New Directions in Teacher Induction: Emerging Strategies from the
Teachers for a New Era Initiative
Arlinda J. Eaton
Associate Dean and Professor, Michael D. Eisner College of Education
arlinda.eaton@csun.edu
Sandra B. Chong
Associate Professor, Department of Elementary Education
sandra.b.chong@csun.edu
Nancy Burstein
Chair and Professor, Department of Special Education
nancy.burstein@csun.edu
Bonnie Ericson
Chair and Professor, Department of Secondary Education
bonnie.ericson@csun.edu
Marilynn Filbeck
Coordinator of University Assessment and
Professor, Department of Family and Consumer Sciences
marilynn.filbeck@csun.edu
of
California State University, Northridge
American Educational Research Association
San Francisco, California
April 8, 2006
Permission to quote from this paper must be requested.
New Directions in Teacher Induction: Emerging Strategies from the
Teachers for a New Era Initiative
Providing support and guidance to beginning teachers in the early years of their teaching
careers has grown over the past fifteen years. In 1990-91, 51% of new teachers in public
schools in the United States participated in a formal induction program. By 1999-2000,
participation rose to 83% (Smith & Ingersoll, 2004). As of 2003, 30 states offered an
induction program for beginning teachers while 28 states specifically required at least one
year of mentor support. Through induction programs we hope to 1) increase the level of
teacher quality, 2) retain teachers in the teaching profession, and 3) improve student
achievement.
The results of a study conducted by Smith and Ingersoll (2004) indicate that the
form of induction is significantly related to the effectiveness of induction in reducing
teacher turnover rates. They found the predicted probability of turnover after the first
year of teaching decreased as the number of induction opportunities increased, as
presented in Figure 1 below.
Figure 1. Predicted probability of turnover after the first year of teaching by forms
of induction.
No Induction
Basic Induction*
Basic Induct+Collab**
BasicInduct+Collab+Tchr
Netwrk+ExtraResources***
% Leaving the
Teaching Profession
% Moving to
Another School
Teacher Turnover Rate
20%
18%
12%
9%
21%
21%
15%
9%
41%
39%
27%
18%
In this article, we describe the efforts of a large comprehensive public institution,
California State University, Northridge (CSUN), to develop a joint induction/master’s
program with a large urban school district, Los Angeles Unified (LAUSD), that reflects
state standards and effective practices in supporting beginning elementary and secondary
school teachers. The program most closely aligns with Smith and Ingersoll’s most
comprehensive form of induction. It includes basic induction + collaboration + external
teacher network + university coursework + virtual professional development center.
First, we discuss two critical factors that influenced our work, the Teachers for a New Era
(TNE) Initiative and state legislation. Second, we describe the multiple phases of our
*1) Mentor from either their own field or another field; 2) Supportive communication with their principal,
other administrators, or department chair
**1) Mentor from their own field; 2) Supportive communication with their principal, other administrators,
or department chair; 3) Common planning time or regularly scheduled collaboration with other teachers in
their subject area; 4) Seminar for beginning teachers
***Four components listed above (**) and three others: 5) Participation in an external network of teachers;
6) Reduced number of preparations; 7) A teacher’s aide
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work in designing and gaining approval of the program as a result of changing state
legislation, reported in more detail in Baker, Burstein, Chong, Eaton, Filbeck, Smith, &
Dewey (2004) and in Eaton, Chong, Baker, Burstein, Filbeck, Smith, & Penniman
(2005). Third, we present the approved CSUN/LAUSD Joint Induction/Master’s
Program. Fourth, we explicate our next steps. Finally, we conclude with new issues and
challenges we face as we move toward program implementation.
Influencing Factors
The TNE Initiative
CSUN was one of four universities selected nation-wide to participate in the Carnegie
Corporation’s Initiative in 2002, Teachers for a New Era (TNE), a reform effort to
establish exemplary teacher education programs. This initiative is organized around three
major principles:
 Decisions driven by evidence,
 Engagement with the arts and sciences, and
 Teaching as an academically taught clinical practice profession.
The initiative emphasizes that an exemplary teacher education program is involved in the
induction of teachers during their first two years of teaching. Induction through TNE is
referred to as residency, reflecting a medical model in which newly licensed professionals
practice their craft under the guidance and support of experienced veterans in their field.
Faculty, including those in the arts and sciences, are expected to provide mentorship and
supervision, confer with the teacher on a regular basis, arrange for observation of
teacher’s clinical practice, and provide guidance to improve practice. Unlike traditional
induction programs, the university is expected to play a major role, expanding its
responsibilities beyond initial teacher preparation to include the induction of new
teachers.
The California Context: Changing Legislation
Senate Bill 2042 – Restructuring Teacher Credentialing (1998)
The emphasis on induction at CSUN through TNE is consistent with a credential
structure in California in which graduates of Preliminary Credential (first-level
credential) programs are required to enroll in a program to clear the credential (California
Commission on Teacher Credentialing, 2003). In 1998, the Governor of California
signed legislation (SB 2042, Alpert/Mazzoni, Ch. 548, Statutes of 1998) that led to the
restructuring of teacher credentialing in California. One of these restructuring efforts
included a different requirement for earning a Professional Teaching Credential (secondlevel credential) as outlined by the Standards of Quality and Effectiveness for
Professional Teacher Induction Programs (2001). Under this legislation, teachers with a
Preliminary Teaching Credential were required to complete a two-year induction program
of support and formative assessment during their first two years of teaching in order to
earn a Professional Teaching Credential. Furthermore, the California Education Code
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Section 44279.2c allowed only local education agencies (LEA) to apply for and receive
state funding to support induction programs through the Beginning Teacher Support and
Assessment (BTSA) System, a jointly administered program by the California
Department of Education (CDE) and the California Commission on Teacher
Credentialing (CCTC).
Standards of Quality and Effectiveness for Professional Teacher Induction Programs
(2001)
It was initially believed that the districts were to design, sponsor, and administer two-year
induction programs based on the Standards of Quality and Effectiveness for Professional
Teacher Induction Programs. Induction programs were to include an assigned support
provider for each beginning teacher and provide support services appropriate to the
working conditions experienced by the beginning teacher at his/her school/district site.
Furthermore, based on the beginning teachers’ annual Individual Induction Plan (IIP), the
programs were to provide comprehensive, extended preparation and professional
development to support participating teachers in their attainment of the California
Standards for the Teaching Profession (CSTP) (1997) in relation to the state-adopted
academic content standards and performance levels for students and state-adopted
curriculum frameworks. Upon verification of completion of the professional teacher
induction program, the districts were allowed to recommend for the Professional Clear
Credential those teachers who had completed and met all induction program requirements
and demonstrated their knowledge and ability to teach state-adopted academic content
standards and competencies in the five specified areas of advanced studies: using
technology to support student learning (Standards 16); equity, diversity, and access to the
core curriculum (Standard 17); creating a supportive and healthy environment for student
learning (Standard 18); teaching English learners (Standard 19); and teaching special
populations (Standard 20).
