FONTANA UNIFIED SCHOOL DISTRICT INDUCTION …

FONTANA UNIFIED SCHOOL DISTRICT INDUCTION PROGRAM #606

Program Review Documentation

1.1 Program Summary

Program Design

Leadership The FUSD Induction Program is under the Professional Development Department in the Teaching and Learning Division of the district office, with oversight from the Associate Superintendent of Teaching and Learning and the Director of Professional Development. Daily operation of the program is the responsibility of the Coordinator of Induction and Credentialing and 6 full-time release mentors who constitute the “Team”. Direct supervision of this team is the responsibility of the Director of the Professional Development Department and the Induction Coordinator. The Induction Program is part of a larger teacher professional growth system which includes Peer Assistance and Review (PAR).

Communication

The program communicates with stakeholders through multiple means. The advisory board meets three times a year with membership from district departments, program members, and university staff. Mentors receive communication through monthly meetings in which they collaborate with other mentors, learn about program expectations, review adult learning theory, receive “just in time” supports, as well as, reviewing mentoring and coaching tools. In addition, each full-time mentor is assigned to a cohort of part-time mentors with whom they regularly communicate to address their individual needs. Full-time mentors communicate with each other and the coordinator through weekly “Team Meetings” where they plan professional learning opportunities for candidates and mentors and collaborate on best practices. The Induction Coordinator and the Director of Professional Development attend a Principal’s Meeting at the beginning of the year to review the goals of the Induction Program, the roles and responsibilities of both mentors and candidates, mentor/candidate matches, the professional development menu, and the Individualized Learning Plan (ILP).

Stakeholder Input

Stakeholders give input in the form of surveys and feedback forms. Induction candidates complete three surveys each year: Mid-Year Survey, End of Year Survey and a CSTP Growth Survey. Mentors complete the Mid-Year and End of Year surveys, as well as a mid and end of year self-assessment on their own performance. Professional development sessions are evaluated by candidates through feedback forms completed after each session. The results are analyzed by the Induction Team, and recommendations for improvement are determined during regular PD Planning Team Meetings at the beginning and end of the year. Additional program improvements are recommended by the advisory board during their meetings throughout the year.

Program Modifications Over the Recent Two Years

Program modifications over the last two years include the development and use of the ILP for candidates to reflect on new learnings, and the choice of sessions chosen from the professional development menu. Candidates choose 4 two-hour professional development sessions from a menu, and then design 4 hours of professional development of their choosing that will impact their ILP growth goal. The program is designed to improve candidate practice as measured by the California Standards for the Teaching Profession (CSTP) and student achievement through goal-setting, professional learning, data analysis, lesson planning, self-assessment and reflection. Mentors meet with their candidate for a minimum of one hour a week to work through the Plan Teach Reflect Apply (PTRA) inquiry cycle which includes analyzing observation data, observing veteran teachers, applying research-based principles from professional development, lesson planning, and self-assessment of their practice using the Continuum of Teaching Practice (CTP). All reflections and new learning are documented by the candidate during these meetings on their Individual Learning Plan (ILP), which serves as a road map for their growth and development. Mentors use a variety of mentoring tools to guide their conversations and record them for future use. All evidence and the ILP are housed in an electronic portfolio


folder in Office 365 One Drive and are reviewed three times a year in each mentor cohort at monthly mentor meetings.

Course of Study (Curriculum and Field Experience or Job-Embedded Induction)

Description of the Sequence of Job-Embedded Induction

Each year begins with a district New Candidate Orientation when all district new hires receive timely information regarding district initiatives, the Human Resources Department, Q Attendance Procedures, and the Fontana Teachers Association. During the afternoon breakout sessions, the new hires choose from the following topics: Avoiding Teacher Burnout, Special Education, Growth Mindset, and Setting the Stage for a Great Year. Induction eligible candidates attend an Induction Kickoff Orientation Meeting during which they receive an Induction Handbook and learn the purpose of Induction, the program processes and completion activities, and sign a Memorandum of Understanding (MOU). Candidates are assigned a mentor within days of being hired or receiving their preliminary credentials. Mentors meet weekly with candidates to help them understand the context in which they are teaching. They help candidates set goals that build on the knowledge and skills gained during the preliminary program and self-assessment of the CSTPs The ILP includes opportunities for professional development sessions, observations of veteran candidates, professional readings, TED Talks, IRIS Modules and more. Each activity/strategy is taken through the PTRA inquiry cycle within the ILP to insure its maximum effectiveness in improving student achievement in the focus area. This process is individualized for each candidate, with updates and revisions made to the goals as needed. Throughout this work, candidates reflect on their performance using the Continuum of Teaching Practice (CTP) by revisiting their focus standard which is chosen for its alignment to their goals.

Assessment of Candidates

Candidates are assessed through their own self-assessments on the Continuum of Teaching Practice using evidence gathered by both the candidate and the mentor. Mentors observe each candidate a minimum of twice per year to gather evidence of teaching practice which will lead to collaborative discussion with the candidate. Candidates’ ILPs are assessed three times a year during mentor meeting portfolio reviews for the purpose of determining program progress and learning and professional growth goals. The program sponsor’s recommendation for a clear credential will be based on this review of observed and documented evidence within the ILP, portfolio, and the Continuum of Teaching Practice. The program is designed not only to strengthen a candidate’s practice, but also to retain them in the profession. Additionally, the Induction Program Coordinator receives feedback on the candidates’ alignment of goals/activities and program completion requirements. The defensible process for reviewing documentation, a written appeal process for candidates, and a process for candidates to repeat portions of the program are included in the Induction Handbook and are reviewed with candidates at the Kickoff Orientation.

1.1.1 Table Depicting Location, Delivery Models, and Pathways

The FUSD Induction Program is not a consortium; it is a single district program, which serves only employees within the Fontana Unified School District. All programs (general education-multiple, single, and education specialist) fall under one leader. The specific preconditions required of each program guide the overall requirements and Commission accountability individually. Each FUSD Induction program follows a common overall pathway, sequence, and processes for assessment and accountability.

