Accreditation Common Standards

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:

  • 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 This vision is consistent with preparing educators for California public schools and the effective implementation of California’s adopted standards and curricular frameworks.

Vision Statement: To become a national benchmark for excellence in Induction

  • Enhance knowledge of content-specific pedagogy and strategies to increase student achievement
  • Develop proficiency in using state-adopted academic content standards, curriculum frameworks, and district curriculum resources to design equitable learning experiences that meet the needs of all students
  • Increase effectiveness and mastery of the California Standards for the Teaching Profession (CSTP) to complete a clear credential

Mission Statement 

Empowering teachers to excel professionally so that all students can realize their full potential

Induction Program:  Participating Teachers apply what is learned during teacher preparation and build habits of mind to develop an Individualized Learning Plan (ILP).  Action research follows a continuous improvement cycle of plan, teach, reflect, and apply through examination and reflection on activities within the classroom.  Demonstration and application of knowledge acquired during teacher preparation is a key characteristic of the Induction years.

Collaboration: Ensures that a highly-trained Mentor provides intensiveindividualized, “just-in-time” mentoring along with job-embedded support which enables each Participating Teacher to grow professionally through a logically sequenced and well-articulated Induction program.

Formative Assessment:  The Clovis Mentoring System (CMS), an inquiry-based formative assessment process, provides the framework for integration of formative assessment activities along with mentoring to deepen the understanding and application of the California Standards for the Teaching Profession.

Professional Development: The purpose is to improve student achievement through the use of state-adopted content standards and frameworks to enhance the Participating Teachers’ application of standards-based instructional strategies for all students regardless of cultural, linguistic, and academic backgrounds. Professional development opportunities and CMS are tailored to meet the individual needs of each Participating Teacher.

Program Accountability:  Program Leaders administer and analyze local/ state surveys and professional development evaluations to make continuous improvement in the support of Participating Teachers.  Through this process, program improvements are implemented to ensure that highly qualified teachers are retained in the profession.  Through the accreditation process, the program adheres to state credentialing requirements and recommends only those candidates who have successfully demonstrated their competence in meeting California’s adopted standards and curricular frameworks.

Current research provides the foundation for the CUSD Induction Program’s vision and mission as based on the following works from leaders in the field of education:

  • A Framework for Understanding Poverty, Payne, 2013
  • Better Conversations, Knight, 2016
  • Digging Deeper Into Action Research-A Teacher Inquirer’s Field Guide, Dana2013
  • Education for Transformation-The Keys to Releasing the Genius of African American Students, Akua, 2012
  • For White Folks Who Teach in the Hood, Emdin, 2017
  • Got Grit?, Carr, 2015
  • Instructional Coaching: A Partnership to Improve Instruction, Knight, 2007
  • Mentoring in Action: Guiding, Sharing, and Reflecting with Novice Teachers. Radford, 2017
  • Mindset, The New Psychology of Success, Dweck, 2007
  • Researched-Based Strategies:  Narrowing the Achievement Gap for Under-resourced Students, Payne, 2017
  • The 21st Century Mentor’s Handbook-Creating a Culture for Learning, Rutherford, 2005
  • Unmistakable Impact: A Partnership Approach to Dramatically Improving Instruction, Knight2011
  • Visible Learning for Teachers, Hattie, 2012
  • Why Are All The Black Kids Sitting Together in the Cafeteria, Tatum2017

 CS 1.2 Link to CUSD Induction Program Website 18/19

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

CS 1.3 Table of CUSD Induction Steering Committee Activities

CUSD Induction Program Steering Committee Activities
Welcome to Clovis Unified  

New Teacher Orientation

Mentor and Candidate

Professional Development

Quarterly Steering Committee Meetings           Fall-Winter-Spring
Portfolio Assessment Reviews           Fall-Winter-Spring
Exit Interview Panel Member           May

  • 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.
  • 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 experience.

                     Information is available through Program Review submission.

  •  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.

                    Information is available through Program Review submission.

  • Recruitment and faculty development efforts support hiring and retention of faculty who represent and support diversity and excellence.         
  • The institution employs, assigns and retains only qualified persons to teach courses, provide professional development, and supervise field- based and clinical Qualifications of faculty and other instructional personnel must include, but are not limited to: a) current knowledge of the content; b) knowledge of the current context of public schooling including the California adopted P-12 content standards, frameworks, and accountability systems; c) knowledge of diversity in society, including diverse abilities, culture, language, ethnicity, and gender orientation; and d) demonstration of effective professional practices in teaching and learning, scholarship, and service. 
  • The education unit monitors a credential recommendation process that ensures that candidates recommended for a credential have met all requirements.    