The legislation not only gave provisions for districts to design and implement
induction programs for beginning teachers, but also allocated resources for the districts to
support the program implementation. The district induction programs were to be free of
charge to the participating teachers; however, the resources were not to be transferable to
subsidize the cost of university course work should any participating teachers request to
take courses at an institution of higher education to satisfy the five specified areas of
advanced studies outlined in Standards 16 through 20.
Therefore, the initial
understanding was that districts and local education agencies would be the only
institutions providing induction programs to beginning teachers in the State of California.
Standards of Quality and Effectiveness for Advanced Course Work for the Multiple
Subject and Single Subject Professional Clear Teaching Credential and Submission
Guidelines for Approval of the Fifth Year of Study Program (2003)
In September, 2003, the California Commission on Teacher Credentialing issued
Standards of Quality and Effectiveness for Advanced Course Work for the Multiple
Subject and Single Subject Professional Clear Teaching Credential and Submission
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Guidelines for Approval of the Fifth Year of Study Program (2003). This authorized
institutions of higher education (IHE) to seek approval of a program for the Fifth Year of
Study (including Advanced Study Courses), providing another option for candidates to
earn the SB 2042 Professional Clear Credential. Now beginning teachers could elect to
complete a Commission-approved Fifth Year of Study Program at an institution of higher
education or a Commission-approved Induction Program sponsored by a local education
agency.
An IHE- or university-sponsored Fifth Year of Study Program was defined by the
Commission as a program of course work consisting of a minimum of 30 semester units
beyond the bachelor’s degree or a master’s degree. Candidates were required to complete
the advanced study course work in four of the five areas prescribed in induction
programs: health education, teaching special populations, using technology, and teaching
English learners. Teachers who completed and met all program requirements for the
Fifth Year of Study Program would be recommended for the Professional Clear
Credential by the IHE. However, unlike the district- or LEA-sponsored induction
programs for the Professional Clear Credential, the university-sponsored Fifth Year of
Study programs received no allocation to support their implementation. Thus, teachers
would need to bear the cost of a university program.
Assembly Bill 2210 (2004)
Then on August 30, 2004, the Governor of California signed urgency legislation,
Assembly Bill 2210. This bill, which became effective immediately, offered clarification
for Senate Bill 2042, the 1998 legislation that called for a learning to teach continuum
with a designated period of induction for beginning teachers. AB 2210 makes it clear
that beginning teachers can no longer choose to earn the Professional Clear Credential
through either an Induction Program or a Fifth Year of Study Program. They must
participate in an Induction Program provided they have access to one.
By December, 2004, the California Commission on Teacher Credentialing
(CCTC) issued a communication that specified the following:
AB 2210 applies to all SB 2042 preliminary credential holders whose
credential issuance date is August 30, 2004 or later. As a result of this
legislation, the population of preliminary credential holders eligible to
participate in an approved Fifth Year program has been considerably
reduced. The chart below shows the various categories of preliminary
credential holders and their options for obtaining a clear credential,
consistent with the provisions of AB 2210:
4
Preliminary Credential Holder
Clear Credential Option(s)
BTSA Induction Program*
IHE-sponsored Induction Program
Employed Teacher (public private, charter)


Substitute Teacher
IHE-sponsored Induction Program
Not Employed Teacher
IHE-sponsored Induction Program
Employed Teacher who needs NCLB subject matter
Fifth Year Program
coursework
Induction-eligible Teacher but Induction program
Fifth Year Program
not available
*Beginning Teacher Support and Assessment Programs (voluntary for new teachers, grant funded) that
have responded to the 20 Induction Standards and been approved by the CCTC are now BTSA Induction
Programs (mandatory for new teachers not enrolled in IHE-sponsored Induction Programs, state funded)
Multiple Phases of Our Work: A Brief Historical Sketch
The work of the CSUN Induction Committee now spans a period of four years. The
composition of the Committee has always included education and arts and sciences
faculty and Los Angeles Unified School District personnel. Membership has changed
slightly from year to year with five individuals having served on the Committee since its
inception.
Phase I (2002-04)
Inspired by the TNE Initiative, based on extensive research on how to improve
professional practice, a clear understanding of the Standards of Quality and Effectiveness
for Professional Teacher Induction Programs and the California Standards for the
Teaching Profession (CSTP), and created in the spirit of changing legislation regarding
the leadership for induction programs, the Induction Committee put forward a model for
effective induction (residency) programs in accordance with state legislation at that time.
The overall challenge was to design a program that would attract our own graduates to
our Residency Program, offering them an alternative to other available options, including
the no-cost, two-year district induction programs and fifth year university programs that
could realistically be completed in one year but provide little classroom support.
When institutions of higher education (IHEs) were authorized to seek approval of
a program for the Fifth Year of Study (including Advanced Study Courses) in 2003, the
CSUN Induction Committee put forward a Residency Program that addressed the
credential requirements and the guiding principles found below in Figure 2. These
guiding principles were formulated by the Committee after conducting a review of the
induction literature and multiple focus groups to ascertain the needs of beginning
teachers.
5
Figure 2. Guiding principles for the CSUN Residency Program: Fifth year of study
linking to advanced credentials and master’s programs.
Collaborative Teaching and Learning Community
 Program with an emphasis on the diverse urban learner collaboratively developed and
implemented by university and P-12 faculty.
 Partially cohorted program with activities and assignments designed to facilitate collaboration,
problem solving, and inquiry.
Supportive Learning Environment
 Initial and ongoing advisement, monitoring development of competencies.
 Support by multiple mentors that may include university faculty, experienced teachers, and peers.
 Professional growth facilitated by arts and sciences faculty, education faculty, and P-12 educators.
Developmental Approach to Teaching
 Curriculum that is responsive to the needs of new teachers and relevant to their teaching
assignments.
 Seminars/courses designed with themes/strands that are revisited, building on previous exposure
and providing opportunity for reflection and application.
 A core curriculum that is developmentally appropriate for all teachers and also course work
tailored to meet individual interests/needs.
 A series of seminars, one each semester across two years, that provides the opportunity for selfassessment and reflection through the development of an Individual Residency Plan and a
Residency Portfolio.
Evidence Driven Preparation
 Emphasis on excellence in teaching, drawing upon research.
 Course work that focuses on using pupil learning/student achievement data in instructional
decision making aligned with state and national content standards.
