Skip to main content

Teacher Candidates: SDCOE Teacher Induction program

​​SDCOE does not recommend or encourage teachers to concurrently enroll in Induction and a Masters program.

​​​​​​​​​​Teacher Candidates:  SDCOE Teacher Induction program

SDCOE Teacher Induction is a State-led program in conjunction with the California Department of Education (CDE) and the Commission on Teacher Credentialing (CTC). California Teacher Induction programs are locally designed and implemented.​​​​​​​​​ The San Diego County Office of Education offe​rs a two-year commission approved program to teachers seeking to clear their preliminary credential.​​​

Through Action Research (cycles of inquiry) candidates will develop an Individual Learning Plan that includes professional growth goals, a description of how the candidate will work to meet those goals, defined and measurable outcomes, and planned opportunities to reflect on progress and modify the ILP as needed.

Through Action Research Cycles, you will demonstrate your growth, ability to reflect, and successful execution of the California Standards for the Teaching Profession. Upon successful completion and demonstration, you will be recommended for a clear credential.

Course Structure

Throughout the two years of participation in the SDCOE Teacher Induction program, you will work with your Mentor who will assist you in collecting evidence of your teaching practice through weekly communication and development of the ILP.  An Individualized Learning Plan (ILP) template for evidence collection, reflection guides and timeline for submissions will be provided by the program. You can plan on spending no less than one hour a week communicating with your mentor on Induction requirements, which can also include anything bubbling up in your teaching setting for that “just in time” support. In addition, there are mandatory online and face-to-face meetings scheduled throughout the year. These dates will be provided to you in advance so that you can make arrangements to ensure attendance. Please note missed meetings, non-submissions and late submissions will delay, and perhaps even prevent, the credential clearing process. Since teaching in the classroom requires a clear credential, meeting dates and due dates are crucial and should be calendared.

​Assignments and course materials will be available online through SDCOE's LMS. The course materials include but are not limited to:

  • Individual Learning Plan (ILP)

    • Development of Professional Growth Goal

    • Data/Evidence collection, as it relates to the professional development goal(s)

    • Colloquium celebration of learning

Assignmen​​ts and Grades

You will be involved in the review of action research assignments, as you share insights and evidence throughout the process with Mentors and other Teacher Candidates. Verification Meetings are scheduled a minimum 3 times throughout the year. In addition to these Verifications, there is evidence that will be reviewed and graded by your District Lead. It is your responsibility to check your grades and any feedback in SDCOE's LMS. All assignments must pass within the given due dates​ to successfully complete the program. Incomplete assignments will result in being dropped from the program.

In order to seek resolution for a grade appeal the following procedures will be followed: 

Step 1: The participant must consult with the instructor(s) involved to try to reach an agreement. If the instructor does not respond or if the student is unable to reach an agreement in a reasonable length of time (one week after the course), then the student shall proceed to step 2.

Step 2: The participant shall consult with the person at the next level of supervision if Step 1 does not result in a satisfactory agreement (e.g., program specialist). If the parties do not respond or reach agreement in a reasonable length of time (48 hours), the student shall proceed to step 3.

Step 3: The process shall continue at the level of coordinator, or the administrative position of equivalent rank. The final decision will be made by the appropriate coordinator. 

Participants should document their efforts to complete Steps 1-3 by keeping records of contact with the instructor, the program coordinator, and coordinator (or equivalent) (emails sent and received, notes about phone conversations, etc.)