CUSD Induction Program Credential Recommendation Process

Ongoing Formative Assessment:  Participating Teachers’ progress is monitored through quarterly e-portfolio checks.   Portfolio Readers/Mentors provide peer feedback to inform the development of future ILP Goals and CMS Milestone evidence.  Program Leaders monitor Mentor/Participating Teacher Collaborative Logs on an ongoing basis.

Advisement:  Participating Teachers needing special assistance meet with Program Leaders to develop a plan to assist in meeting all requirements.

Summative Assessment:  Program Leaders conduct a final review of e-portfolios in May.  A CUSD Induction Program Completion Transcript is updated recording progress with an email notification sent to every Participating Teacher meeting the program requirements. Participating Teachers with incomplete portfolios receive a progress report explicitly outlining any unmet program requirements. A final re-evaluation of incomplete e-portfolios is conducted for validation purposes.  

Recommendation:  Participating Teachers who have completed all requirements are recommended for a clear credential. CUSD Human Resources Department receives an electronic copy of each Participating Teacher’s Induction Transcript. A recommendation is submitted by Program Leaders to CTC.  Participating Teachers are informed of the credential recommendation and are responsible for completing the application.   Participating Teachers who have not met all requirements are not recommended for a clear credential and may apply for a program extension.

Standard 2 – Candidate Recruitment and Support

Candidates are recruited and supported in all educator preparation programs to ensure their success.

  • The education unit accepts applicants for its educator preparation programs based on clear criteria that include multiple measures of candidate
  • The education unit purposefully recruits and admits candidates to diversify the educator pool in California and provides the support, advice, and assistance to promote their successful entry and retention in the profession.

Evidence Based Advisement and Assistance

Clovis Unified School District’s Induction Program uses multiple measures to monitor Participating Teachers’ progress in meeting program requirements.  The evidence collected guides advisement and assistance efforts provided by Program Leaders.

Program Database:  The CUSD Induction Program Staff maintains a database to track Participating Teachers’ individual progress.  This database includes information regarding eligibility, professional development attendance, and a CMS completion record. This database is updated throughout the year and is used by Program Leaders to complete CUSD Induction Program Transcripts.  Database information informs Program Leaders of Participating Teachers who need additional advisement.

Weekly Collaborative Logs:  Mentors and Participating Teachers complete weekly collaborative electronic logs via Program Leaders review the logs on a regular basis and contact those individuals not meeting program standards.

E-Portfolio Checks: Three times a year, e-portfolio checks are completed to verify Participating Teachers’ progress. During these checks, Program Staff/Portfolio Readers review Individualized Learning Plans (ILPs) and NTC Learning Zone Tools evidence.  Participating Teachers and Mentors receive formative feedback progress reports/emails after each portfolio check. Participating Teachers with an incomplete e-portfolio receive an “Action Required” progress report/email and must submit required documentation.

Advisement and Assistance: Participating Teachers making unsatisfactory progress are given an “Advise and Assist” progress report/email.  Mentors assist Participating Teachers in completing required documentation.  The completed work is resubmitted to Program Leaders within a designated time frame prior to the next portfolio check.

Request for Special Assistance: Participating Teachers may also formally request advice and assistance by submitting the Request for Special Assistance (RSA) form. Other ways Program Leaders become aware of Participating Teachers’ need for additional assistance are through personal conversations with Participating Teachers, Mentors, and Administrators.  Program Leaders determine the type of action needed by providing advisement/assistance to the Participating Teacher and/or the Mentor until the problems are resolved.

Request for Program Extension:  Most Participating Teachers complete clear credential requirements within two years.  If the review of program assessment evidence reflects that a Participating Teacher has not completed program requirements, then Program Leaders will counsel the individual to submit a Request for Program Extension.  Program Leaders notify the Participating Teacher’s Site Administrator and Area Superintendent once the request is received.

The goal of the CUSD Induction Program is for 100% of all Participating Teachers to successfully complete the program along with developing effective professional practices.  To achieve this goal every effort is consistently made to provide advisement and assistance through the continuous examination of evidence.

 CS 2.1 and 1.2 Link to CUSD Induction Program Website 18/19

CS 2.8 Table of CUSD Induction Program Personnel
Debbie Parra, Ed. D. Assistant Superintendent, Curriculum, Instruction and Accountability

Kristie Wiens
Director, Induction 
Simi Gill
Teacher on Special Assignment, Induction, General Education  

Michelle Resendes

Teacher on Special Assignment, Induction, General Education

Lori Robinson
Teacher on Special Assignment, Induction, Special Education
 Phil Smith
Teacher on Special Assignment, Induction, Special Education
 Lynn Brannan
 Administrative Secretary         


  • Appropriate information and personnel are clearly identified and accessible to guide each candidate’s attainment of program requirements.

 Information is available through Program Review submission.