2. Organizational Structure

2.1 Organizational Structure


3. Qualifications of Mentors and Professional Development Personnel

3.1 Instructional Personnel Table

3.2 Annotated Personnel List with Links to Mentor and Professional Dev. Providers Resumes

3.3 Published Experience and Qualifications Requirements

4. Program Sequence

4.1 Link to Published Sequence of Induction Activities Required for Program Completion (Handbook on FUSD Website that is available to the Public-Pages 28-29)

5. Job-embedded Fieldwork and Clinical Practice

The FUSD Induction Program identifies and assigns 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. When the mentor assigned may have a different credential, grade level and/or subject matter assignment, then a “Content Contact” matching the participating teacher’s credential, grade level and/or subject matter assignment is assigned and documented on the candidate’s ILP. 5.1 Table Denoting Timing of Mentor Assignment for Candidates 5.2 Signed MOU for each Candidate & Mentor 5.3 Mentor Training Materials (download/open zip file) 5.4 Documentation of Candidate Placements 5.5 Induction Program Handbook 5.6 ILP Template and Related Documents 5.6.1 Assessment Instruments

6. Credential Recommendation

6.1 Description of Process Ensuring Appropriate Recommendation 6.1 Description of Process Ensuring Appropriate Recommendation In order to receive a recommendation for the clear credential, each candidate’s progress towards mastery of the Standards for the Teaching Profession is assessed throughout their program. The Induction Program Leader, along with the assigned mentor, monitor and track a candidate’s satisfactory completion and overall effectiveness related to all program requirements with a completion requirement checklist. The candidate and mentor base verification of completion upon candidate growth, participation, and a portfolio that includes documented evidence gathered collaboratively. Part-time Mentors work in Cohorts with a Full-Time Mentor during portfolio check sessions to ensure that all candidates are on track for completion. This allows a candidate to see their completion status throughout the process. When the completion of Year 2 or ECO timeframe occurs, the FUSD Induction Program Leader reviews all completion artifacts and evidence. Once the final portfolio is reviewed for completion along with the completion checklist and the colloquium presentation are complete, the program leader completes a CTC 41-Induction Clear Credential Recommendation form to present to the Human Resources Department and the candidate’s credential analyst. Once the credential analyst officially recommends the candidate for the clear credential, an email is generated from the

https://www.fusd.net/departments/teaching/documents/Handbook2018-2019.pdf


https://www.fusd.net/CTC/resources/5.1_Mentor_Assignments_of_Candidates_2016-19.xlsx

https://www.fusd.net/CTC/resources/mentor_training_materials/5.3_Mentor_Training_Materials.zip


https://www.fusd.net/CTC/resources/CTP_2014.pdf


Commission to the candidate. The email requires completion of the application and payment. A candidate completion survey is sent to the candidate. GRIEVANCE PROCESS If a candidate does not meet the completion requirements and is asked to resubmit any portion of their work but disagrees with the request, he/she has the right to a written appeal and to participate in a process for repeating portions of the program, as needed. Candidate Progress Monitoring Documents 6.2 FUSD Induction Program Checklist or Completion Requirements (General Education and Education Specialist) 6.3 41-Induction Recommendation Form

1.1.1 Table Depicting Location, Delivery Models, and Pathways Location Delivery Model Pathway

Fontana Unified District

In-Person Traditional

In-Person

ECO


2.1 Organizational Structure

(Continued on next page)

FONTANA UNIFIED

SCHOOL DISTRICT

Board of Education

Randal S. BassettSuperintendent

Ryan DiGiulioAssociate

SuperintendentBusiness Services

Joseph BremgartnerAssociate

SuoperintendentHuman Resources

Oscar DuenasAssociate

Superintendent Student Services

Martin SissacChief

School Police Services

Miki InbodyAssociate

SuperintendentTeaching & Learning


ASSOCIATE SUPERINTENDENTMiki Inbody

Division of Teaching & Learning

Teaching & Learning

DIRECTORDr. Tonia Causey-

Bush

ELEM DIRECTORAlison Benson

COORDINATORCindi Chandler

DIRECTORChristina PierceCOORDINATORS

Nazle SpenceKristen Sandler

Accountability

CHIEF OFFICERDr. Linda Wing

DIRECTORJamie Markoff

Categorical

DIRECTORLisa Rivero

COORDINATORNicole White

College, Careers & Economic

Development

EXECUTIVE DIRECTOR

Tracey Vackar

DIRECTORSVernell Deslonde

Garth Masik

Professional Development

DIRECTORAdele Thomas

INDUCTIONCOORDINATOR

Audry Wiens

English Learner Services

DIRECTORMartha Duenas

COORDINATORRocio Figueroa


3.1 Instructional Personnel Table

22 PART-TIME MENTORS 2018-2019 Name Worksite Assignment

1 Allison Angelo Locust ES 5th Grade 2 Andrea A. Chavez Live Oak ES 2nd Grade 3 Melanie Delgado-Oramas DO-Bldg. 14 Elem. TOA 4 Mary Dickerson DO-Bldg. 14 Elem. TOA

5 Elizabeth Elliott DO-Bldg. 37 Science Enrich.

6 Sharon J. Frasher Beech Ave. ES Kindergarten 7 Ada Fung W. Randall ES SpEd K-3 8 Debra D. Garland Almond ES 5th Grade 9 Colleen M. Gerke Hemlock ES SpEd 2-3 10 Michael E. Giardina Kaiser HS SpEd HS

