Element 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:
1.1
The 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’sadopted standards and curricular frameworks.
Provide Vision Statement, and a Brief description (not to exceed 500 words) of the research-base for the vision and how it is consistent with preparing educators. Links to the institution’s website, handbooks, or other supporting materials may also be included. Do not link to the actual research literature.
1.2
The institution actively involves faculty, instructional personnel, and relevant constituencies in the organization, coordination, and decision making for all educator preparation programs.
Table denoting activities in which constituents are involved in organization, coordination and decision making and the constituents (name/role and affiliation) that are in regular attendance.
1.3
The 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.
Published policy documents (for example faculty handbooks, retention and tenure policies, contracts, MOUs, agendas) ensuring 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.
Teacher Candidate Letter of Commitment
Mentor Workshop Sample Agenda 1: Coaching for Equity
Mentor Workshop Sample Agenda 2: Coaching Consultancy
Retention/Tenure: See pages 23-25 of Gateway Employee Handbook (Career Stages Model & Faculty/Staff Evaluations) Note: Gateway does not have an official retention and tenure policy.
Collaboration is an element of our mentor selection criteria and listed as a requirement in Gateway Induction MOUs.
Collaborating with the broader Induction community, including attending Cluster meetings and the annual Induction conference, is part of the Induction Director’s responsibilities.
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 theinterests 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.
Gateway Equal Opportunity Employment
Gateway LinkedIn Talent Pool Posting
Talent Pool Application (Apply link from LinkedIn takes candidates here)
Gateway LinkedIn Job Posting Instructional Leader & Coach
Marshall Teacher Residency Partnership (Gateway Public Schools Partner)
Marshall Teacher Residency Partnership Flyer (Gateway Public Schools Partner)
BERKELEY TEACHER EDUCATION – District Partners ONLINE Mock Interviews
Stanford STEP Program Mock Interviews (Gateway Public Schools Partner)
Supporting Diversity & Excellence
Professional Development Example #1 (see Slides 7 and 18)
Gateway Faculty PD Example #1: Professional Learning Communities SMARTIE goals for Student Equity
Professional Development Example #2
Gateway Induction Program Model
Mentor Workshop Agenda Example #1
Mentor Workshop Agenda Example #2
Mentor Workshop Agenda Example #3
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:
- current knowledge of the content;
- knowledge of the current context of public schooling including the California adopted P-12 content standards, frameworks, and accountability systems;
- knowledge of diversity in society, including diverse abilities, culture, language, ethnicity, and gender orientation; and
- demonstration of effective professionalpractices in teaching and learning, scholarship, and service.
Copy of instructor, professional development, and field-based supervisorblank evaluation forms.
Induction Program Director Job Overview
Credential Analyst Job Overview
Gateway Induction Support Manager Job Overview
Mentor Qualifications Examples:
Kirsty Gipson (LinkedIn), Kirsty resume
Rachel White (LinkedIn)
Therese Arsenault (LinkedIn), Therese resume
Erin Hartfield (LinkedIn)
Omar Bryan (LinkedIn)
Latiphony Wells (LinkedIn)
Molly Horton (LinkedIn), Molly resume
Joi Jackson (LinkedIn)
Mentor Evaluation:
Mentors participate in a goal setting process (similar to that of the candidates) to continue their learning and growth as a mentor, using an adapted version of Elena Aguilar’s Transformational Coaching Rubric to assess and set mentor goals. Mentors periodically revisit their goals at monthly mentor/coaching workshops.
In 2025-26, mentors will more formally reflect on their mentor goals progress, learning, and growth (December, May) and will also be evaluated for mentor effectiveness.
(From 2022-25, we had a goal-setting and informal check-in/reflection process for mentors. In 2025-26, we are building on that foundation to launch a formalized process to evaluate mentor effectiveness. This is crucial as we add new partners and mentors with no/less experience, and we acknowledge a need for formalized evidence of mentor learning and growth.)
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:
- current knowledge of the content;
- knowledge of the current context of public schooling including the California adopted P-12 content standards, frameworks, and accountability systems;
- knowledge of diversity in society, including diverse abilities, culture, language, ethnicity, and gender orientation; and
- demonstration of effective professionalpractices in teaching and learning, scholarship, and service.
Brief description of monitoring practice (not to exceed 200 words)
Description of process ensuring appropriate recommendation