evaluation of candidate’s ILP progress
• Coordination with the candidate on implementing an action plan for achieving ILP goals and identifying material resources, people resources, and professional communities that will support the action plan
• “Just-in-time” support for day-to-day questions and issues of instructional practice
• Facilitation of candidate growth through modeling, guided reflection on practice, and feedback on classroom instruction, as well as guidance to promote enduring professional skills over the long-term
• Maintaining communication with site administrator and any other identified school support personnel about the availability of school resources or school initiatives that could support specific ILP goals, and/or the development of candidate individualized pathway to learning Larger School Community (LSC) Connections modules.

General Employment Information

Employment as a UCLA Extension Instructor is dictated by contract terms and conditions. Please take the time to read the UCLA Extension Instructor Employment Policies.

For information on UCLA Extension instructor benefits, please visit Pay, Benefits, & Privileges.

Access, Equity, Diversity, and Inclusion (AEDI) is one of UCLA Extension’s guiding principles. We strive to extend access to UCLA, our programs, and services to underrepresented communities and populations, while serving as a model organization for AEDI in the field of continuing higher education. Committed to attracting and retaining diverse staff & instructors, UCLA Extension welcomes your experiences, perspectives, and unique identity.

As a University employee, you will be required to comply with all applicable University policies and/or collective bargaining agreements, as may be amended from time to time. Federal, state, or local government directives may impose additional requirements.

The University of California is an Equal Opportunity/Affirmative Action Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age or protected veteran status.

For the University of California’s Affirmative Action Policy, please visit https://www.ucop.edu/academic-personnel-programs/_files/apm/apm-035.pdf.

For the University of California’s Anti-Discrimination Policy, please visit https://policy.ucop.edu/doc/1001004/Anti-Discrimination.