INDIVIDUAL INDUCTION PLAN

PRELIMINARY MULTIPLE & SINGLE SUBJECT

EDUCATION SPECIALIST CREDENTIAL WITH
MILD/MODERATE AUTHORIZATION
Action Focused Self-Assessment Inquiry of Levels of Content
Knowledge & Skills Competency
California Standards for the Teaching Profession (CSTP)

CSTP 4: PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR ALL

STUDENTS
4.1 Using knowledge of students’ academic readiness, language proficiency, cultural background, and
individual development to plan instruction
4.2 Establishing and articulating goals for student learning
4.3 Developing and sequencing long-term and short-term instructional plans to support student learning
4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all students
4.5 Adapting instructional plans and curricular materials to meet the assessed learning needs of all students

SECTION 1
List artifacts from your Preliminary Credential courses and field experiences that showcase your skill level in this domain.
Include course number and name, and assignment or piece of evidence name.
1. EDUC 583: Methods of Teaching Literacy in Elementary Schools – In depth Literacy Profile
2. EDUC 567: Extended Practicum Seminar – Mock SST on a focus student that establishes goals
for student
3. EDSP 589: Healthy Environment and Inclusion – Creating a lesson plan using the UDL
Framework
4. EDUC 584: Methods Teaching English Learners – Creating a ELD lesson that uses appropriate
strategies to meet the learning needs of all students
5. EDUC 585: Elementary Curriculum and Methods – Developing a STE(A)M unit (Under the
sea) that sequences plans to support student learning

SECTION 2
WHAT I KNOW – BASED ON EVIDENCE OF PERFORMANCE-BASED COMPETENCY ARTIFACTS
Identify the specific element or indicator within the CSTP and TPE standards that are demonstrated in the artifact
identified in this CSTP. You may list multiple elements; however, only include the significant ones illustrated by your
artifact. Include the full title for each TPE and CSTP element. Select the focus area for the Induction Standard
CSTP Element: 4.1 Using knowledge of students’ academic readiness, language proficiency, cultural
background, and individual development to plan instruction
4.3 Developing and sequencing long-term and short-term instructional plans to support
student learning

TPE: 4.1 Locate and apply information about student’s current academic status, content- and
standards-related learning needs and goals, assessment data, language proficiency status,
and cultural background for both short-term and long-term instructional planning
purposes.
4.3 Design and implement instruction and assessment that reflects the
interconnectedness of academic content areas and related student skills development in
 literacy, mathematics, sciences, and other disciplines across the curriculum, as applicable
to the subject area of instruction.

Induction Standard (Put an X in Pedagogy, Universal English Special

focus area(s): X Practice and Design for Language Populations
Planning Learning Learners
Identify and name a specific artifact from the list above that best illustrates your present level of competency as a
Preliminary Multiple/ Single Subject or Education Specialist.
EDUC 583: Methods of Teaching Literacy in Elementary Schools – In depth Literacy Profile

Explain your rationale for selecting the specific artifact in 250 words or less. Be succinct and avoid repetition, making the
connection between the content or purpose of the artifact to the standard as clearly as possible. Why did you select this
item? What instructional/ learning, subject matter competency, case manager role, or professional development skills
does it represent?
I chose the in-depth literacy profile that is based on individual development because it allowed me to
demonstrate that I have knowledge of student’s language proficiency and academic readiness to develop short-
term and long-term instructional plans to support student learning. For example, I planned a differentiated
lesson for a student on literacy based on their assessment results which included short-term plans and long-
term plans. In order to give additional support to this specific student, I chose to focus on her oral
segmentation and oral blending. The instructional strategies I used were small group and one-on-one time
once week. For example, when working one-on-one, to support this students’ oral segmentation, we would
work on saying the first letter of a word. The in-depth literacy profile allowed me to plan instruction based on
students’ academic readiness.

SECTION 3
Evaluate your present self-perceived level of knowledge and skill development within this CSTP Domain (Put an X in
the level that applies)
Developing Meeting Exceeding Exemplary
Level of X Competency Expected Experienced
Competency Level Practice

SECTION 4
WHAT I WANT TO KNOW – BASED ON EVIDENCE OF PERFORMANCE-BASED COMPETENCY
ARTIFACTS
State your present perception of what you want to achieve during your passage from preliminary to clear credential
teacher, in 250 words or less. Be succinct and avoid repetition, making the connection between the content or the
purpose of the artifact to the standard as clearly as possible. What is your goal related to this area of focus? What do you
anticipate will be a measurable outcome related to instructional/classroom practices & student learning?
As I transition from a preliminary to clear credential teacher, I would like to deepen my knowledge on how to
better plan long-term lessons, making sure that they are appropriate and students will be prepared for this
lesson in the future. Also being able to make adjustments to these long-term lesson plans based on student’s
readiness of the content. I have been able to see and demonstrate only a few long-term lesson plans that are
appropriate for students and based on their academic readiness. For example, for the in-depth literacy I created
a long-term lesson about letter sounds because this is where I expected the student to be after small groups
and one-on-one instruction. My goal is to be able to have more knowledge and experience on how to better
plan and adjust long-term lessons for students. The first step in reaching this goal, is to continue student
teaching and gaining more experience and knowledge in planning lessons and being able to make adjustments
as time goes on. A measurable outcome related to long-term instructional planning is if I feel more confident
planning these lessons then I did at the beginning of extended practicum. Also another measurable outcome
would be if I am able to make adjustments and be flexible based on the student’s needs, when planning and
teaching a lesson.