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PRECONDITIONS

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Special Characteristics of Antioch Unified School District Antioch the Community: Antioch is a bedroom community impacted by urban issues. Most adults who reside in Antioch work in larger cities within the greater Bay Area. The city has experienced an enormous amount of growth in the last 30 years, as real estate prices attracted families to move towards East Contra Costa County. The median age of the community is 33.8 years old. Of the residents who are 25 years or older, 85.9% have a high school diploma. Approximately 20% of residents have a four-year degree or higher level of education. The estimated household income was $59,356 and the estimated per capita was $23,964 in 2014, down slightly since 2012. The average cost of a home in 2006 was $456,000; however, due to the market crash, the home prices dropped in 2013 to $237,000. As of September, 2017, it is projected that the average cost of a home will be more than $310,000. Antioch Unified School District: Antioch Unified School District was founded in 1921 and has grown exponentially in size since its inception. Today, Antioch Unified School District has a K-12 enrollment of approximately 18,500 students. The district is composed of 26 schools, of which 1 is a K-8 school, 13 are elementary sites (K-5 or K-6), 4 are middle schools, 3 are high schools and 5 are alternative education programs. Antioch Unified School District serves an incredibly diverse community and the student population is representative of the community’s diversity. In 2016, 70% of students received Free or Reduced Lunch and the number of students in Foster Care has risen 252% in past 6 years. The number of students in group homes has risen 144% in the past 6 years as a result of 11 group homes residing within the AUSD boundaries. The ethnic makeup of our student population is described in the table below:

Hispanic African American

White Filipino Multiple Asian Pacific Islander

American Indian

40.5% 26% 17.5% 5.3% 4.57% 4.4% 1.16% .79% The Antioch Unified School District employs approximately 1,100 certificated and nearly 800 classified employees. The number of teachers hired annually for vacant positions averages approximately 100. The AUSD Leadership is devoted to upholding its core mission and vision of taking responsibility to prepare every student for success in college, career and life and values the history of our schools and community. AUSD supports the personal and intellectual success of each student and is committed to ensuring our graduates will be productive and well informed citizens as a direct result of our dedication to advance student achievement.

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Antioch Unified School District Division of Educational Services

Teacher Induction Program

Antioch Unified School District Teacher Induction Office 510 G Street Antioch, CA 94509 Amy Bettencourt Director of Teacher Induction Educational Services 779-7500 Ext 53994 Micki Bagar Administrative Assistant 779-7500 Ext 53900

Approved Credential Programs Offered by Institution Precondition Report

Credential Program

Delivery Model

Location 2015-2017 Program

Enrollment

Completers 2015-16

Completers 2016-17

Multiple Subject

Two Year Program with Early Completion Option

In District 31 17

12

Single Subject

Two Year Program with Early Completion Option

In District 28 13

10

Education Specialist

Two Year Program with Early Completion Option

In District 15 7

8

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General Institutional Preconditions

1. Accreditation and Academic Credit

The Antioch Unified School District (AUSD) Board of Trustees and the AUSD Superintendent reviewed the General Institutional Preconditions and approved the sponsorship of the Antioch Teacher Induction Program (ATIP) at a regularly scheduled Board of Trustees meeting.

Evidence: Sponsorship Agreement AUSD Board of Trustees Sponsorship

Agreement

2. Enrollment and Completion

The Antioch Teacher Induction Program informs candidates of enrollment status within the Induction program. The ATIP Program Director ensures that all Participating Teachers have the necessary support to complete the program. If the Participating Teacher withdraws or is dropped from the program, the Program Director meets individually with the Participating Teacher. When a Participating Teacher leaves Antioch Unified School District and enrolls in another Induction Program, the ATIP Leadership works diligently and efficiently to ensure all documentation and paperwork that demonstrates program status is submitted to the enrolling program with minimal disruption. In the event the Antioch Unified School District Induction Program closes, a teach out plan would be developed. This would include an individual transition plan for each candidate and a plan for candidates and graduates to access their student records.