 Opportunities for new teachers to observe and analyze the practices of veteran and peer teachers.
Access to Coursework
 Alternative scheduling options (weekends, evenings, at school site) and delivery of instruction
(face-to-face, on-line).
 Exposure to a variety of teaching styles in university courses.
Linkages among Coursework and Programs
 Linkages between the residency program with preservice and master’s/advanced credential
programs.
 Some linked/paired courses in subject matter and pedagogy.
As reported in Baker, Burstein, Chong, Eaton, Filbeck, Smith, & Dewey (2004),
the CSUN Induction Committee developed over the 2003-04 academic year an evidencebased Residency Program that met and exceeded the Fifth Year of Study Standards. It
was partially cohorted as well as individualized and provided opportunities for education
and arts and sciences faculty to team teach Residency Seminars. After seeking campus
approval of the program, a Fifth Year of Study Program document was submitted to the
California Commission on Teacher Credentialing (CCTC) for review and approval.
Implementation of the Residency Program was slated for Fall 2004.
Phase II (Summer 2004)
Over summer, 2004, faculty worked out the details for the required Individual Residency
Plan and Residency Portfolio. In addition, various committees were formed to write
6
syllabi for the Residency Seminars that would be taught in Fall 2004 and Spring 2005.
Other committees were established to conceptualize various master’s degree programs
that could be blended with the Fifth Year of Study Program, thereby offering beginning
teachers a Blended Residency/Master’s Degree Program. All of this work came to a halt
when Assembly Bill 2210 was passed and went into effect on August 30, 2004.
Phase III (December 2004 – December 2005)
In December, 2004, the CCTC clarified the language of AB 2210, letting it be known that
employed teachers are required to participate in a BTSA Induction Program or an IHEsponsored Induction Program. Given some choices, the TNE Induction Committee
members, along with the Provost, TNE Project Director, and one of the two Co-Associate
Directors, held a meeting with representatives from the United Teachers of Los Angeles
(UTLA) in early February, 2005. After sharing information about their respective work
with new teachers, representatives from both CSUN and UTLA acknowledged the
importance of a CSUN-UTLA collaborative effort that could be focused on the induction
of beginning teachers in order to meet the needs of some of the approximately 2,000 new
teachers in the Los Angeles Unified School District (LAUSD). Therefore, both groups
agreed to work together to further define a collaboration within the committee structure
that had already been established at CSUN to revise the Residency Program.
The CSUN-UTLA collaboration resulted in the reconvening of the TNE Induction
Committee, joined by six new members – two from UTLA, two representing K-12 from
LAUSD Local Districts 1 and 2, and two faculty from the arts and sciences. CSUN had to
rethink the way it would offer a Residency Program that reflected best practices in the
induction of beginning teachers, met state requirements for new teachers pursuing a
Professional Clear Credential, and addressed the TNE Initiative related to residency
programs. The following actions were taken:

We withdrew from review at the California Commission on Teacher
Credentialing (CCTC) the Fifth Year of Study Program developed in 2003-04. It
had been designed as CSUN’s Residency Program and therefore went far beyond
the state guidelines for such a program. If we had not rescinded the program and
it had been approved, the university would have been challenged to implement it
for a very limited number of teachers who would have been eligible to take it.

We considered revising the rescinded Fifth Year of Study Program, aligning it
with the twenty California Induction Standards, and submitting it as a universitysponsored Induction Program document to the CCTC for review and approval.
Several obstacles existing in 2005 made this option prohibitive, including no state
funding allocated to IHE-sponsored induction, the selection or development of a
formative assessment system, and the identification of and support for support
providers to mentor the beginning teachers. With Los Angeles Unified School
District, our TNE partner, indicating it had difficulty enlisting an adequate
number of qualified support providers for its own Induction Program, it remained
unknown how CSUN would be able to identify enough support providers to
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mentor LAUSD teachers who would have elected to participate in CSUN’s
Induction Program.

We considered writing a new Fifth Year of Study Program that closely adhered to
the state’s guidelines and submitting it to the CCTC for review and approval.
This approach would have resulted in a feasible program for a limited number of
teachers (per AB 2210). It became necessary for the TNE Induction Committee
to discard this consideration when we learned that interested stakeholders in the
State are now in the process of revisiting both the California Induction Standards
and the Fifth Year of Study Program Standards with the hope of developing a new
set of standards that will minimize the existing differences between the two sets.
While this work is underway, the CCTC will not review new documents
proposing a Fifth Year of Study Program.

We considered developing a joint induction/master’s program with Los Angeles
Unified School District. This final option proved to be the most viable. Drawing
upon much of our previous work, a joint program was developed throughout the
spring semester of 2005 and approved in December 2005.
The CSUN/LAUSD Joint Induction/Master’s Program
The new CSUN/LAUSD Joint Induction/Master’s Program is a three-year program that
leads to the Professional Clear (Level 2) Credential and an MA Degree. For program
admission, a first-year teacher is required to meet these criteria:
 Hold a Preliminary (Level 1) Multiple Subject or Single Subject Credential,
 Be employed full-time as a classroom teacher by Los Angeles Unified School
District (LAUSD),
 Be enrolled in LAUSD’s Induction Program, and
 Meet admission criteria for a master’s degree program in Elementary or
Secondary Education at CSUN.
As a collaborative program, both CSUN and LAUSD are committed to working
together to meet three key goals of the Joint Program: to increase the quality of
beginning teachers, to improve the achievement of students in the urban classrooms of
LAUSD, and to retain these teachers in the profession. For the first two years, those
enrolled in the program are involved with formative assessment in their classrooms
provided by an LAUSD support provider or mentor and with other activities sponsored
by the district. Additionally, they enroll in 15 semester units of Induction Core classes at
CSUN addressing state standards for Induction Programs, as well as 6 semester units of
MA course work. At the end of the second year, LAUSD recommends the candidate for a
California Professional Clear (Level 2) Credential. In the third and final year of the Joint
Program, those in the program complete 12 additional units of MA course work,
including a classroom-based action research project and portfolio presentation, in order to
earn the Master’s Degree in Teaching and Learning in Elementary Education or
Secondary Education. While two programs were created, one for those teaching multiple
8
subjects in elementary schools and the other for those teaching a single subject in middle
or high schools, the programs share a 33-semester unit design, as presented in Figure 3.
Figure 3. The CSUN/LAUSD Joint Induction/Master’s Program: 33 semester units.
