Program Summary
2. Induction Job Placement & Mentor/Coaching System
2a. Candidate Matching Process
Candidate/mentor matches
Leadership input
Matching criteria
Grade-level support
Candidate/Mentor Matches
The Induction Program Director makes final mentor-mentee assignments after input from partner school administrators/leadership within the first 30 days of the teacher candidate’s enrollment in the program. Whenever possible, mentors are site-based to help facilitate consistent support as well as a shared teaching and learning community context. Mentors and teacher candidates are matched according to credentials held, grade level and/or subject area. Teacher Candidates may also submit mentor requests, and the Induction Director will carefully consider these requests during the mentor-teacher candidate matching process. In the event that an appropriate grade-level, and/or subject-area match is not possible, the Induction Program Director will assign both a Mentor and Grade-Level/Subject-Specific Teacher Content Coach to provide additional grade-level and/or subject-specific mentoring/instructional coaching support to the Teacher Candidate.
2b. Mentor Management
Selection, orientation, evaluation, and feedback
Reassignment process
Mentor Selection & Orientation
Program leaders, administrators, and/or experienced mentors identify potential mentors in collaboration with the Gateway Induction Program Director and Credential Analyst. Candidates submit an application. Mentor selection is based on the candidate’s response to the application questions, recommendations, and experience/strengths in relation to program needs. Teacher candidates provide feedback on mentor effectiveness twice per year (fall and spring). New mentors are paired with an experienced mentor buddy to help orient them, and new mentors periodically check in with the Induction Program Director for guidance and informal feedback.
Mentor Evaluation, & Performance Feedback
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. (Though we currently have a goal-setting and informal check-in/reflection process for our monthly workshops, as we add new partners and mentors with no/less experience, we recognize a need for formalized evidence of mentor learning and growth.)
Reassigning a Mentor
Teacher candidates and mentors who do not feel comfortable with their assigned mentor or teacher candidate are encouraged to inform program leadership at any time by submitting a program grievance form.
Candidates can also contact the program leadership via email, phone, in person, or Zoom to discuss concerns. Continuing candidates can also indicate a need to change their mentor in their End of Year Survey to discuss concerns.
2c. Candidate Management
Goal development
Progress tracking
Tracking supervision
Availability of resources
Developing Teacher Candidate Professional Growth Goals & Tracking Progress
Teacher candidates complete and submit three milestones to set goals and provide evidence of progress. From August-October, teacher candidates develop professional growth goals for their Individual Learning Plan (ILP) through the completion of Milestone 1:
- Mentors do four grounding observations of the mentee
- Mentor and mentee co-assess mentee’s current practice using the California Standards for the Teaching Profession (CSTPs) and set 1–2 professional goals based on areas of growth
- Goals are discussed in a triad meeting with the teacher mentee, mentor, and site administrator to further discuss align goals with school priorities and identify supports for continued development.
In Milestone 2, teacher candidates explore their identity and its connection to culturally responsive, equity-centered, and anti-racist teaching.
Milestone 3 consists of an inquiry project:
- Teacher candidates reflect on their Milestone 1 goals and Milestone 2 work and then select a relevant CSTP standard and sub-element to focus on.
- With guidance from their mentors, teacher candidates create an actionable goal and devise action steps and evidence to collect and analyze.
- Teachers complete a post-inquiry reflection where they identify key takeaways and next steps to apply their learning.
Tracking Candidate Supervision, Advisement, & Evaluation
How Gateway Induction supervises, advises, and evaluates:
- Candidates meet with their mentors weekly and participate in quarterly check-ins (see Slide 21) with the Induction Program Director and Lead Mentors (new in 2025-26).
- The Induction Program Director holds weekly office hours for candidates to ask questions and check in on their progress.
- Mentors share and reflect on candidate progress with the Induction Program Director and Lead Mentors in monthly mentor workshops (Example 1, Example 2)
- The Induction Program Director reviews each candidate’s Milestone 1 and Milestone 2 submissions and provides candidates and mentors with progress feedback.
- Mentors assess and provide feedback for Milestone 3 inquiry project submissions:
Availability of Resources
Induction program resources are provided to teachers and mentors during onboarding and Orientation (see Slide 25), and as a follow-up to Orientation, all resources are shared again with candidates and mentors via a Google Drive link . Additionally, paper copies of all program materials and resources are available upon request.
2d. Credential Clearing Preparation
Candidate and mentor preparation
Special populations preparation
Gateway Induction prepares candidates for the clear credential through professional learning and support opportunities and candidate employment experiences as follows:
Teacher Candidates & Mentors
- Weekly mentor-mentee meetings, teacher observation and debrief cycles
- Milestone 1 (grounding observations, goal-setting)
- Milestone 2 (identity exploration, professional readings, context and community protocols, teacher reflection)
- Milestone 3 (inquiry project)
- Monthly mentor workshops
- Introduction to Coaching Essentials workshop (see Slide 6)
Special Populations
Adapting induction/milestones work for Special Education teachers (Milestone 1 grounding observations + Milestone 3 inquiry)
2e. Program Feedback
Effectiveness feedback
Analysis and improvement
Program Feedback
Gateway Induction seeks feedback from candidates, mentors/coaches, and other constituents about the effectiveness of the program as follows:
- Orientation Feedback Survey
- Mid and End-of Year Surveys (Mentor example, Candidate example)
- Advisory Council input (slide deck, agenda with Advisory Council input example)
- Individual check-ins with mentors
- Informal check-ins with teacher candidates
- Weekly office hours
- Monthly mentor workshops
- Exit interviews (to be implemented in 2025-26)
Analysis and Use of Feedback Data
Gateway Induction incorporates feedback data for continuous improvement. These program improvements are communicated via updates to stakeholders. Additionally, the Induction Advisory Council meets at least twice a year (fall and spring) to discuss and review program updates and recommendations.
The Induction Program Director also provides information to administrators in person as needed and via email.