Evidence: Matrix of Enrollment and Completers Matrix 2014-present Participating Teacher’s Contract PT Contract AUSD ATIP Certificate of Completion Sample Certificate of Completion AUSD ATIP Transcript of Completion Transcript

3. Responsibility and Authority

The position within the organizational structure that is responsible for ongoing oversight of the Induction Program offered by Antioch Unified School District is the Associate Superintendent of Educational Services. The Coordinator of the Induction Program is the ATIP Program Director who reports directly to the Associate Superintendent of Educational Services. The Associate Superintendent and ATIP Program Director meet monthly on a formal basis and weekly informally to discuss, analyze and collaborate on the induction program. The ATIP Program assesses each candidate’s standing in relation to eligibility criteria for enrollment in a teacher

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induction program. The ATIP Program Director is responsible for submitting credential recommendations.

Evidence:

AUSD Educational Services Organization Chart

AUSD Organizational Chart

Authorization by Superintendent to Recommend Credentialing

CTC Authorized Designee Form

4. Lawful Practices

The Antioch Unified School District Teacher Induction Program is operated by the Antioch Unified School District, which makes all personnel decisions without unlawful discrimination. These decisions include decisions regarding the admission, retention or graduation of students and decisions regarding the employment, retention or promotion of employees

Evidence: AUSD Uniform Complaint Procedure Policies

Uniform Complaint Procedures

AUSD Board Policy 4111 Non Discrimination in Employment Practices BP 4030

5. Commission Assurances

The Antioch Unified School District assures that the Antioch Unified School District Teacher Induction Program will fulfill all of the applicable standards of program quality and effectiveness that have been adopted by the Commission and will cooperate in an evaluation of the program and will fully participate in the Commission’s accreditation system, including the timely submission of documents required for accreditation. The Antioch Teacher Induction Program contracts annually with an outside evaluator to complete formative and ongoing assessments of the quality of the program and will actively participate in the accreditation system to ensure summative program assessments are occurring as well.

Evidence: Written Assurance Only N/A

6. Requests for Data

The ATIP Program Director is the identified qualified officer responsible for reporting and responding to all requests from the Commission for data including, but not limited to, program enrollments, program completers, examination results, including performance assessments, and state and federal reporting within the time limits specified by the Commission. The ATIP Leadership team routinely updates the localized database to ensure accurate data is being captured on all Participating

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Teachers from enrollment through completion of the program. The institutional contact information will be updated annually.

Evidence:

AUSD Organizational Chart AUSD Organizational Chart

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7. Veracity in all Claims and Documentation Submitted The Antioch Unified School District will positively affirm the veracity of all statements and documentation submitted to the Commission by the Antioch Teacher Induction Program.

Evidence: Written Assurance Only N/A

8. Grievance Process

The Antioch Unified School District Teacher Induction Program has a clearly delineated grievance process for Participating Teachers. This information is included in the Participating Teachers’ program handbooks and is presented to all Participating Teachers at Orientation. Written records of this information being received will be maintained by the ATIP Program Director.

Evidence: ATIP Appeal Process Appeal Process for Candidates

Request for Change in Support Provider SP Change Request Form

9. Faculty and Instructional Personnel Participation This precondition does not apply to LEA sponsors of credentialing programs in California.

10. Communication and Information The Antioch Unified School District Teacher Induction Program provides accessible and accurate information to the public, prospective educators, and enrolled candidates about the requirements for admission and successful completion in ATIP. Information is provided to all interested parties via the Program’s website, brochures, handbook, and information and presentations made to the Antioch Unified Board of Trustees.

Evidence:

Antioch Teacher Induction Program Website

ATIP Website

ATIP Brochure ATIP Brochure ATIP Participating Teacher Handbook ATIP Handbook

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11. Student Records Management, Access, and Security The Antioch Unified School District assures that the Antioch Unified School District Teacher Induction Program will maintain and retain all records in accordance with the district’s policy. The Antioch Unified School District Teacher Induction Program will ensure candidates and program completers have access to transcripts verifying program enrollment and completion which will be stored in a locked file in the Induction Program Office.

Evidence: Transcript Verification of Completion ATIP Transcript ATIP Database Sample ATIP Database

12. Disclosure

The Antioch Unified School District will disclose information regarding any outside organizations that will provide any direct educational services and will identify the type of services that will be provided in the Antioch Unified School District Teacher Induction Program. Currently, the ATIP program utilizes Sinclair Research Group for outside evaluation services and brings in Mentoring Matters training with Lisa Danielson for Support Providers.