Calendar
Year 1
▪ Fall
▪ Spring
▪ Summer
Year 2
▪ Fall
▪ Spring
LAUSD
Orientation
CFASST* Events
Support Provider/Mentor
~ 2 Self-selected Seminars
Mid-year Colloquium (January)
CFASST Events
Support Provider/Mentor
~2 Self-selected Seminars
Year-end Colloquium (May/June)
CSUN
Joint Program Orientation
MA Program Admission
Lesson Design Study (3) [MA]**
-English Learners (3) [IC/MA]***
-Health (3) [IC/MA]
CFASST Events
Support Provider/Mentor
~2 Self-selected Seminars
Mid-year Colloquium (January)
CFASST Events Completed
Support Provider/Mentor
Self-selected Seminars
completed
Year-end Colloquium (May/June)
Induction Portfolio Review
-Technology (3) [IC/MA]
-Equity and Diversity (3) [IC/MA]
Earn Professional Clear Credential
15 units of Induction Core/MA
Courses completed plus 6 additional
units of MA course work
(21 semester units total)
-Special Populations (3) [IC/MA]
▪▪ 3-course cohorted sequence
begins
▪▪ Research in EED/SED (3) [MA]
Year 3
 Fall
▪▪ Issues/Leadership (3) [MA]
Course Selected with
Advisement (3) [MA]
 Spring
▪▪ Directed Comprehensive Studies
– MA Portfolio (3) [MA]
Course Selected with
Advisement (3) [MA]
Earn M.A. in Education
(33 semester units total)
*CFFAST = California Formative Assessment and Support System for Teachers
**MA = MA Program course
***IC = Induction Core course meeting Standard 16, 17, 18, 19, or 20; all IC courses are included in the
Teaching and Learning Option of the MA Program
This new program will be offered beginning in Fall 2006, and it retains most of
the features valued in earlier guidelines of the TNE Residency Program at Cal State
Northridge: a collaborative teaching and learning community, a supportive learning
environment, a developmental approach to learning to teach with course linkages, and
evidence-driven teaching preparation. Another feature that has been added is a Virtual
9
Professional Development Center (VPDC), a website that offers on-line resources and an
interactive component for beginning teachers. Those in the Joint Program will be able to
draw on this resource while enrolled in the three-year program and for years after they
complete the Professional Clear Credential requirements and the MA.
A Collaborative Teaching and Learning Community
Representatives from the CSUN education faculty, CSUN arts and sciences faculty,
LAUSD K-12 faculty, and the LAUSD Teachers Union worked collaboratively to
develop this program focusing on preparing teachers for the diverse urban schools of the
Los Angeles Unified School District. Throughout the Induction Core courses offered at
the university, activities and assignments based on the application of learning in the
candidates’ own classrooms will be completed. These activities and assignments in these
five courses are designed to facilitate collaboration and problem solving. The Lesson
Design Study course was created so that education and arts and sciences faculty may
team teach a section of the class, when enrollments allow. For example, an Elementary
Education faculty member and an Anthropology or Geography faculty person might team
teach a class for elementary teachers, while Math Department and Secondary Math
Education faculty could teach the class for middle school/high school mathematics
teachers in the program.
Additionally, candidates will progress through the program, wherever possible, as
a cohort. The Lesson Design Study course for those in the Secondary Education program,
for example, will be subject specific, so that candidates in English, mathematics, science,
or the social sciences can work with one another as they consider student work samples
and improving their instruction. At the same time, three of the Induction Core courses
(Advanced Studies in Educational Equity and Diversity in Schools, School Health for
Teachers, and Collaborating to Meet the Needs of Special Populations) enroll both
multiple subject and single subject candidates (as well as Special Education Level II
candidates in the latter example), allowing the candidates across the programs to
collaborate and to learn from one another about students at different levels of schooling.
Finally, for both programs, a three-course sequence of classes in the final three
semesters of the program has been developed that is cohorted in Elementary Education
and by subject areas in Secondary Education. In the first course, candidates read
important research in education, learn about the research process, develop a literature
review for a topic of interest related to their teaching, and complete an action research
project proposal to be completed over the next two courses. The second course in this
sequence focuses on educational issues and leadership development. Candidates
complete and discuss readings on leadership, prepare and present a professional session
for colleagues, and complete a project that calls for them to analyze and reflect on their
professional activities. Additionally, candidates receive further assistance as they collect
classroom data for their action research project during this course. In the final course of
the sequence, candidates analyze the data collected and write a report of their research.
They also develop and present to CSUN arts, sciences, and education faculty and district
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representatives a portfolio of their work across the 33 semester-unit MA program that is
organized by the five MA Student Learning Outcomes.
Elementary and Secondary Education MA Candidates will develop as professional
educators who demonstrate:
1. REFLECTIVE PRACTICE by critically examining their subject knowledge,
pedagogical content knowledge, and pedagogical skills to improve their diverse
students’ learning;
2. THEORETICAL UNDERSTANDING by reading, synthesizing, and evaluating
educational theory and research in their field and applying research findings to
their practice in diverse classroom settings;
3. RESEARCH SKILLS by designing and conducting research ethically and
effectively and presenting their findings at a professional level in oral and written
forms;
4. EDUCATIONAL AWARENESS by knowing current discipline-based and
general educational issues and how those impact schools; and
5. LEADERSHIP by influencing policy and practice in educational communities
through advocacy and example.
A Supportive Learning Environment
Candidates in the Joint Program receive initial and ongoing advisement from both
LAUSD and CSUN, and they are supported by multiple mentors. Each candidate is
assigned a support provider/mentor at the school site who assists the candidate through a
series of classroom-based formative assessments, many of which are also aligned with
assignments and activities in the CSUN Induction Core courses. These support providers
are commonly veteran teachers from the same subject area or at the same grade level who
have received specialized training in assisting beginning teachers; they support the
implementation of and assess the CFASST Events, such as incorporating technology to
engage students in learning or differentiating instruction effectively for English learners.
At the university, candidates are supported in their learning by various education,
arts, and sciences faculty. For example, the Health Science course is taught by faculty
from the Health Science Department; the Special Education course is taught by faculty
from the Department of Special Education; and the cross-listed Equity and Diversity
course is taught by faculty from the Departments of Asian American Studies, Armenian
Studies, Chicano Studies, Educational Leadership and Policy Studies, or Pan African
Studies. When enrollments allow, the Lesson Design Study will be team-taught by one
faculty member from Elementary or Secondary Education and the other faculty person
from Departments such as Geology, English, Anthropology, or Mathematics. These arts,
sciences, and education faculty may also serve as MA Portfolio Readers in the final
semester of the program.
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In university courses, candidates will also be supported by peers in their classes
who are teaching in similar situations. Peers will provide feedback on lessons and on
assessments developed by others in their classes, as well as major course projects inspired
by National Board portfolio activities, e.g., Response to Student Work. Additionally,
there are opportunities for candidates in the Joint Program to support one another on line
as they participate in discussion groups addressing a range of topics in the Virtual
Professional Development Center.