11 Keri Guggisberg Alder MS SpEd MS ELA

12 Yvette Hinojosa Fontana MS SpEd MS 13 Redwood Jordan Porter ES 5th Grade 14 Nicole N. Lopez Locust ES RSP (K-6th) 15 Shayna Lopez DO-Bldg. 14 Elem. TOA 16 Michelle T. Malensek Grant ES 3rd Grade 17 Kimberley Maxwell AB Miller HS HS English 18 Felecia D. Moore Grant ES 3rd Grade 19 Brenda Muro AB Miller HS 3rd Grade 20 Catherine E. Propp Oak Park ES 3rd Grade 21 Hugo Sierra Jurupa Hills HS HS Math 22 Melina A. Yamarone W. Randall ES RSP (K-6)


6 FULL TIME MENTORS & PD PROVIDERS

Name Phone Ext. 1 Deanna Bacor 29353 2 Ryan Knapp 29354 3 Christopher Persky 29355 4 Melanie Smith 29296 5 Cassandra Spears 29422 6 Maria Chris Torre 29422


3.2 Instructional Personnel with Links to Resumes Deanna Bacor Full-Time Mentor All Grade Levels All Content Areas Ryan Knapp Full-Time Mentor All Grade Levels All Content Areas Christopher Persky Full-Time Mentor All Grade Levels All Content Areas Maria (Chris) Torre Full-Time Mentor- Special Education All Grade Levels All Content Areas Melanie Smith Full-Time Mentor All Grade Levels All Content Areas Cassandra Spears Full-Time Mentor- Special Education All Grade Levels All Content Areas Audry Wiens Induction Coordinator All Grade Levels All Content Areas


DEANNA BACOR

Experience

November 2011–Current Fontana Unified School District, Support Provider/Consulting Teacher July 2004–November 2011 Fontana Unified School District, Teacher Teaching Positions Included: 6th Grade GATE Language Arts & Social Studies; 7th Grade Language Arts & Social Studies; 8th Grade Language Arts, Social Studies, Physical Science, & Algebra Readiness; Language Arts Intervention, AVID, and English Language Development November 2002 – June 2003 St. Joseph’s Academy, Fontana, CA Kindergarten Teacher Education

National University, La Jolla, CA Master of Science in Educational Administration with

Preliminary Administrative Services Credential Master of Arts in Teaching, Educational Technology &

Teaching and Learning in a Global Society University of Redlands, Redlands, CA Multiple Subject Teaching Credential California State University, San Bernardino Bachelor of Arts, Liberal Studies Leadership District Coaching Cycles, Effective Instruction Professional Development Lead, Literacy Coach (Literacy Coaching Certificate,) Technology Coach, Site Leadership Team, Site Intervention Coordinator, Grant Writing Certificate Training Opportunities Mentoring Matters, Having Hard Conversations,

9680 Citrus Avenue, Bldg 14 Fontana, CA 92334-5090

(909)357-7600 x29353 (909)730-4456

[email protected]

@Induction_FUSD

Professional Profile Induction mentor and PAR consulting teacher. Promoting success of all students by helping to facilitate the development, implementation, and stewardship of a shared vision of learning. Facilitating candidate growth and development through best practices in adult learning and mentorship.


RYAN KNAPP

[email protected]

909 229 5357

To provide both students and adult learners engaging, relevant and impactful learning experiences that reflect best current practices

/ACHIEVEMENTS

• Leader and motivator of people

• Outstanding communication skills

• Highly regarded lead facilitator for PD

• Two time Teacher of the Year

• Positive, energetic and organized coach

MENTOR/FUSD INDUCTION DEPT. 2012 – Current

• Support and guide new teachers as they clear their California credential

• Create and facilitate various Professional Development opportunities (Growth Mindset, Classroom Management, Lesson Design, TLAC, Mindfulness, Differentiation…)

• Provide regular, directed assistance to struggling teachers in the PAR program

• Create and deliver customized demonstration lessons that reflect best practice on a variety of topics

CLASSROOM TEACHER 1999 –2012

• Taught various grades (4th, 5th, and 6th) • AVID and GATE certified teacher • Various leadership opportunities (Department chair,

Grade level lead, Intramural coordinator) • Vast experience with ELL population

MASTERS OF EDUCATION/ADMINISTRATION 2015 National University

4.0 GPA BACHELOR OF EDUCATION/1999

University of Western Ontario

Dean’s List

HONORS BACHELOR OF ARTS, HISTORY/ENGLISH

University of Western Ontario

3.85 GPA


9680 Citrus Avenue Fontana, CA 92335

909-357-7600 ext. 29355 [email protected].

CHRISTOPHER J. PERSKY

PROFESSIONAL SUMMARY

Experienced educational professional accomplished in leading, organizing, and reflecting on bes teaching practices.

WORK HISTORY FULL-TIME MENTOR/CONSULTING TEACHER JAN. 2013-PRESENT

Mentor 15 Teachers Yearly in the Induction & PAR Programs

Provide Professional Development Trainings

Attend Weekly Department Meetings

8TH GRADE AVID/SCIENCE/ALGEBRA TEACHER, ALDER MIDDLE SCHOOL JULY 2009-JAN. 2013

Produce and deliver daily lessons

Attend department and site meetings

Site Advisor, AVID Program

4TH GRADE TEACHER, CANYON CREST ELEMENTARY APRIL 2005-JULY 2009

Produce and deliver daily lessons

Attend department and site meetings

Coordinator for Spelling Bee, Science Fair, History Day, and G.A.T.E.

