UCLA Extension

Program Information


UCLA Extension’s teacher credential programs provide strong, research-based, application-focused preparation that fosters teacher effectiveness, advocacy, and inclusiveness. Our program mission is grounded in the belief that all teachers and their students should have equal access to opportunities and resources to reach their highest potential.

Program Features

The program has two primary components:

  1. Four four-month-long induction workshops, led by experienced instructors, focus on designing, implementing, and tracking progress on new teachers’ own individual professional learning and growth plans
  2. Weekly guidance and support from a university mentor who provides immediate help for teaching challenges and ongoing coaching and resources to help the new teacher meet his/her individual learning and growth plan goals

Other features include:

• Fully online course format offers flexibility and convenience
• A cohort model ensures that new teachers form a peer network for support and collaborative learning throughout the program
• Weekly mentor support provided in person and/or through virtual technologies
• Up to 24 quarter-units of academic credit that may be
applied toward salary points on your school district’s salary matrix
• Program length: two academic years, with program start dates in fall and winter
• Highly qualified instructors and mentors are experienced teachers who are matched to a candidate based on subject areas and grade levels
• The outstanding, internationally-recognized reputation of UCLA and UCLA Extension

 

Course Descriptions

EDUC 839 - Teacher Induction and the Individual Learning Plan

Upon entering the UCLA Extension Induction Program, each participating teacher works with his/her mentor to plan for the transition from a preliminary teacher credential program to this teacher induction program.  After a review of the California Standards for the Teaching Profession (CSTP) and available evidence of teaching performance from the teacher’s preliminary credential program, the mentor guides the participating teacher to develop professional growth goals for an individual learning plan (ILP). The ILP will be integrated into each induction program course and periodically updated throughout the program.  The mentor and participating teacher will discuss the methods and criteria that will be used to measure ongoing growth in the CSTP and to assess readiness to be recommended for the Clear Credential at the conclusion of the program.

EDUC X 439.1 - Teacher Induction A: Effective Learning Environments

The essential question for this course is: Who are my students and how do I create an effective environment for learning for all students?

This course is designed to support induction candidates in accomplishing several objectives in the context of (a) their own individual learning plan and the California Standards for the Teaching Profession (CSTP), (b) the support they receive from an induction mentor, and (c) the course’s essential question regarding knowing your students and creating effective learning environments for all students:

a) In consultation with the assigned mentor, develop an individual learning plan (ILP) that identifies CSTP-related areas of need for professional growth and includes one or more goals that are connected to the course’s essential question.

b) In consultation with the assigned mentor, develop an inquiry question and classroom-based action plan to examine an area of need identified in the ILP that focuses on improving an aspect of teaching practice that has an impact on student learning. The inquiry question should have a connection to the course’s essential question, and the action plan should allow for collection of evidence to assess effectiveness with students as well as evidence of teacher growth.

c) In consultation with the assigned mentor, select and use relevant pathway-to-learning modules provided in this course, as well as other recommended resources, to build deeper understanding in the area of need that is the subject of the inquiry question and action plan.

d) Use a plan-teach-reflect-apply approach to implement the action plan for the inquiry question. This approach includes collecting and analyzing sources of evidence for analysis and reflection that may include classroom video and artifacts of student learning, and includes mentor coaching with respect to identified areas for improvement of teaching practices. The implementation of the action plan culminates in reflection on how new knowledge and insights will be applied to ongoing practices to create an effective environment for learning for all students, as well as initial ideas for a capstone project that will be completed in the final course of the program.

EDUC X 439.2 - Teacher Induction B: Differentiating Instruction

The essential question for this course is: How do I differentiate instruction for the learners present in my classroom?