Finally, the Graduate Advisors or Program Coordinators assist candidates in the
selection of two MA-level courses in the final year of the program, and faculty
collaborate so that portions of the action research project are effectively and cohesively
sequenced in three courses across the final three semesters of the program.
A Developmental Approach to Learning to Teach with Course Linkages
First-year teachers admitted into the program do not enroll in university course work in
the first semester of the program so that they might adjust to their teaching situations and
focus on the LAUSD aspects of the program. Beginning in the spring semester of the first
year, candidates enroll on a part-time basis in courses that address the needs of new
teachers and that ask them to apply learning in their own classrooms and to reflect on that
learning and its implications for their own students. One of the first courses is a Lesson
Design Study course that calls for candidates to focus on the value of their planning and
the importance of close analysis of student outcomes in order to strengthen their
planning. In making decisions about their work in the Lesson Design Study course, the
teachers will draw on the goals they have established in the Individual Induction Plan
developed with LAUSD.
The developmental nature of the program is also exemplified in links from the
Preliminary Credential Program to the induction level. The same CSUN faculty who
developed the 400-level Equity and Diversity in Schools course from the Departments of
Armenian Studies, Asian American Studies, Chicano Studies, Pan African Studies, and
Educational Leadership and Policy Studies worked together to create the advanced
Equity and Diverse course for the Joint Induction/MA Program. Similarly, the faculty
who created the Health Science and the Special Education courses in the Preliminary
Credential Program developed the advanced Health Science and Special Needs courses in
the Induction/MA Program. The three-course sequence that concludes the MA is another
example of the integrated and developmental plan for the program.
Evidence-Driven Teaching Preparation
The CSUN/LAUSD Joint Induction/MA Program emphasizes excellence in teaching,
drawing upon the research of effective practices for professional growth for and of
support for teachers. For example, the research literature emphasizes the value of
connecting university course content with classroom practice, and the projects, activities,
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and assignments in the CSUN Induction Core and other courses all call for such
applications to the urban classrooms where the candidates teach. The faculty developing
the Joint Program also drew on evidence noting the value of a support network for
beginning teachers; the Joint Program is partially cohorted in order to provide this
networking and peer support. Additionally, the candidates in the Joint Program are
encouraged throughout the program to use student learning evidence to make
instructional decisions in their urban classrooms that are coordinated with state and
national subject matter academic standards. Finally, the teachers also have opportunities
to observe veteran teachers at their schools, as well as videotapes of their peers, and they
analyze the practices they observe in terms of research-based recommended teaching
practices.
A Virtual Professional Development Center
CSUN’s Virtual Professional Development Center (VPDC) that will be used by
new teachers enrolled in the Joint Program is comprised of three major components -- an
information center, an interactive space that accommodates on-line learning
communities, and a repository of on-line resources (see Figure 4 below). First, the
informational component features an on-line bulletin board that beginning teachers may
use to disseminate and exchange information with peers, colleagues, administrators, and
professors. Second, the interactive component of the VPDC includes threaded group
discussion boards as well as public and private chat rooms. Third, the repository offers
subject matter content resources, pedagogy resources, lesson/unit plan ideas, and teaching
tips. The subject area content resources consist of state and national subject content
standards as well as specific information in various subject areas, e.g., business,
English/language arts/reading, English language development, health sciences, historysocial science, home economics, mathematics, physical education, science, and visual
and performing arts. Pedagogical resources include helpful teaching tips and strategies
and sample lesson and unit plan ideas that are deemed to be of high quality by CSUN
professors and K-12 experts.
By requiring new teachers to make use of the VPDC while they are in the Joint
Program, we hope to promote and foster the idea that the site will serve them well after
they have exited the program. In returning to the VPDC they will increase the likelihood
of sustaining their reflective teaching practice, enhancing their learning and efficacy,
sustaining their membership in a collegial and collaborative culture, remaining in the
teaching profession, and improving their K-12 students’ achievement.
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Figure 4. CSUN’s Virtual Professional Development Center.
Information Center
 Bulletin boards where beginning teachers may post on line to disseminate and exchange information
with peers, colleagues, administrators and professors
Interactive On-line Learning Communities
 Asynchronous threaded discussion boards with peers, K-12 colleagues, CSUN education faculty, and
CSUN arts and sciences faculty
 Synchronous public and private chat rooms with peers, K-12 colleagues, CSUN education faculty,
and CSUN arts and sciences faculty
Repository of On-line Resources
 Subject Area Resources (Each of the following subject areas includes informational links to the
following categories: California Standards, Frameworks and Blueprints; Standards-based Lesson
Plans; Differentiated Instruction for EL Students; Differentiated Instruction for Students with
Special Needs; Interdisciplinary Instruction; Formal and Informal Assessment; Additional Web
Resources; Books & Publications; Teacher Professional Organizations; Family and Community
Resources; Multimedia Resources; Instructional Technology Resources; and Tips and Tools for
Promoting Learner-Centered Classrooms)
 Business
 English/Language Arts/Reading
 English Language Development
 Health Sciences
 History-Social Science
 Home Economics (Family and Consumer Sciences)
 Languages Other Than English
 Mathematics
 Physical Education
 Science
 Visual and Performing Arts
 Other Resources
 School Year Tips (Starting Off the Year, Working with Parents, Report Cards, Beginning
Teacher Resources, Information on Classroom Management Bibliography, Models for
Classroom Management and Discipline, Strategies for Promoting Student Responsibility,
Creating Community in the Classroom)
 Technology (Technology in our Schools, Technology in the Classroom, Technology in
Instruction, Using Technology as an Assessment Tool, Web-Based Applications of
Technology, Cybersafety Tips for Teachers and Students, Cybersafety Tips for Parents)
 Legal Information (California Education Law, Federal Education Law, Teacher Unions,
General Legal Information for Teachers)
 Lesson Study and Collaborative Practice (Lesson Study Definition, Lesson Study Resources,
Joining Lesson Study Discussion Groups, Lesson Study Bibliography, Teacher Mentoring,
Cognitive Coaching, Cognitive Coaching Resources, Cognitive Coaching Bibliography,
Cognitive Coaching Training Opportunities, Critical Friends Groups)
 Inclusive Environments (General Information about Inclusion, Disabilities and Giftedness,
Legislation & History, Organizations, Inclusion Resources, Early Childhood Inclusive
Environments, Parents/Families, Technology)
 Equity & Diversity (How to Create a Classroom with Equity and Respect for Diversity,
Technology Resources, Technology Tools, Equity in Assessment)
 Professional Development (Professional Organizations, Learning about Graphic
Organizers, Learning about Cooperative Learning, Tips for Making Presentations, Writing
a Teacher Grant, Reflective Practice, Learning about Authentic Assessment, Learning about
Project-based Learning, Multiple Intelligence, Learning about Neurobiology)
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Next Steps
Now that the CSUN/LAUSD Joint Induction/Master’s Program has been approved by all
required curriculum bodies at Cal State Northridge and appropriate personnel in Los
Angeles Unified, we have begun to operationalize the Memorandum of Understanding
(MOU) that was developed and approved by both CSUN and LAUSD. The MOU clearly
specifies the role of each agency regarding:
 sponsorship, articulation and administration;
 evaluation;
 program design;
 advice and assistance; and
 completion of the professional teacher induction program.
