Tehama Teacher Induction Program

This season invites us to give thanks and reflect on the gifts in our lives. Kim, Erin, Jessica, and I would like to thank each of you for trusting us to guide you through the induction process. We are committed to serving our rural community, creating relationships with each of you, and being responsive to your needs.

During the Spring Semester, a team from the California Teaching Commission (CTC) will conduct a three-day site visit to measure our program’s progress toward meeting the Teacher Induction Standards that guide our professional development.

While we are in year six of our accreditation cycle, we practice continuous improvement through the collection of survey data from our candidates, mentors, advisory council members, and the districts we serve. Our overarching goal is to determine the quality and effectiveness of the program and to use this data to make improvements.

The key highlights of the Tehama Teacher Induction Program include:

• Individually focused program to support our candidates' development through individualized mentoring and goal setting

• Mentor training structured around the framework of Adult Learning Theory focused on supporting candidates in completing their Individualized Learning Plan (ILP) based on their self-assessments

• Extensive resources and professional development opportunities allow candidates the autonomy to select activities that align with their personal ILP objectives

• Candidates engage in continuous reflection on their learning objectives and gauge their progress based on the California Standards for the Teaching Profession throughout the program

• Our office is dedicated to fostering candidates' connections with their respective sites, ensuring they possess the necessary tools and resources to perceive themselves as integral members of their school community

What does the research say? “Research suggests that consistent, dedicated mentoring that continues into one’s second and third year is critical to improving teaching practice (Stroot et al., 1999). This quality mentoring can “provide a bridge between teacher preparation and practice that supports the distinct learning needs of new teachers” (Wood & Stanulis, 2009).”

(Sydnor et al., 2023)

As always, please reach out if we can be of service to you in any way,

Jillian

This reorganization allows us to acknowledge and honor the varying levels of experience by tailoring the mandatory mentor training requirements accordingly for each group participating in our program.