Evidence:

Sinclair Research Group Sinclair MOU Mentoring Matters with Lisa Danielson Board Approved Contract for Mentoring

Matters

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Preconditions for Teacher Education Induction Programs

1. Each Induction Program must be designed to provide a two-year, individualized; job-embedded system of mentoring, support and professional learning that begins in the teacher’s first year of teaching.

Antioch Unified School District’s (AUSD) Teacher Induction Program (ATIP) is designed as a two-year program that works collaboratively with Human Resources to ensure all new hires with preliminary credentials are identified and enrolled into the Induction Program. The program provides a Support Provider to work directly with each new teacher in the program and provides a series of professional development and learning activities to ensure a job-embedded system of support is provided beginning in the teacher’s first year of teaching.

Evidence: Antioch Teacher Induction Program Website

ATIP Website

ATIP Individual Learning Plan ILP AUSD New Teacher Certification Form HR Certification Form AUSD Induction Pacing Guide 2017-18 Pacing Guide

2. The Induction Program must identify and assign a mentor to each participating teacher

within the first 30 days of the participant’s enrollment in the program, matching the mentor and participating teacher according to credentials held, grade level and/or subject area, as appropriate to the participant’s employment.

The Program Director identifies and assigns a mentor to each participating teacher within the first 30 days of the participant’s enrollment in the program. Enrollment, Orientation and Support Provider/Participating Teacher matches are tracked via the ATIP database. The Induction Program’s Advisory Board reviews all recommended matches and approves them prior to the assignment beginning. The program’s goal is to ensure that Support Providers and Participating Teachers are matched quickly to ensure support is in place as early as possible. There is concentrated attention given to assigning Support Providers to ensure credentials held, grade level and subject matter area considerations are assigned appropriately.

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Evidence: AUSD New Teacher Certification Form HR Certification Form

Site Administrator/ATIP Program Director Meeting agenda

Site Admin/Director Agenda

ATIP Advisory Meeting Agenda September 2016 Agenda ATIP Database Sample Database

3. Each Induction Program must assure that each participating teacher receives an average

of not less than one hour per week of individualized support/mentoring coordinated and/or provided by the mentor.

Support Providers are trained annually on all expectations of the Induction Program and what their roles entail with great emphasis on the importance of weekly hourly meetings with Participating Teachers. Furthermore, all time is logged by Support Providers and submitted to the Induction Director who reviews them monthly to ensure the commitment is being met. If the Support Provider recommends other support or coordinates various meetings or activities to support the Participating Teacher, that information is captured via the required narrative portion of the time logs.

Evidence:

Support Provider Training Agenda/Materials

Support Provider Training Support Provider Training Materials Continued

Support Provider Time Logs SP Time Log

4. Goals for each participating teacher must be developed within the context of the Individual Learning Plan (ILP) within the first 60 days of the teacher’s enrollment in the program.

Participating Teachers receive support and guidance from Support Providers to ensure professional goals are developed within their Individual Learning Plans within the first 60 days. Support Providers are provided training to ensure they can support the goal development process with their Participating Teachers. Support Providers work closely with Participating Teachers to develop measurable goals aligned with the CSTP based on their self-assessment on the Continuum of Teaching Practice. Support Providers also ensure Participating Teachers are following the ATIP Pacing Guide which ensures development of the goals within the first 60 days of their enrollment in the program.

Evidence: Support Provider Training Agenda/Materials

Support Provider Training Support Provider Training Materials Continued

ATIP Pacing Guide 2017-18 Pacing Guide ATIP Individual Learning Plan ILP ATIP Sample Goal Bank SP Goal Bank Resource

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5. The ILP must be designed and implemented solely for the professional growth and development of the participating teacher and not for evaluation for employment purposes.

Participating Teachers’ Individual Learning Plans are developed based on their identified areas of growth based on the CSTPs and their self-assessment through the Continuum of Teaching Practice tool. The Program Director meets with all site administrators annually to establish the role of the triad in Induction and to clarify that the Participating Teachers’ ILP goals are not tied to evaluation or employment purposes. Although administrators are encouraged to support the Participating Teacher’s ILP development and implementation, they are fully aware that it may not be used in the Participating Teacher’s evaluation.

Evidence:

Site Administrator/ATIP Program Director Meeting Agenda

Admin/Director Meeting Agenda

ATIP Individual Learning Plan ILP

6. An Induction Program sponsor must make available and must advise participants of an Early Completion option for “experienced and exceptional” candidates who meet the program’s established criteria.