Preparation for the Fall 2006 implementation of the program is underway. Discussions
focus on the evidence that will be collected to address a preliminary series of research
questions. Additionally, CSUN is considering an expansion of its university/school
district model of induction to include other school districts as well.
Preparation for the Implementation of the Joint Program in Fall 2006
We are currently engaged in five major activities as we prepare for the Fall 2006 roll out
of the Joint Program. Following is a brief explanation of each.
Coordinating the Administration of the Joint Program with LAUSD
The Induction Collaborative Committee, comprised of members representing both the
university and the school district, meets on a regular basis to monitor the administration
of the Joint Program and analyze program data for the purpose of improving the
CSUN/LAUSD Joint Induction/Master’s Program.
Presently, a master calendar is being prepared that will succinctly detail when
LAUSD Induction Orientation Meetings will be held throughout August, September,
October, November, and December of 2006 in order to accommodate the district’s hiring
practices for the multiple-track year-round schools. At these district orientation
meetings, new teachers are informed about the state requirement to participate in an
induction program; introduced to LAUSD’s self-contained, free-of-charge Induction
Program; and offered the option to participate in a University/LAUSD Joint
Induction/Master’s Program as an alternative to the district’s self-contained program.
Therefore, the possibility exists that some new teachers in LAUSD who did not complete
their pre-service teacher preparation program at CSUN may elect to participate in the
Joint Program. In doing so, CSUN will have the opportunity to work not only with its
own graduates but with graduates of preservice programs housed at other universities,
both in-state and out-of-state. New teachers interested in the Joint Program will submit
to the district an Intent to Participate Letter.
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Also, the master calendar will indicate the dates of the Joint Program Orientation
Meetings in August, September, October, November, and December for those teachers
who filed an Intent to Participate Letter. At these meetings CSUN and LAUSD
representatives will cover the eligibility criteria for the Joint Program, both university and
district requirements, suggested scheduling of university course work, and estimated
costs for the portion of the program completed at CSUN. Teachers eligible for the Joint
Program will receive a Letter of Authorization from the school district to participate.
Those who are not eligible for the CSUN/LAUSD Joint Induction/Master’s Program will
complete LAUSD’s self-contained Induction Program.
Recruiting and Advising Current CSUN Preservice Teacher Candidates
Joint Program literature that will be shared with all elementary and secondary preservice
teacher candidates at CSUN is being designed. Upon entry to the preservice program,
they will receive brief preliminary information about the Joint Program as they are
introduced to the developmental learning to teach continuum. As candidates progress
through the program, they will receive more specific information about the Joint Program
from their first semester student teaching seminar instructors. Detailed information and
step-by-step application directions for the Joint Program will be disseminated by second
semester student teaching seminar instructors. Also, this same information will be
inserted in the preservice program portfolio that each candidate submits for evaluation at
the end of the program.
Concomitantly, we are developing a series of meetings at which candidates will
hear information at various levels of detail.
In ongoing, regularly scheduled
informational meetings offered to prospective preservice teacher candidates, brief
preliminary information about the Joint Program will be provided. Orientation meetings
for individuals admitted to the preservice programs will include slightly more detailed
information. Finally, regularly scheduled meetings specific to the Joint Program will
offer comprehensive information so that CSUN preservice candidates completing their
credential work will be fully apprised of state induction requirements, what to expect
from their Induction Orientation Meeting offered by LAUSD, and the steps to take to
apply for the Joint Program.
Finally, various websites, college and department, will post updated Joint
Program information. Eligibility criteria, admission processes, and program requirements
will be provided, as well as the dates and locations of the LAUSD Orientation Meetings
and the dates and locations of the Joint Program Orientation Meetings.
Developing Syllabi
Education and arts and sciences faculty, together with a representative from United
Teachers of Los Angeles, are developing course syllabi from the Lesson Design Study:
Developing Best Practices course outline. They are developing five syllabi for classes
that will be taken by secondary teachers; four are discipline-specific (English,
mathematics, science, social science) and one is generic. For example, English teachers
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will enroll in a designated section of the Lesson Design Study class while mathematics
teachers will enroll in a different designated section provided there are appropriate
numbers of English and math teachers. One syllabus is under development for
elementary teachers. By the end of the spring semester of 2006, each syllabus will be
comprehensively designed with the readings, in-class activities, out-of-class activities,
and assignments specified for each week of the semester. Some of these assignments will
require the beginning teachers to address their respective Individual Induction Plans
developed in conjunction with their district mentors, while other assignments will require
them to make use of the Virtual Professional Development Center. All handouts
detailing the activities, assignments, and projects that will be used with the beginning
teachers as well as any rubrics, quizzes, and/or tests will be attached to the syllabi.
Building a Virtual Professional Development Center
Under the auspices of the Teachers for a New Era (TNE) Initiative, CSUN’s Virtual
Professional Development Center (VPDC) is currently being reviewed for further
refinement and expansion by a newly formed TNE Induction Subcommittee, comprised
of CSUN arts and sciences and education faculty as well as K-12 educators. The
Subcommittee’s charge is to expand the resource component of the existing VPDC that
was originally developed specifically for the Integrated Teacher Education Program
(ITEP) with funding from a Title II Teacher Quality Enhancement grant. The goal is to
build a site that is appropriate for and helpful to all teacher education candidates enrolled
in Preliminary Credential (Level 1) programs and new teachers enrolled in either the
Joint Program or the Level II Special Education Credential Program at CSUN –
elementary, secondary, and special education. Also, graduates of all of these programs
and non-CSUN graduates will have the opportunity to advance their professional growth
through the site.
