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Kern High Induction Program - KHIP

Kern High Induction Program (KHIP) 

The Kern High Induction Program (KHIP), formerly known as Beginning Teacher Support and Assessment (BTSA), was approved by the Commission on Teacher Credentialing (CTC), to recommend the Clear General Education Credentials in 2003 and Clear Education Specialist Credentials in 2012.
The CTC along with many stakeholders invested many hours to rewrite induction standards. The goal was to make the process of induction less burdensome, more streamlined, and individualized; ensuring every teacher is able to customize induction to meet the reality and needs of their learning environment. These new standards were approved in December of 2015.
KHIP New Teacher Induction has wholeheartedly embraced the new standards and worked to create a program that meet the unique needs and context of every teacher we serve. We gathered input from stakeholders across programs, districts, teaching contexts and experiences in order to design an engaging  and practical induction program. A program that supports teacher development, retention, satisfaction and long term professional success.
With the California Standards for the Teaching Profession as the foundation, we have built KHIP upon the needs of today's teachers and the students they serve. 
What is KHIP? 

The Kern High Induction Program (KHIP) provides formative assessment, individualized support through mentoring and advanced content for newly-credentialed, beginning teachers, and is the preferred pathway to a California Professional (Clear) Teaching Credential. KHIP co-administered by the California Department of Education (CDE) and the CTC. 


Historical Overview of the Teacher Induction Program
Created by AB 1266 (Mazzoni, 1997), California‚Äôs Teacher Induction Program grew out of legislation established in SB 1422 (Bergeson, 1992) and was based on research from the California New Teacher Project (CNTP). A central finding of this research identified the need to provide beginning teachers with focused induction support. To be useful, this support must be provided at a sufficient level of intensity to make a difference in the performance, retention, and satisfaction of beginning teachers. The 1997 Mazzoni legislation that established Teacher Induction, encouraged collaboration among local school districts, county offices of education, colleges and universities to organize and deliver professional development for beginning teachers.

SB 2042
In 1998, the California Commission on Teacher Credentialing sponsored and the Governor signed, legislation that restructured teacher credentialing in California. Following passage of SB 2042 (Alpert/Mazzoni, Ch. 548, Statutes of 1998), the architecture of Learning to Teach in California was re-designed to include these major reforms:

  • The creation of multiple, standards-based routes into teaching.
  • Alignment of teacher preparation standards with State adopted academic and content and performance standards for students.
  • A new requirement that teachers pass a teaching performance assessment embedded in their preparation program prior to earning a preliminary teaching credential; and

A new requirement that teachers complete a two-year induction program of support and assessment during the first two years of teaching in order to earn a California Professional (Clear) Teaching Credential. 

Program Purposes/Objectives
The following purposes and objectives and the Standards for Quality and Effectiveness for Professional Teacher Induction Programs [PDF] guide the design and implementation of support and professional development services for teachers participating in Teacher Induction programs:

  • Provide an effective transition into the teaching career for first- and second-year teachers in California
  • Improve the educational performance of students through improved training, information, and assistance for participating teachers
  • Enable beginning teachers to be effective in teaching students who are culturally, linguistically, and academically diverse
  • Ensure the professional success and retention of new teachers
  • Ensure that a mentor provides intensive individualized support and assistance to each participating beginning teacher
  • Ensure that an individual learning plan is in place for each participating beginning teacher and is based on an ongoing assessment of the development of the beginning teacher
  • Ensure continuous program improvement through ongoing research, development, and evaluation

Professional Development in Teacher Induction
Professional development opportunities for beginning teachers are formative in nature and provide targeted support, based on performance data and meet the advanced content requirements for Ryan and 2042 clear credentials. Trained Mentors assist participating teachers in collecting and interpreting evidence of teaching performance, in reflecting on their teaching, and in identifying meaningful professional development activities based upon their Individual Learning Plans.

In addition, the Teacher Induction Program provides a wide variety of workshops, training and network opportunities targeted for different audiences involved in all levels of the program. Program directors, Site and district administrators, Mentors and Participating Teachers engage in local and/or state-level professional development according to their individual and/or group needs. Support, formative assessment and professional development for participating teachers is locally designed and implemented within their local context and according to program standards and credential requirements. Other training's have been developed by the state agencies, cluster staff and Teacher Induction Programs to prepare administrators for their work with participating teachers, Mentors for their role as coaches for participating teachers, and for local program leaders. 

Program Evaluation and Accountability
Participating Teachers are ensured a quality induction experience through an extensive annual peer program review process and on-going formal, summative peer reviews. Program stakeholders and leaders use a structured, date-based inquiry process to assess and improve the quality of their program and assure their alignment with Induction Program Standards. Each year, teams engage in a rigorous self-study and peer review of documents and evidence that leads to the development and implementation program adjustments and modifications. Program accountability is further monitored through the CTC accreditation process.