IRVINE UNIFIED SCHOOL DISTRICT
Standards of Quality and Effectiveness for Professional Teacher Induction
STANDARD ONE - PROGRAM RATIONALE AND DESIGN
The induction program incorporates a purposeful, logically sequenced structure of extended preparation and professional
development that prepares participating teachers to meet the academic learning needs of all P-12 students and retain high quality
teachers. The design is responsive to individual teacher's needs, and is consistent with Education Code. It is relevant to the
contemporary conditions of teaching and learning and provides for coordination of the administrative components of the program
such as admission, advisement, participant support and assessment, support provider preparation, and program evaluation. The
program design provides systematic opportunities for the application and demonstration of the pedagogical knowledge and skills
acquired in the preliminary credential program. The program design includes intensive individualized support and assistance to each
participant, collaborative experiences with colleagues and resource personnel, and an inquiry-based formative assessment system that
is built upon the California Standards for the Teaching Profession. The induction program collaborates with P-12 organizations to
integrate induction program activities with district and partner organizations’ professional development efforts.
Purposeful, Logically Sequenced Structure of Extended Preparation and Professional Development
Irvine Unified School District (IUSD) is the lead educational agency for the IUSD BTSA Induction Program. With a commitment to
strengthening the learning to teach continuum, Irvine BTSA Induction Program has developed strong partnerships with teachers of
Irvine Unified School District and the Institution of Higher Learning partners, California State University, Fullerton; Concordia
University; and Brandman/Chapman University. The BTSA Induction Program is part of a continuum of support that acknowledges
teachers’ university experience while providing opportunities for teachers to grow and demonstrate application of learning through the
use of the Formative Assessment for California Teachers (FACT) system. Throughout two years of Induction, Participating Teachers
are paired with a Support Provider that is matched by grade and content whenever possible. Support Providers meet with them
regularly to discuss their progress, support their progress, and support their professional growth. Support Providers also guide
Participating Teachers in selecting relevant professional development that aligns to their Individual Induction Plan goals.
Design Responsive to Education Code and Individual Teacher Need
Following passage of SB2042 (Alpert/Mazzoni, Ch. 548, Statutes of 1998), the Commission made substantial revisions of its
standards for teacher preparation. As a result, and in accordance with Education Code section 44259 (c), Irvine Unified BTSA
Induction Program developed and implemented our teacher induction program in accordance with the standards adopted by the
Commission and the Superintendent of Public Instruction. (Education Code 44279.2 (c) (1)) Irvine Unified BTSA Induction Program
is a Commission approved program that recommends participating teachers for their Professional Clear teaching credential.
BTSA Induction Plan 2009-2010
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Standards of Quality and Effectiveness for Professional Teacher Induction
The design of the Irvine Unified BTSA Induction Program builds on the skills and knowledge acquired in the preliminary program
and takes into account individual teacher needs. This is accomplished through the completion of Formative Assessment for California
Teachers (FACT), review of TPA results, support provider observations, and the participating teacher’s self-assessment. Professional
development and individualized support are based on the results of the participating teacher’s self-assessment. Participating teachers
may choose to work with colleagues, read professional articles, attend workshops, conferences, or training, or select a professional
development option that is based on areas of identified need on their Individual Induction Plan (IIP). Throughout the two-year
program, participating teachers conduct action research to further develop their pedagogical knowledge and skills learned in their
preliminary teacher preparation program.
Coordination of Administrative Components
Admission
Beginning with recruitment, all potential new hires are given information regarding the Irvine Unified BTSA Induction Program,
including expectations and admission requirements. Applicants are given information about the Irvine Unified BTSA 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
candidate eligibility and provide the candidate with requirements for participation and completion in the BTSA program. Upon hire,
the candidate first meets with the credential analyst who uses the BTSA eligibility chart to determine if the candidate is eligible to
enter the IUSD BTSA Induction Program. Once eligibility is determined, the credential analyst fills out the Professional Teacher
Induction Notification of Eligibility and Responsibility form, the candidate signs it, and copies are then given to the BTSA office and
the candidate. Once eligibility is determined, the candidate attends a BTSA Orientation meeting to receive their first BTSA
advisement and orientation to the program. These opportunities provide the Participating Teachers with a clear understanding of
induction 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 MOUs, calendars, and other informational
materials that prepare the candidate to begin the program.
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Standards of Quality and Effectiveness for Professional Teacher Induction
Participant Advisement, Support, and Assessment
Irvine Unified School District BTSA Induction Program is designed to provide advice and assistance to support Participating Teachers
as they work through program and credential requirements. An initial meeting is held at the point of hire between a credential
technician and the participating teacher. Review Meetings and Monthly Meetings, held multiple times throughout the year, include
feedback about the level of participation and next steps to ensure completion of the program. It also identifies any special assistance
for a Participating Teacher who may need additional support in order to ensure s/he has the opportunity to complete program
requirements and be recommended for a Clear Credential.
Support Provider Preparation
Once selected, Support Providers complete training to prepare them to use the FACT formative assessment system. FACT consists of
a structured series of critical thinking tasks, known as Modules, based on the California Standards for the Teaching Profession
(CSTP) and grounded in a formative view of teaching. The training is conducted by FACT trained district personnel and uses
materials, activities, and resources provided by the California Commission on Teacher Credentialing and the California Department of
Education. The training includes Skill Building in order to develop the necessary skills for a successful experience as a Support
Provider, and training to prepare Support Providers to guide Participating Teachers through the FACT modules. Each support
provider is also required to attend evening trainings on a variety of topics and designed to assist the support provider in their work
with participating teachers. Support providers also attend practicums with their participating teachers to give them the opportunity to
have collaborative time with their participating teacher while receiving guidance from the BTSA Leadership Team.
Program Evaluation
Through ongoing reflection and evaluation, the design of the program is continually modified and revised to align with state and
district standards, and to better meet the needs of the Participating Teacher. Formal (State surveys), informal surveys, and