Developing Evaluation Instruments
Members of the TNE Induction Committee, the committee that designed the Joint
Program, are developing two evaluation instruments so they will be ready for use during
the first year of program implementation, 2006-07. One instrument will survey the
beginning teachers’ perceptions; that is, their satisfaction with the Joint Program. Among
the survey items will be those that attempt to solicit the beginning teachers’ thoughts
about balancing the program assignments required by CSUN and LAUSD during a
designated semester. Other items will ask them to assess the relevancy of the CSUN
courses to their present teaching assignment, their opportunities to build learning
communities, the usefulness of the teacher-researcher skills they developed, and their
growth as a reflective practitioner, while yet others will query to what extent they make
use of K-12 achievement data in their CSUN course work. Another instrument will
survey the faculty who teach in the Joint Program to ascertain their perceptions of the
effectiveness of the program. Many of the items will be those found on the beginning
teachers’ survey, however, reframed in order to solicit faculty perceptions. Both of these
evaluation instruments complement the program evaluations that LAUSD uses.
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Collection of Evidence
A plethora of research opportunities will emerge once the CSUN/LAUSD Joint
Induction/Master’s Program has been implemented. Foci will include the examination of
teacher development, satisfaction with the program by new teachers and faculty,
employer satisfaction, and the beginning teachers’ performance as measured by their K12 students’ achievement. To this end, the following evaluation objectives have been
developed.
Objective 1 – Beginning Teacher Development: To document and measure beginning
teachers’ academic and professional development progress from the point of entry to the
Joint Program through the point of exit from the Joint Program. Grade point average and
demographics (age, gender, ethnicity) will be gathered upon admission to the program.
Course grades will be collected and analyzed at the end of each semester. Upon exiting
the program, GPA and MA portfolio data will be collected and analyzed. Among the
MA portfolio artifacts will be the beginning teacher’s written report of his/her action
research study.
Objective 2 - Beginning Teacher Program Satisfaction: To document and measure
beginning teachers’ satisfaction with the Joint Program components including
advisement, course content quality, quality of instruction, support, and program
coordination. On a questionnaire administered at the end of each year, beginning
teachers will rate each program component and the courses they completed. They also
will offer their perceptions of the MA portfolio process.
Objective 3 – Faculty Program Satisfaction: To document and measure Joint Program
faculty perceptions about advisement, course content quality, quality of instruction,
support, and program coordination. The questionnaire asks faculty to rate the program
components and provides open-ended questions regarding the MA portfolio process.
Objective 4 – Employer Satisfaction: To document and measure employer satisfaction
with beginning teachers’ performance in the Joint Program during the first, second, and
third years. Questionnaires based on the California Standards for the Teaching
Profession will be sent annually to the principals or other supervisors of the beginning
teachers. Data collected at the end of the first year will be captured through the
evaluation survey administered by the Chancellor’s Office in the California State
University System.
Objective 5 – Beginning Teachers’ Performance as Measured by Student Achievement:
To document and measure the achievement of pupils taught by the beginning teachers in
the Joint Program. Using standardized assessment, student achievement will be
documented, analyzed, and compared with achievement data from LAUSD teachers who
did not participate in the CSUN/LAUSD Joint Induction/Master’s Program.
Several research questions might be posed regarding the value added of program
participation.
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

What is the impact of Joint Program participation on teacher efficacy?
What is the impact of Joint Program participation on student achievement?
What is the impact of Joint Program participation on teacher retention and job
satisfaction (end of year one, two, three)?
Expansion of the University/School District Model
A large number of teacher candidates prepared by California State University, Northridge
take their first teaching positions in the Los Angeles Unified School District. However,
others become employees of several smaller nearby school districts. Because faculty at
CSUN have a high level of interest in continuing to guide the professional growth of our
candidates once they have entered the teaching profession, we have begun conversations
with some of these school districts. Collaborative possibilities include making use of the
same Joint Induction/Master’s Program model that we have with LAUSD, or developing
an alternative model. Should we be successful in forming additional induction
collaborations, our research opportunities will broaden as well.
Issues and Challenges
We have made significant progress this year, accomplishing our efforts to develop a joint
induction/master’s program with LAUSD. Moreover, we have successfully designed a
program that reflects best practices in the professional development and support of
beginning teachers, incorporates TNE principles, and provides an emphasis on serving a
diverse urban school population. As we move into the implementation phase of the
program, we anticipate additional issues and challenges that will need to be addressed.
Ensuring a Well-coordinated University/District Program
There is considerable literature that emphasizes that schools and universities need to
work together throughout the learning to teach continuum of preservice, induction, and
inservice (Moir & Gless, 2001; Wood, 2001). While CSUN has offered collaborative
preservice programs with school districts for many years, there has been little systematic
involvement of the university during the induction period. The Joint Program extends
our participation in the learning to teach continuum, enabling us to continue to work with
our program graduates and other new teachers as they enter the teaching profession.
The role of CSUN and LAUSD is delineated in a Memorandum of
Understanding, agreeing to cooperate in offering a well-articulated and coordinated
program. However, we know that collaboration is challenging. It is critical that an
infrastructure is developed to facilitate collaboration among personnel involved in the
program from LAUSD and CSUN to reflect upon program implementation, discuss
evaluation data, and revise the program as needed. Furthermore, as we begin to
implement this program, we anticipate that other districts will be interested in
19
collaborating with us to develop joint induction/master’s programs, providing interesting
opportunities and new challenges.
Serving Urban Students from Diverse Linguistic and Cultural Backgrounds
Research on retention indicates that many new teachers leave teaching by the end of the
fifth year. This trend is particularly pronounced in urban areas, where up to 50 percent of
new teachers leave the classroom by the end of their third teaching year (National Center
for Education Statistics, 2000). New teachers are often hired in under-performing highpoverty schools and come from different backgrounds than their culturally and
linguistically diverse student population. Moreover, new teachers in urban schools work
with the most challenging and disadvantaged students but typically receive little support
(Berry, Hopkins-Thompson, & Hoke, 2002).
The Joint CSUN/LAUSD Induction/Master’s Program is designed to address
teacher retention in urban schools through support by multiple mentors and course work
to assist teachers to serve students diverse in culture and language, at-risk, and with
special needs. Courses have been developed that focus on equity and diversity, English
learners, and special populations. The development of cultural competency, however, is
also facilitated by providing opportunities for reflection through support groups and
interactions with individuals from diverse ethnic backgrounds, and ongoing professional
development to faculty, increasing their multicultural knowledge and skills (McAllister &
Irvine, 2000; Voltz, Dooley, & Jeffries, 1999). To examine our efforts in preparing and
retaining new teachers, we will need to address both the program’s content and process in
developing effective teachers for urban schools.
