The Teacher Induction Program has two pathways to earning a clear credential:

• Traditional 2-year program
  • Candidates hold a preliminary credential, and the document must be posted to the CTC.
  • Candidates complete an application provided by MCOE. Candidates are not automatically enrolled.  
• Early Completion Pathway, 1-year program. 
  • Potential candidates must email the director of Teacher Induction at MCOE to understand if they qualify for the early completion pathway.
  • The 1-year pathway is designed for teachers with at least three years of teaching experience. Teachers must have completed three full years of teaching or more. Substitute teaching experience 
  • There is an application process for teachers seeking the 1-year pathway. Both the application and pathway are rigorous. It includes the candidate providing evaluations for their three years of teaching, indicating proficient or advanced scores, and the recommendation of their current principal. 

Candidates who are currently employed full-time AND in an assignment authorized by the preliminary credential they hold AND who have completed one of the following are eligible to apply to the MCOE Teacher Induction Program:

• California Preliminary Credential (renewal codes on Multiple Subject, Single Subject, and Educational Specialist Preliminary Credentials indicate eligibility for clearing through Induction)
• Out-of-State credentials and fewer than two years of teaching experience
• One or more credentials from other countries
• Education Specialist Level I Credential
• Completed the first year of Induction with another program and are transferring to MCOE.

All prospective candidates—regardless of sponsorship type—must complete an online application by the published deadline to be considered for admission into the program.

• SCESD sponsors their candidates or new teachers with preliminary credentials. These candidates are supported directly by the Salinas City Elementary School District, and we partner with MCOE through a contract.  Each candidate is assigned a District Program Advisor who acts as a liaison between the district and MCOE, and collaborates with MCOE to support the implementation of the induction program. The district assumes financial responsibility for the candidate’s participation.

Candidates may enroll in MCOE’s Teacher Induction Program during designated enrollment periods. There are two program entry points, or onramps, each year:

• Traditional Track: Begins in August
• Mid-Year Track: Begins in January

To begin the program, candidates must complete and submit their application during the official enrollment period. Please note that delays or incomplete applications may result in the candidate being deferred to the next available onramp.

We encourage timely submission to ensure a smooth and successful start to your Induction journey.

Induction mentors are the heart of the induction program. Mentors provide weekly 1:1 support to candidates, primarily assisting new teachers with “just in time” coaching, observation of instruction and feedback, collaboration with analyzing student work, lesson planning, and obtaining resources. Additionally, mentors assist candidates with goal setting based on the CSTPs. Mentors and candidates meet for a minimum of 30 hours per year.

Mentors are required to fill out an application for Salinas City Elementary School District and Monterey County Office of Education. Requirements for mentors include the following:

• Possession of a California Clear Teaching Credential
• Minimum of three years of effective teaching experience
• Site Supervisor's/Principal Recommendation
• Statement on Philosophy of Mentoring New Teachers
• Attesting to qualifications
• Agreeing to responsibilities, including attendance at Orientation and training dates specifically for mentors
• Agreeing to the Induction confidentiality clause
• Agreeing to MCOE code of conduct

Mentors are matched with Candidates within 30 days of the Candidate enrolling in the program. The criteria used for matching are as follows:

• Knowledge of the context and content area of the Candidate’s assignment.
• Candidate is earning the same type of credential the Mentor holds:
  • Multiple Subject Teaching Credential.
  • Single Subject Teaching Credential in the same content area.
  • Education Specialist Credential.
• Mentor’s ability to support the Candidate by holding weekly one-hour meetings either in-person at the Candidate’s school site, or by virtual meetings when a remote meeting is necessary.
• The program advisor works closely with the site administrators to pair the candidate with a mentor. Grade level and mentoring experience are taken into consideration when matching a candidate with a mentor.

Induction mentors are required to attend training sessions throughout the years they are paired with a candidate. Their training is specific to helping meet the needs of the candidate and the requirements of the program. Additionally, mentors focus on reflective and cognitive coaching models. Profession learning development for mentors is facilitated by MCOE. 

Mentors are training in the following areas:

• Goal setting for both the candidate and mentor
• Use of the ILP tools
• Best practices in adult learning
• Support for individual mentoring challenges, reflection on mentoring practice, and opportunities for engaging with mentors in professional learning networks
• Support for candidate growth and effectiveness

When a Candidate successfully completes Induction, they are eligible for a Clear Credential. Successful completion of Induction includes attending an orientation at the start of the program year and demonstrating mastery of the CSTP through participation in the end-of-year Colloquium. 

Candidates who have completed their Induction requirements will present their work at Colloquium. When Candidates prepare for their end-of-program reflection, it is recommended that they use the Reflection Guide in the Individual Learning Plan (ILP) to consider their teaching practices thoughtfully. This reflection will provide Candidates with a deeper understanding of what has been effective and help identify areas for improvement moving forward.

For the Colloquium, candidates will create a 10-minute presentation based on their ILP, focusing on their selected California Standards for the Teaching Profession (CSTPs). The presentation should adhere to the guidelines outlined in the Colloquium Project/ Presentation Guide in the ILP. Candidates present to a small group of administrators and teachers, who will assess their work using the Colloquium Presentation Rubric. This process not only showcases Candidates' growth but also fosters meaningful dialogue about their teaching journeys. Colloquium attendance is expected of all Candidates completing the program and their Mentors.