questionnaires are completed by all stakeholders (Participating Teachers, Support Providers, Site Administrators, Leadership Team,
and Advisory Council), who are integral in providing formative and summative feedback throughout the year. All results are
examined and evaluated for alignment to the Induction Standards by the BTSA Induction Leadership Team. Modifications and
revisions to the program are made and approved by the Advisory Council in order to improve the effectiveness, quality, and structure
of the BTSA Induction Program. Individual Evidence Reviews are conducted twice a year (Winter and Spring) in lieu of the Exit
Panel Presentation previously noted in the Biennial Report submitted at the end of the 2009-2010 school year. Please see description
found under “Assessment of Candidates” section in the “Program Summary.” Information is provided by the new teachers at the
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Standards of Quality and Effectiveness for Professional Teacher Induction
Reviews regarding the efficacy of the support being received by their Support Provider, resources and assistance from the program,
and professional development opportunities. This information is shared with stakeholders at the BTSA Advisory Council Meetings
providing the vehicle for conversation regarding the successes, challenges and potential improvements to the BTSA program.
Support Provider 1:1 (One-on-One) Meetings are also conducted between a member of the BTSA Leadership Team and an individual
Support Provider during the final months of the school year. The agenda for this meeting includes: 1) review of mid-year survey
results from the individual Participating Teacher(s) compared to the feedback from the whole group; 2) review the Support Provider
observation notes as measured to the rubric; and 3) discussion of the Support Provider stipend. The purpose of these meetings is to
provide Support Providers feedback to help them improve their support and coaching of new teachers and gain valuable program
feedback, both critique and praise regarding the efficacy of the program. Suggestions from these meetings are taken into
consideration for the following year and shared with the BTSA Advisory Council.
Structure and Systematic Opportunities for Application and Demonstration
The Irvine Unified BTSA Induction Program is grounded in research and effective practices and recognizes that first and second-year
teachers have different developmental needs. Based on the learning to teach continuum, the Irvine Unified BTSA Induction Program
is designed to support Participating Teachers as they transition from teacher preparation, apply knowledge into classroom practice,
and continue to learn and develop throughout their professional careers as educators. The program design has been carefully created
under the guidance of the BTSA Induction Program Leadership Team and the BTSA Induction Advisory Council. The overall goal of
the Irvine Unified BTSA Induction Program is to prepare and retain high quality teachers, who are collaborative, reflective
practitioners that exemplify proactive and ethical decision making with regard to the cultural, linguistic, academic, and social diversity
of students and families in the Irvine Unified BTSA Induction Program community. Support Providers communicate regularly with
the Participating Teachers, participate in professional development opportunities, and continue to reflect on their teaching practice
throughout the two-year program. The Irvine Unified Induction Program and the Formative Assessment for California Teachers
(FACT) are based on the California Standards for the Teaching Profession, the state academic content standards and performance
levels for students, and the state-adopted curriculum frameworks. The Irvine Unified Induction Program also adheres to and follows
the guidelines established by the Induction Program Standards. At the conclusion of the two-year Induction Program, a participating
teacher that satisfactorily completes all Induction requirements will be recommended for a professional clear credential.
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Standards of Quality and Effectiveness for Professional Teacher Induction
Individualized Support and Assistance
An inquiry based system guides and informs participating teachers about their own professional growth. The purpose of formative
assessment is to improve teaching, as measured by each standard of the California Standards for the Teaching Profession (CSTP,) and
Induction Program Standards in relation to the state-adopted academic content standards and performance levels for students. In
collaboration with Support Providers (SP), Participating Teachers (PT) assess their practice against a set of specific criteria within the
research cycle. Participating teachers gather information, collaborate and/or observe a colleague, develop an action plan, implement
that action plan, reflect on collected evidence, and apply new learning to future practice. The results are used to guide professional
development with ongoing opportunities for participating teachers and support providers to explore the impact of instruction on
student achievement.
Collaboration
Irvine Unified School District BTSA Induction Program, in collaboration with the Educational Services Department, Special
Education Department, Curriculum Coordinators, and Student Services provide professional development opportunities for
Participating Teachers. These opportunities include formal workshops and individualized support designed to assist the Participating
Teacher in attaining the knowledge and skills required to meet the individual competencies needed to successfully work with the
diverse student population in the Irvine Unified School District.
In addition, Irvine Unified BTSA Induction Program works in collaboration with Institution of Higher Education partners to support
the implementation of the Induction Program. Ongoing communication with designated partners enhances the coordinated efforts that
support the development of needed programs and ensures a smooth transition between the Teacher Preparation Program and the
Induction Program, and further supports Participating Teachers toward credential completion, completion of advanced degrees, as well
as continued professional growth and development. These are the common goals shared with these other educational organizations.
Inquiry-Based Formative Assessment System
The Irvine Unified School District BTSA Induction Program utilizes FACT, which is inquiry-based formative assessment system that
Participating Teachers and Support Providers use throughout the two-year program. The FACT system guides and informs
Participating Teachers about their own professional growth. Its purpose is to improve teaching, as measured by each standard of the
California Standards for the Teaching Profession and Induction Standards in relation to the state-adopted academic content standards
and performance levels for students. In collaboration with a Support Provider, Participating Teachers assess their practice against a
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Standards of Quality and Effectiveness for Professional Teacher Induction
set of specific criteria within the research cycle. Participating Teachers gather information, collaborate and/or observe a colleague,
develop an action plan, implement that action plan, reflect on collected evidence and apply new learning to future practice. Results of
this process are used to guide the Participating Teacher’s professional development and explore the impact of instruction on student
achievement.
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Standards of Quality and Effectiveness for Professional Teacher Induction
PROGRAM DESIGN
DOCUMENTATION
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Purposeful, logically sequenced structure of extended preparation
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FACT Modules
Individual Induction Plans
PT/SP Matching Data
Year 1 and 2 Timelines