The Program Director meets with all participating teachers in the program at the Orientation meeting that is held once the program enrollment is completed. During the Orientation, Participating Teachers are informed of the Early Completion option and what the application process entails for those candidates who meet the established criteria as set forth in our Induction Program policies. The definition of “experienced and exceptional” is explicitly reviewed with Participating Teachers as is the robust application process and timelines. All candidates must submit their applications for ECO status no later than November 1st. The Program Director receives written notification from those who are considering applying for ECO status and individual meetings are scheduled to review the necessary requirements and the process in detail.

Evidence: ATIP Orientation Meeting Agenda and Materials Orientation Materials ATIP ECO Application Protocol and Process ECO Application

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COMMON STANDARDS

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Standard 1 – Institutional Infrastructure to Support Educator Preparation: Each Commission-approved institution has the infrastructure in place to operate effective educator preparation programs. Within this overall infrastructure:

The institution and education unit create and articulate a research-based vision of teaching and learning that fosters coherence among, and is clearly represented in all educator preparation programs. This vision is consistent with preparing educators for California public schools and the effective implementation of California’s adopted standards and curricular frameworks.

Antioch Unified School District Vision Statement – Antioch Unified School District values the history of our schools and community. We support the personal and intellectual success of each student. Our graduates will be productive and well informed citizens. Antioch Unified School District Teacher Induction Program Mission Statement - The Antioch Unified School District Teacher Induction Program is dedicated to supporting participating teachers. We exist to guide and challenge every participating teacher to achieve excellence in his/her teaching practice, to grow in confidence as a professional educator and to willingly take an active role in the community of learners–both today and in the future. Antioch Unified School District (AUSD) is the Local Education Agency (LEA) for the AUSD Teacher Induction Program (ATIP). The vision of ATIP is to provide job embedded professional development experiences combined with individualized support that ultimately results in ongoing improvement in teacher practice and student achievement. This vision provides a foundational process for new teachers to move seamlessly from pre-service to employment, professional practice, and developmental growth along the Learning to Teach Continuum. Ultimately, the vision provides the direction for all aspects of the program design, candidate experiences, collaboration with stakeholders and unit accountability. The AUSD Teacher Induction Program provides professional learning that is sustained, focused on content standards and curriculum frameworks, and embedded in the work of the Participating Teacher. Research shows professional learning of this design can have a powerful effect on teacher skills and knowledge and on student learning.

Evidence:

Antioch Unified School District Website AUSD Website ATIP Handbook for Participating Teachers ATIP Handbook

ATIP Brochure ATIP Brochure

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The institution actively involves faculty, instructional personnel, and relevant stakeholders in the organization, coordination, and decision making for all educator preparation programs. The Peer Assistance and Review (PAR) Joint Committee is the governing body of the AUSD Teacher Induction Program and is representative of teachers and administrators as delineated by the Antioch Education Association/Antioch Unified School District Agreement (contract). The PAR Joint Committee serves as the Induction Advisory Board. Additional members representing all stakeholder groups (e.g. Support Providers, Site Administrators, ATIP Program staff, Human Resources Department, a partner Institutes of Higher Education, etc.) serve as non-voting, advisory members and comprise the Induction Program Consulting Panel. All parties meet monthly to discuss policy and fiscal decisions and to assist in the implementation and evaluation of the program in order to support program leadership with the organization, coordination and governance of the program.

ATIP Advisory Board Members and Titles

*Dr. Duren’s schedule will not permit him to attend our monthly meetings in person but he works regularly with the ATIP program regarding CEUs and program development.

