Induction Preconditions

The Antelope Valley Union High School District (AVUHSD) sponsors the Antelope Valley Teacher Induction (AVTI) program. The program offers an induction general education (multiple and single subject) credential and education specialist credential. For each credential, the program is designed to provide a two-year, individualized, job-embedded system of mentoring, support and professional learning that begins in the teacher’s first year of teaching. I certify that the AVUHSD, as the sponsoring institution for the AVTI program, provides this information in its recruitment brochure and handbook (section: Program Design).

The district has adopted a hybrid mentoring system that includes full time release and part time mentors that are identified and assigned to participants within 30 days of the participant’s enrollment in the program. Full time mentors, named Teacher Induction Mentoring Specialists (TIMS), coach teachers in the humanities and special education content areas. Part time mentors, named support providers (SP), coach teachers in the content areas of science, math, music, physical education and electives. In both classifications, the mentors are matched with a participating teacher with whom they share the same credentials or subject area, or have knowledge and experience in the content area in which the beginning teacher is employed. The Mentor Responsibility Agreement, Memorandum of Understanding between Program and Participating Teachers, and spreadsheet of enrollment and mentor assignment dates are provided as evidence for the first requirement.

The AVTI program assures that each participating teacher receives an average of not less than one hour per week of individualized support/mentoring that is either provided by the regularly assigned mentor, an on-site instructional coach or a just- in-time site mentor. This requirement is delineated in both the Mentor Responsibility Agreement and Memorandum of Understanding between Program and Participating Teachers. A mentor reporting log is used to collect, track and monitor this requirement. Mentors enter specific information about their support work to candidates on a weekly basis, such as ILP progress, documentation in Google Classroom, CSTP evidence items. These logs are submitted to the induction coordinator who routinely reviews them, beginning with the candidates first month in the program.

The program design clearly incorporates the Individual Learning Plan and the policy statement is set forth in the program handbook under Program Design #4. Goals for each participating teacher are developed within the context of the Individual Learning Plan (ILP). During the first sixty days of the participating teacher’s enrollment in the program, each beginning teacher, in conjunction with his or her mentor and supervising site administrator, engages in a triad meeting during which they develop the ILP draft, delineating professional goals driven by the CSTP.

The unit head, Mr. Greg Nehen, makes the assurance that the ILP is designed and implemented solely for the professional growth and development of the participating teacher and not for evaluation of employment purposes as set forth in the program handbook under Program Design #4. The ILP serves as a roadmap for addressing the participating teacher’s professional growth with the CSTP via corresponding evidence and reflective notes during each benchmark.

The Antelope Valley Union High School District certifies that it makes available an Early Completion Option for candidates that meet the program's established criteria, and that all candidates are informed as to the availability of this option. The AVTI program publishes a handbook and website that include information on the availability of its Early Completion Option for "experienced and exceptional" candidates who are eligible. The program coordinator and staff also advise participants on the process of applying for the Early Completion Option and informs them of its criteria during program orientation.

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