English Learner (EL) - A national-origin-minority student who
is limited-English proficient. This term is often preferred over
limited-English-proficient (LEP) as it highlights accom-
plishments rather than deficits (Developing Programs for
English Language Learners: Glossary, Ed.gov).
Evidence - Data produced by Candidates, Mentors, or students
that documents a teacher’s performance and can be linked
directly to one or more of the elements of the CSTP and/or
Induction Program Standards.
Formative Assessment - 1. A process of professional judgment
used to determine an individual’s level of performance in a
particular area based on evidence, standards, and criteria; 2. Is
characterized by multiple measures of teaching, collaboration
with colleagues, focus on classroom practice, reflection together
with a trained Mentor about evidence, using specific criteria,
and may be presented as evidence for clear credential
Framework - Curriculum frameworks describe and define the
content and instructional program teachers are expected to
deliver in a subject matter at each grade level.
Gifted and Talented Education (GATE) - Provides funding for
local educational agencies to develop unique education
opportunities for high-achieving and underachieving pupils in
California public elementary and secondary schools that have
been identified as gifted and talented. Special efforts are
made to ensure that pupils from economically disadvantaged
and varying cultural backgrounds are provided with full
participation in these unique opportunities. Authorized by
Education Code (EC) sections 52200- 52212.
Individualized Education Plan (IEP) - A detailed, structured
plan of action that informs and guides the delivery of instruction
and related services for the student with identified special
needs; is an agreement between stakeholders that supports the
academic, emotional, and behavioral growth of a student with
identified special needs. Teachers are legally accountable to
follow the goals and adaptations that are written in the IEP.
Individual Learning Plan (ILP) - A plan that builds upon
Candidates’ assessed strengths and needs, defines goals, and
outlines specific action plans for facilitating growth and
development. Mentors collaborate with Candidates in its
development and implementation. IIPs are based in part on
formative assessment results, and are reconsidered and revised
according to Candidates’ emerging needs. IIP primarily address
the unique needs of Candidates including consideration of
their prior preparation and experience, and may include
common topics and activities for all participants in the
program. Candidates experience an integrated system of
support and assessment through implementation of the IIP.
Induction - A clearly specified process for making clear
credential recommendations; verifies that Candidates complete all
requirements before recommending them for the credential.
Inquiry into Teaching and Learning - 1. A research- based
cycle of standards-focused (CSTP, state-adopted Academic
Content Standards for students, Induction Program
Standards) processes to explore an area of teaching practice.
In collaboration with a Mentor, Candidates will assess their
practice against a set of specific criteria and select a focus
area. Within the cycle Candidates gather information,
collaborate with colleagues, develop an action plan,
implement that plan, reflect on collected evidence, and apply
new learning to future practice. 2. A formative assessment
module that includes these cycles and processes.
Institutes of Higher Education (IHE) - Colleges and
Integrated English language development – English language
development instruction provided throughout the day and across
the disciplines. Teachers with English learners use the English
language development standards in addition to their focal English
language arts/literacy and other content standards to support the
linguistic and academic progress of English learners.
Chart - Designed to elicit Candidates’ input for the
observation process. Candidates record: “What I already know
about my classroom practice,” “What I want to know about my
classroom practice,” and “What I want my Mentor to
observe.” Mentors use this information to guide data collection
during the observation.
Memorandum of Understanding (MOU) - Lists all
requirements/expectations for various stakeholder groups
and is used to form partnerships for professional development
experiences between Teacher Induction Programs and IHEs.
Mentor - Has an awareness of beginning teacher
development; is willing to participate in Mentor training; is willing
to engage in formative assessment processes; is willing to
discuss assessment information and share instructional ideas
and materials with Candidates; has effective interpersonal skills
and is willing to work collaboratively with Candidates; has
demonstrated a commitment to their own professional growth
and learning; and, is an excellent professional role model.
Module - A short course of study that is combined with others
to form a larger structure or system.
Multi-Tiered System of Supports (MTSS) – A framework to
provide all students with the best opportunities to succeed
academically and behaviorally in school.
Observation - 1. A process in which trained Mentors observe
Candidates as they teach, collecting evidence of Candidates’
teaching practice and students’ learning; Mentors record
what the students and teachers say and do. The observation
may be formal or informal. In an informal observation, there
is no shared lesson plan or a pre-conference. In a formal
observation, Candidates share lesson plans with Mentors
before the lesson and meet with Mentors after the lesson to
reflect on it and analyze student work generated to inform
future practice. 2. A process in which Candidates observe
colleagues to gain information about teaching practice. Mentors
often attend with Candidates to strengthen the process.