Monitoring the Program Design
The CSUN/LAUSD Joint Induction/Master’s Program is designed as an alternative to
district induction programs. We are hopeful that teachers in LAUSD and eventually in
other districts, will be interested in attending a comprehensive program in which they can
obtain both a Professional Clear Credential and a master’s degree. The program is
designed so that teachers progress together through a carefully sequenced series of
courses. However, we are concerned about the significant demands of the program,
given its comprehensive nature and requirements from both the school district and
university. Therefore, we will need to carefully monitor recruitment efforts, and the
progress of teachers in both the induction and master’s program components, examining
the following questions:
 Will teachers be interested in the program, given additional costs and a 3-year
commitment?
 Will students progress through the induction program as scheduled, given the
demands of the program?
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

Will the program be well coordinated, providing a seamless delivery system, or
will teachers feel they are participating in two distinct programs, one offered by
LAUSD and one offered by CSUN?
Once teachers complete the district’s induction program and earn the Professional
Clear Credential, will they continue for a third year to complete the master’s
program?
Will other districts be interested in participating in a similar joint
induction/master’s program?
Institutionalizing the Program
The development of the Joint Induction/Master’s Program has been supported through
TNE. It is anticipated that as in any new program, resources will be needed to support
program coordination, including recruitment, advisement, program implementation,
evaluation and maintaining the VPDC. To sustain program integrity and quality, the
program will require significant coordination with the school district and within the
university. Therefore, it is essential that we consider ongoing resource needs in order to
institutionalize the program.
Linking Student Achievement to Beginning Teacher Performance
TNE emphasizes that the ultimate criterion for measuring teacher success is evidence of
pupil learning. To this end, an integral part of the induction/master’s program is the
assessment and measurement of pupil learning. During the induction period, through
CFASST events, teachers examine student performance using pupil work products and
reflect upon how these data inform their teaching practices. In university course work,
beginning with the Lesson Design Study course, teachers focus on developing curriculum
for their students through assessment, instruction, evaluation, and reflection. In other
courses, they learn to adapt and modify their practices, particularly focusing on the
performance of students from diverse backgrounds and with special needs. In the
master’s courses, they complete an action research project intended to assist in enhancing
student performance. Therefore, throughout the program teachers will document student
achievement in a variety of ways, and we will need to determine how these data will be
systematically collected and used to examine teacher performance.
Finally, there is little research that links teacher education to pupil learning.
While challenging, we are hopeful that we can contribute to this research. We will
document and measure the achievement of pupils taught by the beginning teachers in the
Joint Program and compare the achievement data from LAUSD teachers who did not
participate in the CSUN/LAUSD Induction/Master’s Program. By using qualitative and
quantitative data, we will examine the impact of the Joint Program on teacher efficacy.
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Summary
“For the most part, new-teacher induction programs are under-conceptualized,
under-developed, under-supported, and under-funded in the American public education
system” (Berry, B., Hopkins-Thompson, P., & Hoke, M., 2000). We believe we have
developed a program for beginning teachers that will provide an exception to this claim
advanced by Berry et al. Weathering challenges related to several legislative changes
that resulted in the abandonment of a previously developed Residency Program, we now
are preparing to offer in collaboration with the Los Angeles Unified School District the
CSUN/LAUSD Joint Induction/Master’s Program. This three-year program that leads to
the Professional Clear (Level 2) Credential and a Master of Arts in Education, Teaching
and Learning Degree will provide novice teachers with a collaborative teaching and
learning community, a supportive learning environment, a developmental approach to
learning to teach, evidence-driven teaching preparation, and a Virtual Professional
Development Center.
We look forward to implementing the CSUN/LAUSD Joint Induction/Master’s
Program in Fall 2006. We are hopeful the program will effect an increased level of
teacher quality, a higher retention rate in the teaching profession, and most importantly
improved student achievement.
References
Alpert (1998). Senate Bill 2042, Teacher credentialing.
(http://www.leginfo.ca.gov/bilinfo.html)
Berry, B., Hopkins-Thompson, P., & Hoke, M. (2002). Assessing and supporting new
teachers: Lessons from the southeast. Chapel Hill, NC: The Southeast Center
for Teacher Quality, www.teachingquality.org.
Eaton, A.J., Chong, S.B., Baker, K.R., Burstein, N., Filbeck, M., Smith, C.C., &
Penniman, S. (2005). New directions in teacher induction: A continuation of a
comprehensive university’s response to the teachers for a new era initiative.
Paper presented at the annual meeting of the American Educational Research
Association, Montreal, Canada.
Baker, K.R., Burstein, N., Chong, S.B., Eaton, A.J., Filbeck, M., Smith, C.C., & Dewey,
R. (2004). New directions in teacher induction: A comprehensive university’s
response to the teachers for a new era initiative. Paper presented at the annual
meeting of the American Educational Research Association, San Diego, CA.
California Commission on Teacher Credentialing (1997). California standards for the
teaching profession. Sacramento, CA: California Commission on Teacher
Credentialing. (http://www.ctc.ca.gov/reports/cstpreport.pdf)
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California Commission on Teacher Credentialing (2003). Standards of quality and
effectiveness for advanced course work for the multiple subject and single subject
professional clear teaching credential and submission guidelines for approval of
the fifth year of study program. Sacramento, CA: California Commission on
Teacher Credentialing.
(http://www.ctc.ca.gov/educator-prep/STDS-prep-program.html)
California Commission on Teacher Credentialing (2001). Standards of quality and
effectiveness for professional teacher induction programs. Sacramento, CA:
California Commission on Teacher Credentialing.
(http://www.ctc.ca.gov/educator-prep/STDS-prep-program.html)
Carnegie Corporation of New York (2002). The corporation’s program: Prospectus.
New York, NY: Carnegie Corporation of New York.
(http://www.carnegie.org/sub/program/teachers_prospectus.html)
Liu (2004). Assembly Bill 2210, Marian Bergeson beginning teacher support and
assessment system. (http://www.leginfo.ca.gov/bilinfo.html)
McAllister, G. & Irvine, J.J. (2000). Cross cultural competency and multicultural teacher
education. Review of Educational Research, 70, 3-24.
Moir, E. & Gless, J. (2001). Quality induction: An investment in teachers. Teacher
Education Quarterly, 28, 109-115.
National Center for Education Statistics. (2000). Progress through the teacher pipeline:
1992-93 college graduates and elementary/secondary school teaching as of 1997.
Washington, DC: U.S. Department of Education.
Smith, T.M. & Ingersoll, R.M. (2004). What are the effects of induction and mentoring
on beginning teacher turnover? American Educational Research Journal, 41,
681-714.
Voltz, D. L., Dooley, E. & Jeffries, P. (1999). Preparing special educators for cultural
diversity: How far have we come? Teacher Education and Special Education,
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Wood, A. L. (2001). What does research say about teacher induction and IHE/LEA
collaborative programs? Issues in Teacher Education, 10, 69-81.
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