Evidence: Agreement between the AUSD and Antioch Education Association/CTA/NEA

AEA Contract

PAR/ATIP Advisory Agendas and Minutes

See Appendix 1A

Amy Bettencourt Coordinator, Educational Services Director of Teacher Induction

Essence Phillips Director of Human Resources Beverly Jenkins Coordinator, Special Education Debra Harrington Principal, Sutter Elementary School

Natasha Thomas English Learner Coach Teacher on Special Assignment Support Provider

Sara Buckley-Carson AEA Middle Schools Liaison Science Teacher, Park Middle School

Roxane Johnigan AEA Representative Council Member 4th Grade Teacher, Marsh Elementary

Lena Timrott AEA Representative Council Member High School Teacher, Prospects High School

Erin Clark ATIP Support Provider 1st Grade Teacher, Sutter Elementary

Tammy Ely-Kofford ATIP Support Provider Social Science Teacher, Deer Valley High School

Dr. Philip Duren* CSU, East Bay

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The education unit ensures that faculty and instructional personnel regularly and systematically collaborate with colleagues in P-12 settings, college and university units and members of the broader educational community to improve educator preparation. The Program Director actively participates in professional development opportunities that involve collaboration with other school districts, postsecondary institution partners, and regional consortiums. Release time is provided for Participating Teachers and Support Providers to observe teaching in support of their Individual Learning Plan (ILP) goals. Through the triad meeting, Participating Teachers are able to identify professional development opportunities that support their ILP implementation and access funding, release time and support from their site administrators. Support Providers have the opportunity to apply to be Professional Developers for the Induction Program and upon review of their application and qualifications, they are utilized to provide professional development at ATIP Seminars throughout the year that focus on Participating Teachers’ identified areas of needs.

Evidence:

Observation Tools Utilized by Support Providers and Participating Teachers

SP Observation Resources

Substitute Request Forms for ATIP Substitute Request Form Induction Cluster Meeting agendas See Appendix 1B Cohort Meeting agendas/materials See Appendix 1C Professional Developers Application and Contract See Appendix 1D

Recruitment and faculty development efforts support hiring and retention of faculty

who represent and support diversity. The Program Director works diligently to recruit and retain quality support providers who have demonstrated exceptionality in the teaching profession to serve Participating Teachers in the program. The Program Director regularly requests recommendations from site administrators and the Advisory Board for potential Support Provider candidates. There is a regular and ongoing job posting both internally and on EdJoin.org for Support Providers. The Program Director meets individually with perspective Support Providers who have been recommended but have not applied on their own for the position to promote the program and recruit them. Once Support Providers are retained, a variety of trainings and professional development opportunities are provided to assist them with supporting the diverse needs of the participating teachers.

Evidence:

Internal Job Posting SP Job Posting New Support Provider Training Agendas and Materials

Support Provider Training Materials

Mentoring Matters Training Mentoring Matters Training

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The institution employs, assigns and retains only qualified persons to teach courses, provide professional development, and supervise field-based and clinical experiences. Qualifications of faculty and other instructional personnel must include, but are not limited to: a) current knowledge of the content; b) knowledge of the current context of public schooling including the California adopted P-12 content standards, frameworks, and accountability systems; c) knowledge of diversity in society, including diverse abilities, culture, language, ethnicity, and gender orientation; and d) demonstration of effective professional practices in teaching and learning, scholarship, and service. The AUSD Program Administrator for Induction is a member of the AUSD Educational Services Department. This individual has the primary responsibility and authority for program implementation. The Antioch Unified School District Board of Trustees and the Educational Services Department provide the Teacher Induction Program with adequate resources that support delivery of all aspects of the program. This includes initial and ongoing support for professional development to promote effective leadership skills of the Program Director.

Evidence:

Director’s Job Description See Appendix 1F Director’s Evaluation Forms See Appendix 1G

The education unit monitors a credential recommendation process that ensures that

candidates recommended for a credential have met all requirements.

The AUSD Teacher Induction Program has an established process for informing and supporting new teachers as they move towards their California Clear Teaching Credential. Progression through the induction program is monitored by program staff through the collection and review of specified documents and supporting evidence The AUSD Teacher Induction Program Leadership assesses each candidate’s progress and completion of requirements. Procedures are in place to assist candidates who are not meeting program requirements. Quarterly progress reports are sent to all participating teachers and their support providers to provide frequent updates on progress. Upon completion of all program requirements the candidate is recommended for a California Clear Teaching Credential after PAR Joint Committee/Induction Advisory Board approval.

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Standard 2 – Candidate Recruitment and Support: Candidates are recruited and supported in all educator preparation programs to ensure their success.

The education unit accepts applicants for its educator preparation programs based on clear criteria that include multiple measures of candidate qualifications.