SKILLS Organized

Scheduled Management

Lesson Plan Design

Conflict Resolution Techniques

G.A.T.E. Certified

Adult Learning Theory

Classroom Management Techniques

Coaching/Mentoring Techniques

PROFESSIONAL DEVELOPMENT

TEACHER BURNOUT TRAININGS

• Induction Teacher Training Session Presenter 2018 • Training Focus- “Ways to Avoid Teacher Burnout” for beginning teachers

ADVANCED PROMPT TRAININGS/DOK

• Induction Teacher Training Session Presenter, 2014-2018

• Training Focus- Prompts for Depth & Complexity

CLASSROOM MANAGEMENT TRAININGS

• Induction Teacher Training Session Presenter, 2014-2018


Melanie Smith Email: [email protected] Phone Number: 909 357-5000 x29296

Education Masters in Educational Administration: September 2016/ Grand Canyon University Multiple Subjects Teaching Credential: July 2002/ Chapman University Bachelor Degree in Liberal Studies: December 2002/ Cal State San Bernardino University

Skills and Abilities -Facilitate professional development trainings to induction candidates that focus on the CSTP

-Coach teachers to enhance their teaching practice

-Plan effective lessons with teachers

-Attend ongoing learning opportunities for growth in the field: New Teacher Symposium 2018, Bryan Harris 2017

-Provide guidance and constructive feedback to the mentee

-Empower the mentee to develop reflective practices that build their own strengths, beliefs, and professional attributes

-Flexible scheduling to meet the needs of just in time support to the mentees

Experience MENTOR/CONSULTING TEACHER: FONTANA UNIFIED SCHOOL DISTRICT-AUGUST 2015-PRESENT

• Mentor beginning teachers through the induction program • Provide professional development to adults • Demo lessons and co-teach with candidates

TEACHER ON ASSIGNMENT: FONTANA UNIFIED SCHOOL DISTRICT-NOVEMBER 2014-2015 • Coached teachers at various sites • Provided professional development training on Common Core State Standards

ELEMENTARY TEACHER: FONTANA UNIFIED SCHOOL DISTRICT-JULY 2002-2014 • Provided instruction to students individually and groups • Adapted teaching methods to support all students’ learning needs • Reflected on CSTP continually to enhance teaching practices


Cassandra Spears

9680 Citrus Avenue Fontana, CA 92335

(909) 357-5680 [email protected]

Provide guidance and support for teachers clearing their Preliminary Teaching Credential to facilitate their growth in the California Standards for the Teaching Profession.

Skills • Organization • Create Professional Development • Pro-Act Certified

• Caseload Management • Classroom Management • Behavior Management

Experience MAY 2018 – CURRENT

Mentor / FUSD Teaching and Learning Department Support new teachers in clearing their Preliminary Teaching Credential utilizing the CSTPs to guide the focus of support. Provide support to experienced teachers within PAR. Create and give demonstration lessons modeling best teaching practices for teacher efficiency. Create and facilitate professional development. AUGUST 2015-MAY 2018

Part-Time Mentor / FUSD Teaching and Learning Department After my regular job duties as a Resource Specialist I met with Participating Teachers once a week. I also participated in monthly Professional Development for Mentors and helped facilitate Professional Developments for the Participating Teachers.

SEPTEMBER 2013 – MAY 2018

Resource Specialist / Fontana Unified School District My responsibilities included managing the student caseload and providing services for students requiring Specialized Academic Instruction. My roles included being the SERT coordinator, School Site Council member, and Student Study Team.

Education 2013

Education Specialist Mild/Moderate K-12th Credential / University of Redlands, Department of Education


9680 Citrus Ave. Fontana, CA 92335 (909)816-7965 [email protected]

Maria Christina Torre

SKILLS

• Organizational skills, • Adult learning theory • Classroom Management Techniques • Knowledge of ABA strategies and Evidence Based Practices • Facilitate professional development trainings • Coach teachers to enhance their teaching practice • Provide guidance and constructive feedback to the mentee • Attend on-going learning opportunities for professional growth – New Teacher Symposium 2018; Bryan

Harris 2017; Develop as a Professional Educator – Alex Kajitani 2017; Begin with the Brain – Martha Kaufeldt 2017; CAPTAIN Conference 2017

• “Just In Time” Support to the mentee

EXPERIENCE

Fontana Unified School District, Fontana, CA –

Full-Time Mentor/Consulting Teacher January 2018-Present

● Mentor beginning Teachers through the Induction program ● PAR Program ● Provide professional Development Trainings ● Demo lessons with mentee ● Weekly meetings with participating teachers

Part-Time Support Provider

August 2016-January 2018 ● Mentor up to 3 teachers yearly in the Induction Program ● Attend professional development trainings ● Weekly meetings with participating teachers

Education Specialist-Early Childhood Autism August 2013-January 2018

● Produce and deliver daily lessons ● Data Collection (monitor, evaluate, and document student progress) ● Formal and informal assessments ● IEP process ● ABA strategies ● Evidenced Based Practices


Audry Wiens 14396 Four Winds Drive Riverside, CA 92503

Mobile (909) 815-6495 Work (909) 357-5000 Ext. 29350

[email protected]

s

Objective A position with the Fontana Unified School District serving as a Coordinator for the Induction and Credentialing Department

Summary Seasoned educational leader with extensive experience in providing professional development related to curriculum and instruction, staff supervision and evaluation, observation skills, and coaching techniques to enhance student achievement and teacher growth

Experience Program Leader BTSA Induction Clear Credential Program, Fontana Unified School District, Fontana CA — 20142018

Coordinated an Induction Program for candidates earning their California Clear Teaching Credentials

Accomplishments ● Designed ongoing professional development and growth opportunities for

100 plus beginning teachers ● Trained 30 Mentors in the facilitation of candidate growth and development

through modeling, guided reflection on practice, and feedback on classroom instruction

● Maintained Accreditation evidence aligned with Induction Standards in preparation for a site visit in spring of 2020

Regional Director BTSA Induction, Riverside County Office of Education, Riverside, CA — 20072014 Provided regional support and technical assistance to 16 BTSA Induction programs in the counties of Riverside, Inyo, Mono, San Bernardino, and Los Angeles

Accomplishments

● Facilitated ongoing professional development for directors, program leaders, site administrators, and support providers/mentors

● Served as a state consultant for the Commission on Teacher Credentialing for accreditation activities


