Common Standard 1 – Institutional Infrastructure to Support Educator Preparation 

Each Commission-approved institution has the infrastructure in place to operate effective educator preparation programs. Within this overall infrastructure

Common Standards 

Required Documentation

1.1The institution and education unit create and articulate a research-based vision of teaching and learning that fosters coherence among, and is clearly represented in all educator preparation programs. This vision is consistent with preparing educators for California public schools and the effective implementation of California’s adopted standards and curricular frameworks. 

PVPUSD’s Vision Statement

PVLEAD Vision Statement

SBCTIP Vision Statement

Vision Statement Narrative

1.2The institution actively involves faculty, instructional personnel, and relevant stakeholders in the organization, coordination, and decision making for all educator preparation programs. 

The following table shows how faculty and relevant stakeholders are involved in the organization, coordination and decision making for all educator preparation programs

Stakeholders and Activities Table 

Stakeholder and Activities Table Narrative

1.3The education unit ensures that faculty and instructional personnel regularly and systematically collaborate with colleagues in P-12 settings, college and university units and members of the broader educational community to improve educator preparation. 

Faculty and instructional personnel consist of both, the mentors listed in the Program Stakeholders & Activities Table, and the mentors who coach candidates in the program. They collaborate regularly and systematically at the after school workshops, as described in this link:  Workshop Descriptions.

Additionally, mentors agree to collaborate with colleagues in P-12 settings in the required  Mentor Roles & Responsibilities that they must sign before being hired as a mentor. Some of these mentors are members of the college and university units.  

The Program Leader attends the Cluster 4 Regional Directors’ Meetings and shares the information with mentors and other program stakeholders, who are full time classroom teachers: 

The following are links to the meeting slide decks: 

January 2020 

April 2020 

September 2020 

November 2020 

January 2021

1.4 The institution provides the unit with sufficient resources for the effective operation of each educator preparation program, including, but not limited to, coordination, admission, advisement, curriculum, professional development/ instruction, field based supervision and clinical experiences. 

No additional information is required during the Common Standards submission. Information is available through Program Review submission. 

1.5 The Unit Leadership has the authority and institutional support required to address the needs of all educator preparation programs and considers the interests of each program within the institution. 

No additional information is required during the Common Standards submission. Information is available through Program Review submission 

1.6 Recruitment and faculty development efforts support hiring and retention of faculty who represent and support diversity and excellence. 

The program, with the assistance of Site Principals and the Advisory Committee makes every effort to recruit, hire, and keep people who represent and support diversity and excellence (Mentor Recruitment Flyer). Before completing the  Mentor Application prospective mentors are explicitly asked to read the Criteria and Process for Selecting Mentor Coaches and agree and sign the Mentor Roles and Responsibilities, as posted on the southbayinduction website.   The majority of the mentors are full time classroom teachers, who coach their candidates outside their contractual days. Due to this year’s demands of distance learning, many experienced mentors opted to focus their efforts on their own classrooms; thereby increasing the number of newly hired mentors.   All mentors listed in red in the Mentor List by District are new to the program this year.  In years past, approximately 10 new mentors were hired and trained each year. Training consists of bias mitigation, especially as it relates to analysis of student learning (Mentor Training – Professional Learning Series 2 (2018)

Mentor Training – Professional Learning Series 2 Fall 2020). 

1.7 The institution employs, assigns and retains only qualified persons to teach courses, provide professional development, and supervise field- based and clinical experiences. Qualifications of faculty and other instructional personnel must include, but are not limited to:  

1. current knowledge of the content;  
2. knowledge of the current context of public schooling including the California adopted P-12 content standards, frameworks, and accountability systems;  
3. knowledge of diversity in society, including diverse abilities, culture, language, ethnicity, and gender orientation; and  
4. demonstration of effective professional practices in teaching and learning, scholarship, and service. 

The PVPUSD/SBCTIP Program Leader collaborates with district Assistant Superintendents of Human Resources and Site Principals to employ, and assign qualified persons (i.e., mentors/coaches)  to teach courses, provide professional development and supervise field- based and clinical experiences. The PVPUSD and Consortium member districts entrust the Program Leader, who participates in in-field coaching sessions both in person (in 2019), and virtually (in 2020, 2021) to supervise the mentors, and provide them with feedback that contributes to their retention.  

All mentors/coaches are public school employees, who have knowledge of the California adopted P-12 content standards, frameworks, and accountability systems, in their grade level or content areas, and demonstrate effective professional practices in teaching and learning, scholarship, and service. While many of the mentors/coaches have a basic knowledge of diversity in society, including diverse abilities, culture, and language, it will be continuous work in progress to expand our awareness of ethnicity, and gender orientation, which is why the program’s vision includes the language: “ examination of their own biases, to provide equitable learning opportunities for all students.” For the past two years, much of the content of mentor/coach training has been on practicing self-awareness and perspective-taking in order to mitigate bias and ensure equitable learning opportunities when analyzing student learning, (Mentor Training – Professional Learning Series 2 (2018) and Mentor Training – Professional Learning Series 2 Fall 2020

Mentor Roles and Responsibilities

Induction TOSA/Program Leader Job Description

Mentor Applications

O’Malley Resume(Lead Mentor and professional developer)

1.8 The education unit monitors a credential recommendation process that ensures that candidates recommended for a credential have met all requirements. 

Monitoring Practice