The Antioch Unified School District (AUSD) Teacher Induction Program (ATIP) admits candidates according to the guidelines established by the California Commission on Teacher Credentialing. All Participating Teachers must hold a California Preliminary Multiple or Single Subject teaching credential and be employed in a teaching assignment. Participating Teacher shall demonstrate knowledge and skills required by the Common and Induction Program Standards. The ATIP Program works closely with the Human Resources Department to determine participant eligibility for the Induction Program. Communication is provided through a standardized email from the Human Resources Department with each new hire that allows for the Program Director to verify program eligibility for each candidate. AUSD is an equal opportunity employer and adheres to policies and procedures that are in place to ensure the hiring of qualified applicants.

Evidence:

Orientation Materials and Welcome Letter Orientation Materials Orientation Welcome Letter

Wait List Checklist HR Certification Form Human Resources Department notification email for verification of eligibility

See Appendix 2B

The education unit purposefully recruits and admits candidates to diversify the educator pool in California and provides the support, advice, and assistance to promote their successful entry and retention in the profession. Antioch Unified School District and the Teacher Induction Program recognize that that teaching is a complex process, and that Participating Teachers need a structure of extended preparation, professional development and support to continue developing the skills and abilities needed to foster learning in a diverse student population. Qualified staff provides advice and assistance to Participating Teachers across the two-year experience as described below:

1. The Human Resource Department and the ATIP Program Director jointly determine candidate eligibility and individual credential renewal requirements.

2. The ATIP Program Director notifies the candidate regarding acceptance into the program and information regarding the required ATIP Induction Orientation Meeting.

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3. The ATIP Program Director collaborates with all stakeholders (site administrators, Support Providers, Participating Teachers, etc.) to effectively match Participating Teachers and Support Providers within 30 days of enrollment in the program.

4. ATIP Program Leadership provides an Induction Program Orientation Meeting for all participants that outlines requirements to successfully complete the Induction Program (including Early Completion option).

5. Support Providers meet weekly with Participating Teachers to engage in the Individual Learning Plan (ILP) process that emphasizes the Plan, Teach, Reflect and Apply process and providing “just in time” support.

6. ATIP Program Leadership provides Participating Teachers with advice and assistance regarding completion of program requirements through continual progress monitoring and a culminating end of program exit protocol.

7. The Human Resources Department assists the Participating Teachers in applying for the California Clear Credential upon program completion and approval by the PAR Joint Committee/ATIP Advisory Board.

Personnel Positions Assigned to Supporting, Advising, and Placing Candidates:

Amy Bettencourt Coordinator, Educational Services Director of Teacher Induction

Essence Phillips Director of Human Resources Kim Root-Pica Certificated Staff Support Specialist Michelle Smallhoover Certificated Staff Support Specialist

Evidence:

ATIP Brochure ATIP Brochure ATIP Orientation and Seminar agendas, presentations and handouts

Orientation Materials Seminar Agenda

ATIP Induction Website ATIP Website Standard 3 – Fieldwork and Clinical Practice: The unit designs and implements a planned sequence of clinical experiences for candidates to develop and demonstrate the knowledge and skills to educate and support P-12 students in meeting state-adopted content standards. The unit and all programs collaborate with their partners regarding the criteria and selection of clinical personnel, site-based supervisors and school sites, as appropriate to the program. No additional Information is required as information is available through Program Review Submission.

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Standard 4 – Continuous Improvement: The education unit develops and implements a comprehensive continuous improvement proves at both the unite level and within each of its programs that identifies program and unit effectiveness and makes appropriate modifications based on findings.

Both the unit and its programs regularly and systematically collect, analyze and use candidate and program completer data as well as data reflecting the effectiveness of unit operations to improve programs and their services

The continuous improvement process includes multiple sources of data including 1) the extent to which candidates are prepared to enter professional practice; 2) the quality of the educational services provided to students during supervised practice; and 3) feedback from key stakeholders such as employers and community partners about the quality of the preparation.