Principal, Chino Valley Unified School District

Chino, CA — 20052007 Served as the site administrator for a California Distinguished School with an API of 841

Accomplishments

● Evaluated CST/STAR assessment data to target instructional needs and staff growth goals

● Developed and maintained budgets and expenditures ● Analyzed student achievement and teacher growth data for

targeted program improvement ● Provided professional development to site administrators in

the areas of Post- Observation Conference Skills, Student Study Team Coordination and ELD Differentiation Strategies

Assistant Principal, Chino Valley Unified School District Chino, CA — 2000-2005

Served as the co-site administrator for a Title I, II/USP, 85% Free and Reduce Lunch with 43% ELL student population

Accomplishments ● Completed a successful Comite’ de Padre and Williams’

Settlement state review

● Trained, supervised and evaluated staff using the New Teacher Center standards based peer-coaching techniques

● Coordinated Student Study Teams, English Learner Advisory Council English Learner Development PLCs, and Classroom Walk-Throughs

Support Provider/Elementary Teacher, Chino Valley Unified School District, Chino, CA — 1995-2000 Assisted with writing the original grant for Chino Valley’s BTSA program, and served on the BTSA Advisory Committee to assist with program implementation

Accomplishments ● Demonstrated leadership through positions on the

Leadership Team and as Grade Level Chairperson ● Learned to use peer coaching and mentoring strategies to


determine growth goals using the California Standards for the Teaching Profession

● Provided district’s beginning teachers with monthly curriculum resources and instructional strategies workshops

Bilingual 3rd, 4th, 5th Grade Teacher, La Habra City School District, LaHabra , CA — 1989-1995 Instructed English Learners with varied levels of language proficiency in a self-contained classroom using Guided Language Acquisition Design strategies

Accomplishments ● Chaired the English Learner Proficiency and Reclassification

Committee ● Served as a Master Teacher for Cal State Fullerton,

University of La Verne, and Cal Poly Pomona ● Presented at Orange County Reading Association

Conferences


3.3 Published Experience and Qualifications Requirements

Fontana Unified School District

PARTTIME MENTORS NEEDED Candidate Criteria 1. Minimum of 5 years of teaching experience (Preferred) 2. Permanent status in the Fontana Unified School District 3. At least 60% of the workday is in direct instruction of regularly assigned students 4. A current letter of recommendation from a Fontana Unified School District administrator 5. Overall proficient on most recent employee evaluation RESPONSIBILITIES • Attend an orientation meeting to learn job responsibilities • Carry a caseload of 2-3 Induction Candidates (Participating Teachers) • Commit to serving as a Mentor (Support Provider) for the 2018-19 school year • Meet with each PT a minimum of 1 hour per week • Submit a log of monthly activities/mileage to the Induction Coordinator • Participate in mentor trainings (3 days per year) • Attend monthly mentor meetings • Attend selected professional development offerings • Assist teachers to clear their California Preliminary Credential • Assist participating teachers in gathering portfolio evidence for program completion requirements, observe participating teachers & provide feedback *Grow both professionally and personally by supporting a participating teacher in Induction. Part-time Mentors earn $2,000 per teacher per year. ATTEND A MEETING FOR ADDITIONAL INFORMATION:

Thursday, March 29, 2018 3:30-4:30 District Office Building 14 Wednesday, April 4, 2018 3:30-4:30 District Office Building 14

Contact Audry Wiens, Induction Coordinator (909) 3577600 x29352


FONTANA UNIFIED SCHOOL DISTRICT

JOB DESCRIPTION

TITLE: Full-Time Support Provider/Consulting Teacher This position is contingent on funding availability

CATEGORY: Instructional

REPORTS TO (BY TITLE): Director, Teaching & Learning or Designee

SALARY RANGE: Placement on Teacher Salary Schedule + .13 factor

REGULAR WORKYEAR: 194 days; 8 hours/day

DESCRIPTION: The position of Full-Time Support Provider/Consulting Teacher will work under the direction of the Director of Teaching & Learning and/or Coordinator of Induction & Credential Services with day-to-day supervision.

DUTIES AND RESPONSIBILITIES (ESSENTIAL FUNCTIONS): • Work with a maximum of 15 teachers • Implement the SB 2042 Induction Program which includes:

o Using various New Teacher Formative Assessment Programs o Creating an individual induction plan which includes professional growth goals

with assigned new teachers o Conducting formative classroom observations o Providing classroom demonstrations for assigned new teachers o Working with the Common Core State Standards and student performance levels

by supporting the use of the district curriculum guides and standards based report card system

o Communicating with and supporting site administrators on the process of the SB 2042 Induction process

• Assist the Coordinator of Induction & Credential Services with Support Provider meetings

• Attend all Support Provider trainings and meetings • Participate in Grade Level Network for new teachers • Provide support and coaching to veteran teachers through the PAR Program • Provide staff development and instructional coaching as needed to support district goals


MINIMUM QUALIFICATIONS:

Credentials and Experience: • Appropriate Clear teaching credential (Multiple Subject, Single Subject or

Education Specialist, or equivalent) • EL Authorization • Five (5) years of successful classroom teaching experience in Fontana Unified School

District, with no unsatisfactory areas marked on the last evaluation • Permanent Status in Fontana Unified School District • Fontana Teachers’ Association member • Ability to work with elementary, middle school and/or high school teachers • Mastery of a range of effective teaching strategies • Experience in BTSA/Induction preferred • Special Education teaching experience and credential preferred • Must possess a valid California Driver’s License, and must be able to travel to

various sites

Knowledge of: • District and Common Core State Standards and student performance levels • District curriculum guides and report cards • District philosophy • Adult learning theory • Coaching methodology • California Standards for the Teaching Profession

Ability to: • Work with adults • Effectively communicate with teachers and administrators in both written and

verbal form • Organize time and materials effectively

Incorporated within one or more of the previously mentioned performance responsibilities, which are essential functions of this job description, are the following essential physical requirements:

• Ability to work at a desk, conference table, or in meetings of various configurations. • Ability to circulate for extended periods of time. • Ability to see for purposes of reading laws and codes, rules and policies, and other printed

matter, and observing students. • Ability to understand speech at normal levels. • Ability to communicate so others will be able to clearly understand normal

conversation.


