IRVINE UNIFIED SCHOOL DISTRICT
Standards of Quality and Effectiveness for Professional Teacher Induction
STANDARD TWO – COMMUNICATION AND COLLABORATION
The induction program articulates with preliminary teacher preparation programs and P-12 organizations in order to facilitate the
transition from teacher preparation to induction and build upon and provide opportunities for demonstration and application of the
pedagogical knowledge and skills acquired in the preliminary credential program. The induction program collaborates regularly with
partner school district personnel. These may include: human resource professionals for identification, eligibility, requirements for
participation, and completion; educational services personnel regarding curricular and instructional priorities; and site
administrators for site support of the candidate and the program. Collaboration between the induction program and administrators
establishes a professional, educational community, ensuring structures that support the activities of induction and coordinating
additional site/district professional development opportunities. Programs offer professional development for site administrators that
emphasizes the importance of new teacher implementing effective steps to ameliorate or overcome challenging aspects of teachers’
work environments, and the foundations and processes of induction, in order to effectively transition the new teacher from induction
to the role of professional educator.
The Irvine Unified School District (IUSD) BTSA Induction Program is involved in collaborative partnerships, which support the
development of teacher preparation candidates and Participating Teachers as they transition from the university to the classroom. The
collaboration and communication serve to increase each partner’s knowledge of teacher preparation and that of high quality induction.
The IUSD BTSA Induction program uses the Formative Assessment for California Teachers (FACT) as its formative assessment
instrument. FACT, Module B, Initial Assessment of Teaching Practice, provides each Participating Teacher with the opportunity to
acknowledge their pre-service experience, while recognizing the transition into a more complex role as the teacher of record. Using
the Alignment Chart, each Participating Teacher and Support Provider understands the similarities and differences between the
Teacher Performance Expectations and the Induction Standards. The use of FACT Modules A and C guides Participating Teachers to
apply and demonstrate knowledge and skills acquired during their pre-service and induction experience in their classroom practice.
The clear credential program, by design, is organized so that Participating Teachers are able to apply knowledge and skills gained in
the preliminary teacher preparation program. Each Participating Teacher works with a trained Support Provider to develop an initial
Individual Induction Plan that guides the professional development throughout Induction and is designed to build upon and provide
opportunities for demonstration and application of the pedagogical knowledge and skills acquired in the preliminary credential
program. Support Providers and Participating Teachers uses assessment information from the preliminary preparation program to plan
their ongoing professional growth goals. Monthly meetings include opportunities for collaboration between general education
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IRVINE UNIFIED SCHOOL DISTRICT
Standards of Quality and Effectiveness for Professional Teacher Induction
induction and special education induction teachers, allowing for participating education specialist teachers to be part of the larger
education community.
The IUSD BTSA Induction Program receives advice from the Advisory Council, which is comprised of representatives from the
Human Resources Department, Educational Services Department, Site Administrators, members of the certificated bargaining unit,
Support Providers, Participating Teachers, and representatives from local Institutions for Higher Education (IHEs). All members on
the BTSA Advisory Council are stakeholders who have knowledge of the Learning-to-Teach continuum. Coordination of professional
development needs occurs as a result of the communication between the Program Leadership Team and District Coordinators within
all District departments. Ongoing collaboration with the different departments provides professional development opportunities for
Participating Teachers in areas such as: formal workshops and individualized support. These professional development opportunities
are listed for the Participating Teacher on blackboard.com.
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. The candidate first meets with the credential analyst who to
determines 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 then
copies of this form are given to the candidate and sent to the BTSA office. The candidate then attends a BTSA Orientation and meets
with a member of the BTSA Leadership Team where the requirements for participation and completion are explained.
Collaboration between the IUSD Induction program and site administrators occurs through a variety of ways that include: site
orientation meetings that are facilitated by the site administrator, site administrator participation on the Advisory Council, site
administrator input with PT-SP matches, site administrator input in selection of support providers, and participation in new teacher
orientation. Establishing and maintaining a culture of support within their school is a strong commitment of site administrators in
IUSD. All site administrators who have induction participants at their school, sign the site administrator Memorandum of
Understanding (MOU). The MOU lists the roles and responsibilities of the site administrator when working with a Participating
Teacher. Information is distributed to site administrators through newsletters, site meetings, BTSA updates at site administrator
meetings, and email. Feedback is received from site administrators through the BTSA state survey and other district surveys.
The IUSD BTSA Induction Program provides ongoing professional development for site administrators to prepare them to assume
their responsibilities to support participating teachers and their support providers. Site administrator training on the Induction
Standards is conducted by the BTSA Induction Leadership Team at principals’ meetings and other information is distributed through
email on a regular basis. Site administrators receive more individualized support through yearly site visits that are conducted by the
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Standards of Quality and Effectiveness for Professional Teacher Induction
BTSA Leadership Team. Site administrator training includes, but not limited to the following: formative assessment (FACT),
supporting teachers in challenging working conditions, confidentiality, and the overall role of the site administrator in supporting each
component of the BTSA Induction Program.
Key Ideas