The AUSD Teacher Induction Program utilizes an effective, efficient, comprehensive system of formative program development and evaluation. Participating Teachers, Support Providers, Site Administrators, Leadership Team and Professional Development Providers provide formal and informal, local and state-sponsored feedback on the quality and effectiveness of the program. The feedback is reviewed, analyzed, reported and discussed with the ATIP Advisory Board whose recommendations determine program adjustments and improvements. Stakeholders provide feedback regarding the program based on their relevant roles in the following ways:

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Program Completer Assessment Program Evaluation Monthly Collaborative Logs between Support Providers and Participating Teachers

Monthly Collaborative Logs between Support Providers and Participating Teachers

ILP Progress monitoring and evidence review

ILP Progress monitoring and evidence review

Annual progress monitoring meetings with program staff

Annual progress monitoring meetings with program staff

Interviews/surveys with Support Providers and Participating Teachers

State Survey Data-Participating Teachers, Support Providers and Site Administrators

Program Director Observations Data from external evaluator (provided by Sinclair Research)- Participating Teachers, Support Providers and Site Administrators

Use of database/tracking system by Leadership Team

Professional Development feedback data- Participating Teachers, Support Providers and Site Administrators

Surveys regarding Support Provider quality and retention- Participating Teachers and Site Administrators

Accreditation Cycle (program assessment and site visits)

Participating Teacher retention and completion data-Program Leadership

Database/tracking system-Program Leadership

Standard 5- Program Impact The unit and its programs demonstrate that they are having a positive impact on

teaching and learning in schools that serve California’s students. Antioch Unified School District is heavily invested in the Antioch Teacher Induction Program as it recognizes what Richard M. Ingersoll and Michael Strong* concluded in their 2011 examination of induction programs, “Induction programs have consistently positive impact in three areas-teacher retention, classroom instructional practices and student achievement.” The Antioch Teacher Induction Program collects feedback and data from various points to study the efficacy of the program. Feedback through surveys, evaluations and interviews are the primary source of input in regards to the positive impact of the Induction Program. Participating Teachers are routinely surveyed on the strengths of the program and are also required to submit reflective documents throughout the course of the induction process that allows the Program Leadership to ascertain if the program is truly meeting their needs and having a positive impact on their desire to stay in the profession, as well as improving their instructional practices and in turn impacting student achievement. The Program also solicits feedback from site administrators through surveys and in interviews on the impact of the program on the Participating Teachers on their campuses. Another measure ATIP Leadership utilizes to assess the impact of the Induction Program is through retention studies. Participating

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Teachers are placed in the ATIP Database and their employment status with Antioch Unified School District is tracked for three years after program completion. Finally, the ATIP Leadership will be looking at common assessment data of Participating Teachers each fall and spring to measure student achievement formally. Below are examples of data collected under some of the aforementioned measures.

Retention Data:

Year Completed Active in District

Inactive* Out of

District Total

% Retained in AUSD

% Retained in the

Profession**

2013-14 13 21 6 40 32% 48%

2014-15 21 12 2 35 60% 66%

2015-16 30 9 2 41 73% 78%

*Inactive can be the result of temporary release/layoff, non re-elect status, or resignation. **This data needs to be interpreted with caution as the inactive category does not direct translate to having left the profession.

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Feedback/Testimonials from Participating Teachers (survey responses are confidential):

o “ATIP has been my lifeline this year. I am grateful for my mentor and her

expertise and patience.” o “Without my support provider this year would have been much more

frustrating than it already was.” o “The professional developer did a wonderful job with this presentation. I

will take what she presented on and use it when effectively communicating with families in the future.”

o “The professional developer assisted me by encouraging me to make my objectives more comprehensive to students and how to properly word them. Using student white boards is a great idea.”

Feedback/Testimonials from Administrators:

o “The ATIP program is wonderful. Teachers within ATIP are fully

supported and find the process very helpful. I feel that teachers grow in knowledge and confidence as they move through the ATIP program.”-Scott Bergerhouse, Principal Dozier-Libbey Medical High School

o “It's a great program. Very much needed to ensure new teachers feel supported, and educated on all necessary programs and curriculum within each district.” – Ken Gardner, Principal Deer Valley High School

o “The ATIP program has built a comradery with new teachers and seasoned

teachers, both benefitting from the joy of teaching and learning. Because of

this it builds confidence in new teachers that increases more rapidly. My

teachers have already stepped up and inserted themselves into school site

committees and an interest in district wide initiatives as well. Thanks for the

support given to them.”- Monte Gregg Principal Mission Elementary School

*Ingersoll, R. and T. Smith. “Do Teacher Induction and Mentoring Matter?” University of Pennsylvania,

Scholarly Commons, March 2004.

http://repository.upenn.edu/cgi/viewcontent.cgi?article=1134&context=gse_pubs