INDIVIDUAL INDUCTION PLAN

PRELIMINARY MULTIPLE & SINGLE SUBJECT

EDUCATION SPECIALIST CREDENTIAL WITH MILD/
MODERATE AUTHORIZATION
Action Focused Self-Assessment Inquiry of Levels of Content
Knowledge & Skills Competency
California Standards for the Teaching Profession (CSTP)
CSTP 1: ENGAGING AND SUPPORTING ALL STUDENTS IN LEARNING
1.1 Using knowledge of students to engage them in learning
1.2 Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests
1.3 Connecting subject matter to meaningful, real-life contexts
1.4 Using a variety of instructional strategies, resources, and technologies to meet students’ diverse
learning needs
1.5 Promoting critical thinking through inquiry, problem solving, and reflection
1.6 Monitoring student learning and adjusting instruction while teaching

SECTION 1
List artifacts from your Preliminary Credential courses and field experiences that showcase your skill level
in this domain. Include course number and name, and assignment or piece of evidence name.
EDUC 383P: Methods: Teaching Reading/Language, UDL Lesson Plan on “Brown Bear, Brown
Bear”
EDUC 385P: Elementary Curriculum and Methods for Global Classrooms, UDL Lesson Plan
on Seasons
EDTE 312P: Methods for English Learners, ELD Lesson Plan on Cause and Effect
EDTE 513P: Positive Behavior Support for Students, Families and Communities, UDL
Lesson Plan on Growth Mindset
EDUC 565: Teaching Digital Writers, UDL Lesson Plan on Wetlands

SECTION 2
WHAT I KNOW – BASED ON EVIDENCE OF PERFORMANCE-BASED COMPETENCY
ARTIFACTS
Identify the specific element or indicator within the CSTP and TPE standards that are demonstrated in the
artifact identified in this CSTP. You may list multiple elements; however, only include the significant ones
illustrated by your artifact. Include the full title for each TPE and CSTP element. Select the focus area for
the Induction Standard
CSTP Element: 1.4 Using a variety of instructional strategies, resources, and technologies to
meet students’ diverse learning needs
TPE 1: Engaging 1.3 Connect subject matter to real-life contexts and provide active learning
and Supporting experiences to engage student interest, support motivation, and allow students
All Students in to extend their learning.
Learning 1.4 Use a variety of developmentally and ability-appropriate instructional
strategies, resources, and assistive technology, including principles of
Universal Design of Learning (UDL) and Multi-Tiered System of Supports
(MTSS) to support access to the curriculum for a wide range of learners within
the education classroom and environment.
Induction Standard (Put an X Pedagogy, Universal English Special
in focus area(s): Practice Design for Languag Populatio
X X Learning e X ns
and
Planning Learners

Identify and name a specific artifact from the list above that best illustrates your present level of
competency as a Preliminary Multiple/ Single Subject or Education Specialist.
EDUC 565: Teaching Digital Writers, UDL Lesson Plan on Wetlands
Explain your rationale for selecting the specific artifact in 250 words or less. Be succinct and avoid
repetition, making the connection between the content or purpose of the artifact to the standard as clearly
as possible. Why did you select this item? What instructional/ learning, subject matter competency, case
manager role, or professional development skills does it represent?
I chose this assignment because it required me to create a lesson plan using the Universal Design
For Learning (UDL) framework to engage all learners. This lesson also required me to integrate
multiple facets of technology, as well as many other 21st century skills like, creativity,
collaboration, communication and critical thinking. The student learning outcome of this lesson is
for students to be able to define wetlands, describe the types and characteristics of wetlands and
explain why wetlands are a unique type of ecosystem by creating informational videos and Q&A
books. This lesson plan includes UDL principles and connects to all different types of learners
through videos, writing, discussion, activating prior knowledge, collaboration, self and group
assessment. Students are given multiple opportunities to learn about wetlands and be able to
define important vocabulary such as freshwater, brackish, saline, tidal marshes, non-tidal marshes,
swamp, bog and fen.

SECTION 3
Evaluate your present self-perceived level of knowledge and skill development within this CSTP Domain
(Put an X in the level that applies)
Developing Meeting Exceeding Exemplary
Level of Competenc Expected Experience
X
Competenc y Level d Practice
y

SECTION 4
WHAT I WANT TO KNOW – BASED ON EVIDENCE OF PERFORMANCE-BASED
COMPETENCY ARTIFACTS
State your present perception of what you want to achieve during your passage from preliminary to clear
credential teacher, in 250 words or less. Be succinct and avoid repetition, making the connection between
the content or the purpose of the artifact to the standard as clearly as possible. What is your goal related to
this area of focus? What do you anticipate will be a measurable outcome related to instructional/classroom
practices & student learning?
As I transition from a preliminary to clear credential teacher, I hope to gain more knowledge and
experience working with English Language Learners who also receive special education services. I
would like to learn new strategies I could use inside and outside my classroom by attending at least
one Professional Development event in the school year. One way I could measure the outcome
would be through my comfort level and progression throughout the school year when working
with ELL students in the special education classroom.