California law provides the Commission on Teacher Credentialing with the authority to accredit institutions and approve all programs that lead to a credential to serve as an educator in California’s public schools. Among other responsibilities, Section 44225 of the California Education Code establishes that the Commission shall establish professional standards, assessment and examinations for entry and advancement in the education profession, adopt a framework and general standards for the accreditation of preparation programs for teachers and other certificated educators, and propose appropriate rules and regulations in this area. All institutions wishing to offer credential programs in the area of educator preparation programs must first successfully respond to the Commission’s preconditions. 

What is a Precondition? A precondition is a requirement for initial and continued program approval. Unlike standards, preconditions specify requirements for program compliance, not program quality. The basis for a precondition is either 1) statute, or 2) Commission policy. The Commission on Teacher Credentialing determines whether a program complies with the adopted preconditions on the basis of a program document provided by the institution. In the program review sequence, a program that meets all preconditions is eligible for a more intensive review to determine if the program's quality satisfies the Commission's standards. 

The Individual Learning Plan is the heart of the Induction experience.  Note:  Many links to professional learning modules on this document are available only when logged in as an SMFCSD Employee.  Those are not part of evidence required for Preconditions.

The PROGRAM SUMMARY can be found on this link

This HANDBOOK has detailed information

General Institutional Preconditions

Commission on Teacher Credentialing

Preconditions Submission Review

Revised Preconditions Due August 15, 2023

Institution: San Mateo-Foster City SD

Program Cohort: Green Cohort

The information provided by your institution to demonstrate that each Commission approved credential program is operating in compliance with preconditions have been reviewed by staff. For preconditions that have been determined are met, no further action is necessary. If additional information is needed, the precondition responses must be revised (use a different colored font) and resubmitted to Preconditions@ctc.ca.gov. Feedback corresponding to the revisions will also be in a different colored font.

Institutions failing to submit revised preconditions by the above identified due date will be included in the next Committee on Accreditation meeting agenda for discussion and possible action. If you have any questions about the feedback provided here, please contact Preconditions@ctc.ca.gov.

CTC Feedback

Induction Program Review - October 15, 2023

Program Review occurs in Year Five of the Accreditation Cycle. Program Review provides the Commission and the review team with evidence that the institution’s programs are preliminarily aligned to program standards. The Program Review process is only for Commission-approved programs and approved programs are not required to submit full narrative responses to standards. The program documents enumerated below provide the required information for the review team: 

CTC Program Review - January, 2024

Common Standards - #233 BI-SMFCSD

District Vision Statement:

The San Mateo-Foster City School District educates and inspires students to live, lead, and learn with integrity and joy.

Induction Vision Statement:

The California Teacher Induction Program in the San Mateo-Foster City School District develops professional educators with pedagogies that lead to universal access.

At the heart of this vision is the principle of universal access, which is grounded in the research on inclusive education. Studies have consistently shown that inclusive education practices, which aim to cater to the diverse needs of all students, significantly benefit not just students with special educational needs but all students (Florian, 2014). This approach requires educators to employ a variety of pedagogical strategies to ensure that learning is accessible to every student, regardless of their background or abilities. The program's emphasis on developing such pedagogies is directly tied to research indicating that teacher quality is a critical factor in students' academic success and engagement (Hattie, 2009). 

CTC Common standards Feedback - march 14, 2024