Program Design
Articulation with
Teacher
Preparation
Programs and P12 Organizations
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
Opportunities for
Application and
Demonstration of
Pedagogical
Knowledge and
Skills
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DOCUMENTATION
Irvine Unified School District BTSA Advisory Council
includes partners from California State University, Fullerton,
Concordia University, and Chapman University.
BTSA Coordinator regularly attends Orange County Teacher
Preparation Induction Collaborative (OCTPIC)
Support Providers and Participating Teacher’s collaborative
approach to the completion of FACT (Module B) provides a
smooth transition between teacher preparation and the induction
program
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
IHE Memorandum of Understanding
OCTPIC agendas

Teacher Preparation & Induction Alignment
Chart (B-1.1)
Alignment Chart Discussion Guide (B-1.2)
The use of FACT Modules A-C guides Participating Teachers
as they apply and demonstrate knowledge and skills learned
during pre-service and induction in their classroom practice
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
BTSA Induction Plan 2009-2011
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Module A: Conversation Guides (A-7)
Module B: Informal Classroom Observations
(B-3.1) and Post-Observation Reflection (B-4)
Module C: Forms 1-8
Professional Collaboration Sessions- Next
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IRVINE UNIFIED SCHOOL DISTRICT
Standards of Quality and Effectiveness for Professional Teacher Induction
Steps Form

Collaboration
with Partner
School District
Personnel
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
Collaboration
between induction
program and
administrators
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Representatives from all district departments serve on the
Advisory Council.
Regular meetings are held to review current practice and
discuss possible program needs between the BTSA Induction
Program Director, the Director of Human Resources, and
Credential Analysts.
Coordination of professional development needs occurs as a
result of the communication between the Program Director and
all district departments.
On-going collaboration with the Educational Services
Department, Special Education Department, Human Resources
Department, Assessment and Categorical Programs, and
Student Services provide professional development
opportunities for Participating Teachers, such as:
o Formal workshops
o Individualized support
o Credential Completion
Professional relationships between Participating Teachers,
Support Providers, Induction Program Leadership, and Site
Administrators are accomplished through:
o Site Orientation meeting facilitated by administrator
o Site Administrators participation on Advisory Council
o Site Administrator input with PT-SP matches
o Site Administrator input in selection of Support
Providers
o New Teacher Orientation
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Advisory Council Roster and Agendas
Human Resources Staff and Admin. Agendas
Leadership Team Agendas
Professional Development Course Offerings
Curriculum Coordinators’ Meeting Agendas
Support Provider (Accountability) Logs
Cohort (Advice and Assistance) Agendas
Professional Teacher Induction Notification of
Eligibility Form
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Site Administrator MOU
Site Orientation Checklist A-5
Advisory Council Roster
Emails
Support Provider Application
New Teacher Orientation Agenda
Site administrator training on the Induction Standards is
conducted by the BTSA Induction Program Leadership Team at
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Standards of Quality and Effectiveness for Professional Teacher Induction
Professional
Development for site
administrators
K-12 Principals’ meetings. Training includes, but not limited to:
o Formative assessment
o Working conditions for new teachers
o Additional support that may be required for teachers in
difficult working conditions
o Support the implementation of the IIP
o Confidentiality
o Role of the site administrator in supporting each
component of the program
BTSA Induction Plan 2009-2011
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Roles and Responsibilities of K-12
Organizations
Training/Meeting Agendas
BTSA Administrator emails
Information provided at principals’ meetings
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