  • Evidence regarding progress in meeting competency and performance expectations is consistently used to guide advisement and candidate support a clearly defined process is in place to identify and support candidates who need additional assistance to meet competencies.

Information is available through Program Review submission.

Standard 3 – Fieldwork and Clinical Practice

The unit designs and implements a planned sequence of clinical experiences for candidates to develop and demonstrate the knowledge and skills to educate and support P-12 students in meeting state-adopted content standards. The unit and all programs collaborate with their partners regarding the criteria and selection of clinical personnel, site-based supervisors and school sites, as appropriate to the program.

The unit and its programs offer a high-quality course of study focused on the knowledge and skills expected of beginning educators and grounded in current research on effective practice.  Coursework is integrated closely with field experiences to provide candidates with a cohesive and comprehensive program that allows candidates to learn, practice, and demonstrate competencies required of the credential they seek.

The unit and all programs collaborate with their partners regarding the criteria and selection of clinical personnel, site-based supervisors and school sites, as appropriate to the program.

  • Through site-based work and clinical experiences, programs offered by the unit provide candidates with opportunities to both experience issues of diversity that affect school climate and to effectively implement research- based strategies for improving teaching and student learning.

Information is available through Program Review submission

  • Site-based supervisors must be certified and experienced in teaching the specified content or performing the services authorized by the credential.

Information is available through Program Review submission.

  • The process and criteria result in the selection of site-based supervisors who provide effective and knowledgeable support for candidates.

Information is available through Program Review submission.

  • Site-based supervisors are trained in supervision, oriented to the supervisory role, evaluated and recognized in a systematic manner.

Information is available through Program Review submission.

  • All programs effectively implement and evaluate fieldwork and clinical practice.

 Information is available through Program Review submission.

  • For each program the unit offers, candidates have significant experience in school settings where the curriculum aligns with California’s adopted content standards and frameworks, and the school reflects the diversity of California’s student and the opportunity to work with the range of students identified in the program standards. 

Information is available through Program Review submission.

Standard 4 – Continuous Improvement

The education unit develops and implements a comprehensive continuous improvement process at both the unit level and within each of its programs that identifies program and unit effectiveness and makes appropriate modifications based on findings.

  • The education unit and its programs regularly assess their effectiveness in relation to the course of study offered, fieldwork and clinical practice, and support services for candidates.
  • Both the unit and its programs regularly and systematically collect, analyze, and use candidate and program completer data as well as data reflecting the effectiveness of unit operations to improve programs and their services.

The continuous improvement process includes multiple sources of data including 1) the extent to which candidates are prepared to enter professional practice; 2) the quality of the educational services provided to students during supervised practice; and 3) feedback from key stakeholders such as employers and community partners about the quality of the preparation.

CS 4.1 CUSD Induction Program Accreditation Cycle

CS 4.2 Table of CUSD Induction Program Data Sources
Sinclair Research Group
  • Mentor Self-Assessment
  • Mid-Year Survey of Candidates and Mentors
  • Site Administrator Survey
  • Candidate Feedback on Mentor Training and     Effectiveness
  • Annual Candidate Survey
  • Annual Mentor Survey
  • CSTP Pre/Post Self-Assessment
  • Summative Report
Annual CTC Completer Survey
  • General Education (MS/SS)
  • Clear Education Specialist
Professional Development Feedback
  •  Formative/Qualitative
  •  Candidates and Mentors

 CS 4.3 CUSD Induction Program Continuous Improvement System


Standard 5 – Program Impact

The institution ensures that candidates preparing to serve as professional school personnel know and demonstrate knowledge and skills necessary to educate and support effectively all students in meeting state adopted academic standards. Assessments indicate that candidates meet the Commission adopted competency requirements as specified in the program standards.

Information is available through Program Review submission.

The unit and its programs demonstrate that they are having a positive impact on teaching and learning in schools that serve California’s students.

CUSD Induction Program Impact

The Clovis Unified School District has a strong Induction program dedicated to supporting Participating Teachers in their efforts to improve professional practice and earn a clear credential.  As a single district program, Participating Teachers gain the benefits of individualized Mentor support and professional development/resources aligned to district initiatives.  Consistent program support results in the direct collaboration between Program Leaders and all levels of district leadership.  Program Leaders who have comprehensive knowledge and understanding of academic content standards, California Standards for the Teaching Profession, Induction Program Standards, and the credentialing process implement the program.

CUSD’s mentoring model of one-to-one individualized support consistently receives high ratings as evidenced by annual Participating Teacher/Mentor survey data.  During Program Exit Interviews, qualitative data is collected from Participating Teachers regarding experiences, preparation for the profession, future goals, and suggestions for program improvement.

Clovis Unified School District: Be the best you can be in mind, body, and spirit

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