The induction program selects, prepares, and assigns support providers and professional development providers using well-defined criteria consistent with the provider’s assigned responsibilities in the program.
Support providers are assigned through collaboration with district administrators and based on agreement to fulfill the responsibilities and meet the qualifications outlined below. Support providers for Education Specialist:DHH credential participating teachers must hold a valid credential for teaching deaf and hard of hearing students. In the event the DHH participating teacher is the only DHH teacher in the area, a DHH support provider will be found in a nearby area. Participating teachers will submit the professional VITA of the support provider with whom they would like to work to the university supervisor for approval. Support providers will be contacted by the university supervisor to confirm their interest and the university supervisor will provide training for the support provider. Due to the large geographic area where participating teachers are employed, email, video phone, and web based instruction will be utilized, if necessary.
The responsibilities of the District Support Provider include the following:
• Meet regularly with the teacher participating teacher to review his/her progress
on Induction Plan.
• Assist the participating teacher in reflecting on his/her practice by discussing instructional practices and collaborating with him/her on ways s/he can apply principles and strategies developed in the Level I/Preliminary program.
• Observe the participating teacher in action in the classroom.
• Work closely with the participating teacher’s university supervisor to ensure that the new teacher is making progress toward achieving Clear Credential goals.
• Sign-off on all needed forms during the participating teachers’ Clear Credential enrollment.
The qualifying criteria for the support provider as established by the California Commission on Teacher Credentialing (CCTC) are:
• Credential licensed staff member of a public or private school;
• At least three years of successful teaching experience in special education;
• Knowledge of curriculum/adaptations to meet students’ needs;
• Leadership skills;
• Willingness to participate in support provider/assessor training;
• Willingness to discuss and share instructional ideas and materials;
• Effective interpersonal skills and willingness to work collaboratively;
• Demonstrated commitment to own professional growth and learning;
• Willingness to provide support activities that are balanced to address the full range of teaching responsibilities;
• Knowledge of effective strategies to teach students from diverse populations.
A participating teacher’s support provider must be a person other than the participating teacher’s principal or immediate supervisor.
Consistent with assigned responsibilities, program providers receive initial ongoing professional development to ensure that they are knowledgeable about the program and skilled in their roles.
Support providers receive initial and ongoing professional development, either through their district or by participating in online training modules, to ensure that they are knowledgeable about the program and skilled in their roles.
Support provider training includes the development of knowledge and skills of mentoring, the service delivery responsibilities the Education Specialist is likely to encounter, as well as the appropriate use of the instruments and processes of formative assessment systems.
Support provider training includes information and skills necessary for successful mentoring, BTSA and FACT module expectations, CSTPs and IIPs, as well as Education Specialist Clear Credential Program Standards. Support providers and teacher participants also receive a Discussion Guide to prompt and support reflection on practices. Support providers are evaluated by the participating teacher at the end of each course (summative; Support Provider Evaluation Form) and discussions are held with the University supervisor throughout with Conversation Guides (Class/Case, School, District and Community, Pedagogy, Universal Access: Equity for All Students, Universal Access: Teaching English Learners, Universal Access: Teaching Special Populations) to ensure successful relationships and support experiences (formative).
The program has defined criteria for assigning support providers to participating teachers in a timely manner.
Support providers will be identified and approved by the university supervisor by the second month of the semester.
Clear procedures are established for reassignments when either the participating teacher or support provider is dissatisfied with the pairing.
In the event that a support provider and/or participating teacher does not feel that the match is productive, the university supervisor will consult with the participating teacher and the support provider to determine adjustments, based on need, that can better facilitate a successful experience for the participating teacher. If reassignment is necessary (inappropriate match, student changes positions, schools, districts, etc.), university supervisors will collaborate with appropriate district personnel to make a new assignment quickly ensuring ongoing support to the teacher participating teacher The new support provider will provide a resume or vita and participate in support provider training.
Following consultation with the participating teacher and the support provider, a written contract will be developed, specifying the responsibilities of the support provider and participating teacher, as well as an action plan. If concerns cannot be resolved, university supervisor will contact appropriate district personnel to identify and assign a new support provider. If concerns can be resolved, the relationship will continue with follow up from the university supervisor.
The program regularly assesses the quality of services provided by support providers to participating teachers and evaluates the performance of professional development providers using well-established criteria.
The Clear DHH Credential Program at Fresno State assesses the quality of services provided by support providers in a number of ways. Participating teachers and University supervisors are in contact regularly; if students are not being supported appropriately, consultation/reassignment procedures are enacted. In addition, participating teachers complete a survey at the end of each course that requires them to provide feedback regarding the level of support they have received from their support providers. This feedback is reviewed at the end of each semester and any patterns are noted on the Support Provider Evaluation Form. University supervisors also provide input regarding support providers’ accessibility, support, creativity, knowledge, etc. The program leader(s) provide formative feedback to support providers and professional development providers on their work, retaining only those who meet the established criteria.
Education Specialist Support Providers must hold the same Education Specialist authorization as the participating Education Specialist teacher. In areas of low incidence and rural and remote areas, induction programs are expected to work with other educational entities such as SELPAs, county offices of education and state schools, and/or to use technology to facilitate communication between support providers and beginning teachers.
Support providers for Education Specialist:DHH credential participating teachers must hold a valid credential for teaching deaf and hard of hearing students. In the event the DHH participating teacher is the only DHH teacher in the area, a DHH support provider will be found in a nearby area. Due to the large geographic area where participating teachers are employed, email, video phone, and web based instruction will be utilized in addition to face to face meetings with support providers and university supervisors.