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ALL candidates who seek consideration for this position must submit an application, cover letter, resume and three (3) current letters of reference from: 1) an administrator who has worked with the employee, 2) an elected Association representative and 3) another classroom teacher.

The documents supporting the application will be evaluated for the following: • Previous work experience • Evidence of leadership and the ability to facilitate change • Evidence of effectively working with adult learners • Experience with meeting the needs of all students in a diverse, multicultural

environment • Specialized knowledge or training on instruction and/or administration

MAXIMUM TERM: The maximum term for this position is 3 years, which may be renewed for an additional 3 years.

BdApp: 05/07/03 Revised: 10/05/11 Revised: 7/21/14; 10/20/14

(Did not send to Board-Minor changes only)

Revised: 8/23/17

(Did not send to Board-Minor changes only)


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4.1 Program Sequence

FUSD INDUCTION PROGRAM SEQUENCE

Year 1 Candidate

Year 2 Candidate

Early Completion Option (ECO)

New Teacher Orientation (District event)

Determine Eligibility for ECO w/Program Coordinator

(Handbook Pg. 16)

Induction Kickoff Orientation



Mentor Match

(within 30 days)

Mentor Match (within 30 days- if not

already assigned a Mentor)

Mentor Match (within 30 days)

Choice of PD Sessions

Total=12 hours


Total=12 hours


Total=12 hours

1 Hour Weekly Meeting w/Mentor

(ILP, Action Plan, PTRA)





Marking of the Continuum of Teaching

Practice (using preliminary

program transition plan)


Practice (using evidence from

year 1)


Practice (using evidence from

Mentor’s first observation)


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ILP Goal (s) Established within 60 days of Enrollment in the

program)

ILP Goal (s) Established within 60 days of

beginning of school

ILP Goal (s) Established within 60 days of Enrollment in the

program)

Mentor Observes Candidate to Gather Evidence of Teaching

Practice


Practice


Practice

Candidate Observes

Other Teachers in the District

(Observations set up by Mentor)

Candidate Observes



Candidate Observes



ILP Action Plan/Evidence

Collected Related to Growth Goal (s)

ILP Action Plan/Evidence Collected Related to

Growth Goal (s)

ILP Action Plan/Evidence Collected Related to

Growth Goal (s)

Portfolio Reviews: #1 w/Cohort #2 w/Cohort Final w/Cohort and Induction Coordinator



Summative Reflection on Teaching & Learning



Colloquium- Celebration of Induction Journey &

Presentations

Colloquium- Celebration of Induction Journey &

Presentations


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Mentor & Induction Coordinator Verify

Candidate Completion Requirements

Mentor & Induction Coordinator Verify

Candidate Completion Requirements

Induction Coordinator submits 41-Induction

Form to Human Resources

Induction Coordinator submits 41-Induction

Form to Human Resources

HR Works with Candidate to Apply for

Clear Credential

HR Works with Candidate to Apply for

Clear Credential

LINK TO INDUCTION HANDBOOK WITH COMPLETION REQUIREMENTS (PAGE 20)




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5.1 Table Denoting Timing of Mentor Assignment for Candidates

5.1 Mentor Assignments of Can (Hyperlink to linked Excel spradsheet is also above on page 3 of this document)




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5.3 Mentor Training Materials & PPTs (Hyperlink to zip file is also above on page 3 of this document)

https://www.fusd.net/CTC/resources/mentor_training_materials/5.3_Mentor_Training_Materials.zip


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5.4 Documentation of Candidate Placements

Program Candidate School Grade/Subject YR Notes

Deanna Bacor (Middle School English) 15

IND Almasy, Christopher Ruble MS SS: P.E. 1 IND Apodaca, Michael Sierra Lakes ES Kindergarten 1 IND Bianchessi, Adam Southridge MS 7th ELA/SS 2 IND Castellanos, Elif Almeria MS 7th ELA/SS 1 IND Costantino, Jacob Citrus HS SS: Science 2 IND Garcia-Ramos, Alicia Ruble MS 7th/8th Math 2 IND Gramajo, Amy Fontana HS SS: English 1 IND Green, Wendy Fontana HS SS: English 2 IND Keebler, Danielle Southridge MS 7th Bio Science 1 IND Keller, Jordan Ruble MS SS: P.E. 2 IND Mclaughlin, Joby Fontana MS 8th ELA/SS 1 IND Perez, Irene Sierra Lakes ES 4th 2 IND Schisler, Amanda Fontana MS 8th ELA/SS 1 IND Surh, Crystal Chaparral ES TK 1 IND Veliz, Erik Sequoia MS 8th Math 1

Ryan Knapp (Middle School Social Science) 16

IND Alhadeff, Ryan Shadow Hills 5th 1 IND Alvarenga, Brenda Kaiser HS SS: ELA 1 IND Avalos, Rosalinda Jurupa Hills HS SS: Spanish 2 IND Avila, Carina Kaiser HS SS: English 2 IND Byrd, John Itinerant HS SS: P.E. 2 IND Calvillo, Crystal Summit HS SS: Spanish 1 IND Cruz, Alexandra Chaparral ES 5th 1 IND Hibdon, Spencer Summit HS SS: Physics 1 IND Javier, Emmanuel Jurupa Hills HS SS: Soc. Science 2 IND Limon, Gaby Canyon Crest ES 3rd 1 IND Meza, Evan Mango ES 3rd 1 IND Monterroso, Marbla Summit HS SS: Spanish 1


