The induction program incorporates a purposeful, logically sequenced structure of extended preparation and professional development that prepares participating teachers to meet the academic learning needs of all P-12 students and retains high quality teachers.
The Clear Education Specialist: DHH induction program follows the standards of extended preparation for teachers of deaf and hard of hearing students and is aligned to the Formative Assessment of California Teachers (FACT). Participating teachers will take two university courses, CDDS 278 and CDDS 279, participate in 40 hours of approved professional development, and complete the FACT modules with support from their District Support Provider and University Supervisor. The FACT modules are designed with learning modules and reflective activities over a two year cycle. The Context for Teaching and Learning and Assessment of Teaching and Learning modules are complete prior to the first reflective activities. Following the Inquiry into Teaching and Learning module, the participating teacher will complete additional reflective activities. At the end of the first year cycle, the Summary of Teaching and Learning will guide the participating teacher in the second year cycle of the four modules.
The design is responsive to individual teachers’ needs, and is consistent with Education Code. It is relevant to the contemporary conditions of teaching and learning and provides for coordination of the administrative components of the program such as admission, advisement, participant support and assessment, support provider preparation, and program evaluation.
The design of the program allows individual teachers to pursue additional learning within the FACT modules and through additional professional development that is of interest to the participating teacher. Clear credential candidates apply to the induction program within 30 days of the commencing employment. The Fresno State Deaf Education clear credential program manager will arrange a face to face meeting on the Fresno campus one Saturday morning within the first month of the semester for all clear credential candidates. Following the meeting candidates will return to their places of employment and select a support provider who meets the criteria of knowledge and experience working with students who are deaf and hard of hearing and establish contact with the Beginning Teacher Support and Assessment (BTSA) program of their employer. The university supervisor will assist in identifying a support provider in the geographic area, if the employing agency does not have staff qualified in deaf education. University faculty will visit the site of the credential candidates once during the first semester of teach (CDDS 278) and once in the 2nd -4th years teaching (CDDS 279). University faculty members are available to meet with candidates and support providers by electronic conferencing, email, and face to face meetings as needed throughout the induction program. All candidates will conference with university faculty at the culmination of the IIP and complete an exit interview survey.
Through completion of FACT modules, participating teachers will develop an IIP, aligned with the individual teacher’s needs. The FACT modules are part of an inquiry-based formative assessment system that is built upon the California Standards for the Teaching Profession (CSTPs) and Induction Standards. Through the FACT modules, students engage in a plan→teach→reflect→apply process. As they complete the modules, participating teachers collect evidence and self-assess to reflect upon and improve their teaching. Participating teachers will create an electronic portfolio of their learning through the Clear Credential activities.
The program design provides systematic opportunities for the application and demonstration of pedagogical knowledge and skills acquired in the preliminary credential program.
University faculty will observe clear DHH credential candidates teaching in their assigned positions once for each CDDS course. Candidates will demonstrate application of knowledge and skills through teaching, conferencing with the university supervisor, through FACT modules demonstrations and through reflections in the electronic portfolio.
The program design includes intensive, individualized support and assistance to each participant, collaborative experiences with colleagues and resource personnel, and an inquiry-based formative assessment system that is built upon the California Standards for the Teaching Profession.
Participants will have ongoing access to the university supervisor through email, video phone, and phone calls. All candidates and university supervisors will participate in online group discussions of issues facing beginning teachers in DHH settings. In addition, the Clear Credential candidates will have opportunities for collaboration with other first year teachers in the district of employment. Participation in professional online learning communities will support the first year DHH teachers.
The induction program collaborates with P-12 organizations to integrate induction program activities with district and partner organizations’ professional development efforts.
Each participating teacher employed by a school district or county office of education will participate in the BTSA program provided. Teachers employed by nonpublic preschools or State schools will participate in site based professional development. Participating teachers are encouraged to include district sponsored professional development for meeting the personal interests of the IIP.
The design involves collaboration between the approved clear credential program and the employer, offering multiple opportunities for support and professional development of Education Specialist candidates in their early years of teaching. Education Specialist teachers shall select appropriate professional development and/or preparation program-based coursework to expand skills and to pursue advanced study with consideration of assignment and Education Specialist authorization. These skills should be designed to enhance the participant’s teaching abilities and reflect inquiry based methodology and reflective practice.
Each candidate will meet with a local support provider and the university supervisor to plan the IIP. When necessary, the university supervisor will facilitate contacts for professional development opportunities outside of the employing agency to ensure that the DHH teacher is not isolated from other DHH professionals in the field. Online resources such as those provided by the IRIS Center (http://iris.peabody.vanderbilt.edu/ ), CEC http://www.cec.sped.org/webinars ), STEM Education Resource Center http://www.pbs.org/teachers/stem/professionaldevelopment/), audiology online (http://www.audiologyonline.com), and Gallaudet University (http://gallaudet.edu) will be utilized.