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Teacher Induction Program

Teacher Induction Program

Lancaster-Eastside Induction Program is based upon the following research-based principles for teacher Induction and adult learning theory.

Research identifies the following critical elements of high-quality Induction programs:

A multi-year program, spanning at least the first two years of teaching;
Sanctioned time for mentor-new teacher interaction;
Rigorous mentor selection criteria;
Initial training and on-going professional development and support for mentors;
Pairing of new teachers and mentors in similar subject areas and grade levels; and
Documentation and evidence of new teacher growth.

Vision Description

The Lancaster-Eastside Induction Program serves as the bridge between teacher preparation and full licensure through the attainment of a clear credential. Guided by California’s adopted standards and curricular frameworks, the program articulates a research-based vision of teaching and learning that ensures coherence and alignment across all elements of educator development.

This vision is realized through three integrated components:

Individualized Mentorship: Each candidate receives sustained, personalized support from a trained mentor who is both a skilled educator and a reflective guide.
Individual Learning Plan (ILP): The ILP directs the candidate’s professional growth, fostering inquiry, reflection, and targeted practice to meet Induction Standards while advancing classroom effectiveness.
Professional Learning Opportunities: A range of research-based professional development offerings strengthens each candidate’s ILP and aligns with the broader goals of the class, school, and district community.

Through these elements, the Lancaster-Eastside Induction Program prepares educators to thrive in California public schools by fostering excellence, equity, and coherence in teaching and learning.

Mentoring and professional development in the Induction Program are grounded in Adult Learning, founded on the principles that effective training is:

Relevant to the experience of the adult learner
Engaged: the adult learner retains knowledge more readily if they are engaged in the process of discovery and exploration
Active: the learning process should be active and replicated as closely as possible to the environment in which the knowledge will be applied
Learner-centered: the focus is on the learner acquiring knowledge and applying it.

The Lancaster-Eastside Teacher Induction Program is grounded in established research and learning theories, which serve as its foundational framework. The district’s professional development opportunities for new teachers are informed by a broad base of scholarly research as well as feedback obtained through teacher surveys

Program Description

The Lancaster-Eastside Induction program is for candidates who need to complete an approved Induction Program to attain a Professional Clear Teaching Credential. The Path is as follows:

Candidates are assigned a mentor within their first 30 days of employment.
Candidates will develop goals within the Individual Learning Plan within the first 60 days of employment. Their ILP includes setting year-long goals with their mentor and administrator, who will assist the candidate in focusing their teacher growth in accordance with the California Standards of the Teaching Profession (CSTP)
Candidates will work weekly with their mentor to reflect on and improve their teaching practice.
Candidates will observe and collaborate with highly accomplished teachers.
Candidates will participate in Professional Development opportunities tied to their individualized Learning Plan, SMART Goals, and CSTPs.
Candidates will gather data, reflect on their teaching practice, and document growth through the cycle of inquiry.
Candidates will update and share evidence of teaching growth in professional conversations.
Candidates will participate in the Colloquium at the end of the year.

Program Goals

It is the goal of the Lancaster-Eastside Teacher Induction Program to ensure that the academic and theoretical preparation is transformed into practical success for both new teachers and their students, while emphasizing the continued professional goals of new teachers. Lancaster-Eastside Teacher Induction Program strives to achieve the following goals:

Retain high-quality teachers
Offer an approved Teacher Induction Program by which teachers have the opportunity to earn a Professional Clear Teaching Credential based on best practices and current research
Provide ongoing professional development that builds on skills and knowledge developed in teacher preparation programs, in alignment with the CSTP
Document candidate growth while partnered with experienced, trained Mentors
Assist Candidates in gaining a deeper understanding of the connection between effective teaching, reflection of teaching practice, and student learning.
Support class, school, and district goals for increasing student achievement in relation to the adopted academic content standards in core curricular areas.
Promote instructional practice and reflection based on student learning data and established professional criteria
Continue to improve the Teacher Induction Program to meet the needs of California teachers and students through data-collection, evaluation, review, and planning.