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IND Bryant, Jordan (Ooft) Jurupa Hills HS Clearing Mult.Subj. 2 Done in December/1

ILP IND Roman, Albert Summit HS SS: English 1 IND Vaughn, Brian Almeria MS SS: 7th ELA 2 IND Wood, Laura Chaparral ES 3rd 1

Christopher Persky (Middle School Math) 16

IND Bhutani, Pooja Almeria MS Math/Science 2 IND Brito, Kimberly Southridge MS SS: 7th ELA 2 IND Chowdhury, MD Azizuddin Ruble MS Math Int/STEM 1 IND Delgado, Lydia Sequoia MS SS: 8th Math 2 IND Delk, Ashley Hemlock ES 2nd 2 IND Fernandez, Anthony Fontana HS Math Intervention 2 IND Guadarrama, Jacqueline Fontana HS SS: Math 2 IND Herrada, Joel AB Miller HS Math 1 IND Maizares, Agustin, Fontana MS SS ELAS/STEM 1 IND Marquez, Daniel Jurupa Hills HS SS: Soc. Science 2 IND Millsap, Samantha Fontana MS Math/Science 2 IND Pate-Hernandez, Vanessa Alder MS Math 1 IND Rivas, Brian Fontana HS Math 1 IND Sanchez, Katrina Jurupa Hills HS SS: Soc. Science 2 IND Villegas, Yuribel Ruble MS SS: ELA 2 IND Wood, Sarah Almeria MS 7th Math science 1

Melanie Smith (1st, 3rd, 4th) 16

IND Aldana, Jose Fontana HS English 1 IND Annunziato, Diana Poplar ES 3rd 2 IND Borjan, William Jurupa HillsHS Music 1 IND Garcia, Christopher Jurupa Hills HS SS: ELA 2 IND Moulton, Brianna Sequoia MS SS: 8th ELA 2 IND Olivar, Celena Canyon Crest ES 5th 2 IND Rubalcaba, Julian Fontana MS SS: Art 2 IND Sanchez, Marcos Fontana MS Music 1 IND Sifuentes, Anna Oleander ES Kindergarten 2 IND Taylor-Martin, Delana AB Miller HS Art 2


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Program Candidate School Grade/Subject YR Notes IND Torres-Gomm, Daisy Jurupa Hills HS Math- IM1 2 IND Whyte, Elizabeth Ab Miller HS English 1 IND Wise, Brittany Canyon Crest ES 5th 1 IND Wubker, Michael Fontana HS Social Science 1

Cassandra Spears (Resource) 15

IND Callebs, Matthew Birch HS Soc. Science 1 IND Cuevas-Cortez, Berenice DHIA ES 2nd 1 IND Lewis, Jacqueline Summit HS English 1 IND Martinez, Vanesa DHIA ES 2nd 1 IND Mcleod, Jazmine Tokay ES 3rd 1 IND Montes, Maritza DHIA ES 3rd 1 IND Perez, Peter Fontana HS SpEd ELA 2 1 ILP-SpEd IND Salas, Joseph Tokay ES 1st Mult. Subj 2 IND Salazar, Jennifer S. Tamarind ES 2nd Mult. Subj 2 IND Seymour, Elsbeth Southridge MS SpEd MildMod 1 AAAS? IND Saipramuk, Thanouthong

“Brian” Southridge MS 8th Math 1

IND Tlilayatzi, Jacqueline DHIA ES 4th 1 IND Webb, Sasha Fontana HS Math/Co-

Teaching 1

Chris (Maria) Torre (SpEd Early Childhood) 15

IND Acosta, Rosa Ruble MS SpEd SS: ELA 2 IND Aguirre, Janet DHIA ES Kindergarten 1 IND Armendarez, Mary Delene Summit HS SS: Math 2 Also clearing SpEd IND Barcenas, Vanessa N. Tamarind ES 1st 2

IND Cottier, Wesley Kaiser HS SpEd Mild Mod 1 Mult. Subject- DualCa HR

IND Flores, Eunice M. AB Miller HS RSP 1 IND Gates, Jody Southridge MS Mild/Mod ELA 2 From Karah Fraise IND Koenig, Scott C-206 Alt. Education 2 Level I IND Medina, Geraldine Live Oak ES TK 1 IND Orosco, Jeanette AB Miller HS Mild/Mod ELA 2 IND Roszyk, Karen K. Grant ES SDC 1


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Program Candidate School Grade/Subject YR Notes IND Silva-Valdivia, Bianca DHIA ES Kindergarten 2 IND Soria, Lorraine AB Miller HS Mild/Mod ELA 2 IND Vazquez, Elizabeth DHIA ES 1st 1

GenEd Allison Angelo – Locust ES (5th, 6th Math, ELA, Soc. Stds.) – Part-Time 2

IND Garcia, Michelle Porter ES 6th 2 IND Ortuno-Jones, Deanna Truman MS Spanish 1

GenEd Andrea Chavez – Live Oak ES 2nd (Exp.=ELA 7th 8th, SDC 6th) – Part-Time 2

IND Balladares, Cecilia Alder MS 7th ELA/SS 2 IND Richards, David Summit HS SS: ELA 2 GenEd Sharon Frasher – Beech ES (K-3rd) – Part-Time 2 IND King, Lateefah Locust ES Kindergarten 2 IND Miletta, Michelle Live Oak ES Kindergarten 2

SPED Colleen Gerke – Hemlock ES (SpEd-SDC 2/3) – Part-Time 1

IND Camacho, Ivonne Oleander ES MM SDC K 2

SPED Michael Giardina – Kaiser HS (SpEd-Mod/Severe) – Part-Time 2

IND Patton, Caprice Jurupa Hills HS Mod/Severe 1 IND Vargas-Cioli, Alex Ruble MS Mod/Severe 2

