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.   EDTE 553F: Clinical Experience 3: Student Teaching I, ​UDL Lesson Plan on Growth Mindset 
2.   EDTE 553F: Clinical Experience 3: Student Teaching I, ​UDL Lesson Plan on “When We are Done, We Have 
Just Begun” 
3.   EDTE 554F: Clinical Experience 4: Student Teaching II, ​IEP for a student with Other Health Impairment 
4.   EDTE 554F: Clinical Experience 4: Student Teaching II, ​IEP for a student with a Visual Processing Disorder 
5.   EDTE 554F: Clinical Experience 4: Student Teaching II, ​IEP for a student with a Specific Learning Disability 
 
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:  4.2 Establishing and articulating goals for student learning 
TPE 5: Assessing  5.8: Use assessment data, including information from students’ IEP, IFSP, ITP, 504 plans, to 
Student Learning  establish learning goals and to plan, differentiate, make accommodations and/or modify 
instruction 
Induction Standard (Put an X in  Pedagogy,  Universal  English  Special 
focus area(s):    Practice ​and    Design for    Language  X  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. 
EDTE 554F: Clinical Experience 4: Student Teaching II, ​IEP for a student with a Specific Learning Disability 
 
 
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 this assignment because it required me to fill out an annual IEP review that helped me establish and 
articulate goals for a student’s learning. Writing an IEP made me look at my students’ present levels and see 
what subjects they needed support in. To find the student’s present levels I assessed them in many different 
ways in order to get the best and most data. This particular student needs support in the English Language 
Arts. From testing this student, I was able to find five specific areas that needed to be worked on. For each 
goal, I gave the student’s baseline, the standard that they needed support in, and the goal. The goals start and 
end date was also included. Three of the goals are in reading informational text, one is in reading foundational 
skills, and another is an overall English Language Arts goal.  
 
 
 
 
 
 
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 a clear credential teacher, I hope to gain more knowledge and experience 
working with students who receive special education services. I would like to learn new strategies I could use 
inside and outside my classroom by attending at least one Professional Development event in the school year. 
One way I could measure the outcome would be through my comfort level and progression throughout the 
school year when working with students in the special education classroom.