This course is designed to support induction candidates in accomplishing several objectives in the context of (a) their own individual learning plan and the California Standards for the Teaching Profession (CSTP), (b) the support they receive from an induction mentor, and (c) the course’s essential question regarding knowing your students and creating effective learning environments for all students:

a) In consultation with the assigned mentor, develop an individual learning plan (ILP) that identifies CSTP-related areas of need for professional growth and includes one or more goals that are connected to the course’s essential question.

b) In consultation with the assigned mentor, develop an inquiry question and classroom-based action plan to examine an area of need identified in the ILP that focuses on improving an aspect of teaching practice that has an impact on student learning. The inquiry question should have a connection to the course’s essential question, and the action plan should allow for collection of evidence to assess effectiveness with students as well as evidence of teacher growth.

c) In consultation with the assigned mentor, select and use relevant pathway-to-learning modules provided in this course, as well as other recommended resources, to build deeper understanding in the area of need that is the subject of the inquiry question and action plan.

d) Use a plan-teach-reflect-apply approach to implement the action plan for the inquiry question. This approach includes collecting and analyzing sources of evidence for analysis and reflection that may include classroom video and artifacts of student learning, and includes mentor coaching with respect to identified areas for improvement of teaching practices. The implementation of the action plan culminates in reflection on how new knowledge and insights will be applied to ongoing practices to differentiate instruction, as well as initial ideas for a capstone project that will be completed in the final course of the program.

EDUC X 439.3 - Teacher Induction C: Assessing Students

The essential question for this course is: How do I know that my students are making progress and how do I help them demonstrate their growth?

This course is designed to support induction candidates in accomplishing several objectives in the context of (a) their own individual learning plan and the California Standards for the Teaching Profession (CSTP), (b) the support they receive from an induction mentor, and (c) the course’s essential question regarding planning and assessing for student learning and growth:

a) In consultation with the assigned mentor, develop an individual learning plan (ILP) that identifies CSTP-related areas of need for professional growth and includes one or more goals that are connected to the course’s essential question.

b) In consultation with the assigned mentor, develop an inquiry question and classroom-based action plan to examine an area of need identified in the ILP that focuses on improving an aspect of teaching practice that has an impact on student learning. The inquiry question should have a connection to the course’s essential question, and the action plan should allow for collection of evidence to assess effectiveness with students as well as evidence of teacher growth.

c) In consultation with the assigned mentor, select and use relevant pathway-to-learning modules provided in this course, as well as other recommended resources, to build deeper understanding in the area of need that is the subject of the inquiry question and action plan.

d) Use a plan-teach-reflect-apply approach to implement the action plan for the inquiry question. This approach includes collecting and analyzing sources of evidence for analysis and reflection that may include classroom video and artifacts of student learning, and includes mentor coaching with respect to identified areas for improvement of teaching practices. The implementation of the action plan culminates in reflection on how new knowledge and insights will be applied to ongoing practices to effectively plan and assess for student learning and growth, as well as initial ideas for a capstone project that will be completed in the final course of the program.

EDUC X 439.4 – Teacher Induction D: Capstone

The essential question for this course is: How do I demonstrate my growth as a professional educator?

This capstone course serves as the culmination of candidates’ learning, observations, and field experiences after completing three other courses in the Teacher Induction Program. The course has two main components: a) collecting and reflecting on evidence of professional growth in the California Standards for the Teaching Profession; evidence is housed in an e-portfolio; and b) demonstrating development as a professional educator by designing and delivering a learning module to share knowledge within the teacher’s professional learning community. For the professional learning module, candidates select a topic area about which they have gained some expertise in the program. With input from the instructor, a mentor teacher, and the site administrator, candidates create a learning experience that contributes to the knowledge base of their peers, parents of their students, or others in the community in which they teach.

EDUC 839.1-839.4 - Teacher Induction Mentor Support

A key component of the teacher induction program is its job-embedded system of mentoring support and professional learning.  The UCLA Extension mentor that is assigned to each participating teacher is responsible for coordinating with the teacher, school site administrators, and program instructors to support the teacher’s planning and implementation of an individual learning plan, and to provide coaching and ongoing support for improving instructional practices.  Participating teachers receive an average of not less than one hour per week of individualized support throughout each academic year during which they are enrolled in the induction program, and they maintain documentation of all support activities. Participating teachers who have been assigned a UCLA Extension mentor must be enrolled concurrently in this course while completing the other induction program coursework.

 

Please download the Induction Information Packet for more information and to access the required documents.