SPED Yvette Hinojosa – Fontana MS (SpEd)– Part-Time 1

IND Morkos, Nely Ruble MS Mild/Mod 2

SPED Nicole Lopez – Locust ES (SpEd RSP K-6th)– Part-Time 1 IND Curiel, Maribel DHIA ES 5th 1

GenEd Michelle Malensek – Grant ES (3rd and 1st, 2nd, 4th) – Part-Time 2

IND Martin, Brittany Maple ES 2nd 2 IND Roble, Danica Hemlock ES 1st 1 GenEd Felecia Moore – Grant ES (3rd)– Part-Time 1 IND Andrade, Sara S. Tamarind ES 1st 1 SPED Brenda Muro – Maple ES (2nd also RSP HS)– Part-Time 1 IND Rojas, Marlon Porter ES 5th 2


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GenEd Catherine Propp – Oak Park ES (3rd) – Part-Time 2 IND Edgemon, Kirsten Porter ES 3rd 1 IND Moreno, Angela Juniper ES 1st 2

GenEd Hugo Sierra – Jurupa Hills HS (Math)– Part-Time 2 IND Beattie, Corey Kaiser HS SS: Chemistry 1 IND Uetz, Jacqueline Southridge MS SS: Math/Science 2

SPED Melina Yamarone – West Randall ES (SpEd RSP K-6th)– Part-Time 1

IND Marabella, Julianna Almond ES Kindergarten 1 SPED Ada Fung-West Randall ES (SpEd Mod/Sev K-3rd) IND GenEd Debra Garland- Almond ES (5th) 1 IND Hernandez, Yesenia DHIA ES 4th 1 GenEd Elizabeth Elliot- ES Science Enrichment 1 IND Gamboa, Ann Birch HS Geoscience SPED Keri Guggisberg- Alder MS SpEd 1 IND Fernandes, Lauren Sequoia MS Mild Mod ELA/SS ECO GenEd Kimberley Maxwell- AB Miller HS English 1 IND Wallace, Hanna Fontana HS English 1 GenEd Mary Dickerson- TOA ES 1 IND Quach, Amy Almond ES 2nd 1 GenEd Melanie A. Delgado-Oramas- TOA ES 2 IND McKinney, Melanie Canyon Crest ES IST ECO IND Mendoza, Melissa Primrose ES 2nd 1 GenEd Redwood Jordon- Grant ES (5th) 2 IND Dooley, Sara S. Tamarind ES 5th 1 IND Lopez, Kristen N. Tamarind ES 5th 1 GenEd Shayna Lopez- TOA ES 2 IND Amezquita, Crystabel DHIA ES 5th 1 IND Bement, Alyssa Maple ES Kindergarten 1


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As of: 10/2/’18 Total Induction Teachers 120 Total Mentors 28 SpEd Induction Teachers of 120 17 Full-Time Mentors 6 PAR 3 Part-Time Mentors 22


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5.5 Induction Program Handbook




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(CONTINUED ON NEXT PAGE)

FUSD Induction Program Individual Learning Plan

Candidate Year 1 or 2 Goal Plan

Development/Updates Collaborative Development Team

Credential Type Dual Credential Fall Content Contact Mentor Grade Level Winter Site Administrator Mentor Match Date (within 60 days of enrollment)

Site Spring Induction Program

Portfolio Checks Goal implementation and Growth

Introduction to Site Administrator/Evaluator

Observations of Veteran Teachers

Fall October 25, 2018

Name: Date: Winter February 7, 2019 Name: Date:

PROFESSIONAL GOAL(S): Please indicate goals based on YOUR professional interests such as, advanced education, certifications or authorizations, additional content area literacy, and/or early childhood education. Considerations for district, site, classroom/student, and/or personal educator goals may be included in this section. Goal(s): Rationale for goal:

CSTP GOAL(S): Based on your individual self-assessment of the CSTP, collaboratively develop your individual growth goals. These goals will guide your Induction Program.

GOAL # 1 *Developed within the context of the ILP within the first 60 days of the candidate’s enrollment in the FUSD Induction Program CSTP Growth Goal(s): Based on your self-assessment on the Continuum of Teaching Practice, select specific elements/goals as your focus.

Determining Outcomes: Use these questions to determine how you will meet these goals. What achievement will your students attain?

GOAL 1: Goal Modifications (as needed):

1. What growth or instructional habits will be positively implemented on your part? (Considerations: overall, related to approaches, interactions, effectiveness w/ planning, instruction, or assessments, etc.)

2. What are the indicators of success/achievement? (Considerations: target/ideal outcome, mindsets, interactions with learning, achievement, etc.)

3. What formal or informal data/evidence will support your findings? (Considerations: General thinking on how or which assessments will support measuring teacher or student growth)


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(CONTINUED ON NEXT PAGE)

PLAN

Consider the actions that will support you in reaching your growth goal (List/describe the growth target, action, professional development, reading, etc.) What did you do? Provide EVIDENCE (link, picture of book, conference agenda…)

TEACH

Show evidence of application What did you teach, create, implement or use?

REFLECT

Implementation Reflection What was the effectiveness or impact? (successes, challenges)

APPLY

Next steps/now what? What will you keep, discard, modify?)


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REFLECTION ON GROWTH GOAL AND ACTION PLAN As a result of this inquiry process, what was the impact on instructional practices and student learning? With your Mentor, discuss evidence and mark relevant CSTPs on the Continuum of Teaching Practice. Discuss your next steps with your Mentor:

1. Will you continue to explore your current goal? Why or why not? 2. Determine next steps in the revision of the goal or the creation of a new goal.

Candidates, mentors and administrators may determine if more than one goal is appropriate or if an additional goal will be added during the year. Please copy and paste the above Goal #1 tables to add additional goals.

Signatures:

Person Signature Date

Candidate:

Support Mentor:

Induction Coordinator:

NOTES:


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5.6.1 Assessment Instruments (Hyperlink to linked file is also above on page 3 of this document)


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