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 2: CREATING & MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING

2.1 Promoting social development and responsibility within a caring community where each student is treated
fairly and respectfully
2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and
encourage constructive and productive interactions among students
2.3 Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe
2.4 Creating a rigorous learning environment with high expectations and appropriate support for all students
2.5 Developing, communicating, and maintaining high standards for individual and group behavior
2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate
in which all students can learn
2.7 Using instructional time to optimize learning

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 511P Advocacy in Schooling: RFA Project on Educational Equity for English Language
Learners
2. EDTE 510P Educational Psychology: Literature review on “Supporting the Literacy and Academic
Achievement of Homeless Students”.
3. EDUC 513 Social Emotional Learning; SEL unit proposal
4. EDUC 501P Language and Literacy: SPED case study student and lesson analysis
5. EDTE 514 research methods: Student Needs Assessment and Analysis

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: 2.1 Promoting social development and responsibility within a caring community where
each student is treated fairly and respectfully
2.3 Establishing and maintaining learning environments that are physically, intellectually,
and emotionally safe
2.5 Developing, communicating, and maintaining high standards for individual and group
behavior
TPE: Domain 1: Planning and Preparation:
1e: Designing Coherent Instruction. The sequence of learning activities follows a coherent
sequence, is aligned to instructional goals, and is designed to engage students in high-level
cognitive activity. These are appropriately differentiated for individual learners. Instructional
groups are varied appropriately, with some opportunity for student choice.
Induction Standard (Put an X in Pedagogy, Universal English Special
focus area(s): Practice and Design for Language Populations
X
Learning Learners
Planning
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 513 Social Emotional Learning; SEL unit proposal
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?

This assignment required us to create a 15 minutes presentation in which we would hypothetically be

proposing a unit course to a board of administrators. The unit had to be centered around social emotional
learning, and needed to include concepts such as: 1) Emotional Intelligence 2) Peer mediation and 3) 21st
century skills. The course I designed included 6 lesson plans that would be executed over a 6-week period.
Each lesson plan includes a guiding question, focus topic, and explicit learning objective. In addition, each
lesson plan includes segments of time designated for both individual work and small group work, in order
to promote behavioral changes that are pervasive in more than one setting. Topics covered in the unit
revolved around teaching students to practice healthy emotional responses to everyday situations and
events through modeling, critical thinking, and collaborative group work, in order to promote a classroom
where students treat both themselves and their peers with respect and kindness. By the end of this unit,
students would be able to communicate and interpret their emotions more clearly, by becoming familiar
with the mind-body connection, and as a result, the classroom would be transformed into a physically,
intellectually, and emotionally safe atmosphere for all learners.

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?
I feel as though I am strong and capable of creating a learning environment for students that promotes student
learning, reflects diversity, and encourages constructive and productive interactions among students. In
addition, I am confident in my ability to create a learning environment that assures all students are physically,
Intellectually, and emotionally safe, by communicating, and maintaining high standards for all individuals and
group behavior. However, one area of improvement I can identify includes assessing my lesson plans for ways
in which I can ensure my instructional time optimizes student learning, and supports content that is both
reliable and accessible for all learners. Specifically in this artifact, I feel as though I could have done more to
ensure the lesson was comprehensible for more than just visual/auditory learners. While this project was just a
simple outline for the purpose of a general proposal, if I was to execute it in a real-life classroom I could have
paired each unit lesson plan with a thorough UDL outline, as a way to ensure that students of all abilities and
backgrounds were considered in the design and delivery of the lesson. One way my improvement in this area
of focus can be measured is by evaluating student formative and summative assessments. If my future lesson
plans utilized a UDL formatting, the successful engagement and support for all students would be reflected in
success that would be pervasive throughout all student assessments. That being said, if I disregarded the needs
of diverse learners, this too, would be reflected in student assessments, as only a small group of students would
show success in their learning.