Design Responsive to:
o Individual Teacher Need
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TPA Results (if available)
IIP (Cells 1-8)
Initial Assessment of Teacher Performance (SelfAssessment) (if available)
Early Completion Option
Council Approved Pre-Conditions
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Ed Code Section 44259 (C)
Ed Code Section 44279.2 (C)(1)
o Admission
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BTSA Eligibility Chart
Notice of Employment Form
Notice of Eligibility and Responsibility Form
BTSA Induction Brochure
BTSA Electronic Portfolio
Resources Folder
o Participant Advisement, Support, and Assessment

Induction Orientation Agendas
o Education Code

Coordination of Administrative Components
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Standards of Quality and Effectiveness for Professional Teacher Induction

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Induction Orientation Sign-in
Advisement Conference check-off forms
Cohort (Advice & Assistance) Meeting sign-ins
Evidence Review
o Support Provider Preparation

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Skill Builder Agendas
Skill Builder Sign-ins
FACT Training Sign-ins
FACT Training Agendas
Inquiry Agendas
Inquiry Sign-ins
SP 1:1 Meeting Agenda
SP Observation Rubric
o Program Evaluation
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Verification of Year One/Two
Completion Forms
Evaluations from Workshops
Mid-Year Survey Data
State Survey Data
Accreditation Reports
Feedback Sheets
Evidence Review
SP 1:1 Meeting Agenda

Structure and Systematic Opportunities for Application and Demonstration


Participating Teacher Electronic Portfolios
Individual Induction Plans (IIP)

Individualized Support and Assistance

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Support Provider Logs
Participating Teacher year 1 and 2 documents
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
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FACT Self-Assessment of Teaching Practice
Individual Induction Plan
FACT Modules
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
Professional Development on blackboard.com
Professional Development on google
Professional Development on Schoolnet LMS
Advisory Council Meeting Agendas
Advisory Council Meeting Sign-in

FACT Modules
Collaboration
Inquiry-based Formative Assessment System
BTSA Induction Plan 2009-2010
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