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 3: UNDERSTANDING AND ORGANIZING SUBJECT MATTER FOR STUDENT LEARNING  
3.1 Demonstrating knowledge of subject matter, academic content standards, and curriculum frameworks 
3.2 Applying knowledge of student development and proficiencies to ensure student understanding of subject 
matter 
3.3 Organizing curriculum to facilitate student understanding of the subject matter 
3.4 Utilizing instructional strategies that are appropriate to the subject matter 
3.5 Using and adapting resources, technologies, and standards aligned instructional materials, including 
adopted materials, to make subject matter accessible to all students 
3.6 Addressing the needs of English learners and students with special needs to provide equitable access to the 
content 
 
 
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.  
1.   EDTE 312P: Methods for English Learners, ​EDL Lesson Plan on Cause and Effect 
2.   EDTE 312P: Methods for English Learners, ​SDAIE Lesson Plan on All About Plants 
3.   EDTE 553F: Clinical Experience 3: Student Teaching I, ​UDL Lesson Plan on Sight Words 
4.   EDTE 553F: Clinical Experience 3: Student Teaching I, ​UDL Lesson Plan on Rounding Numbers 
5.   EDTE 553F: Clinical Experience 3: Student Teaching I, ​UDL Lesson Plan on Sorting by One Attribute 
 
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:  3.6 Addressing the needs of English learners and students with special needs to provide 
equitable access to the content 
TPE 4: Planning  4.4: Plan, design, implement and monitor instruction, making effective use of instructional time to 
Instruction and  maximize learning opportunities and provide access to the curriculum for all students by 
Designing Learning  removing barriers and providing access through instructional strategies that include: 
Experiences for All  ● Appropriate use of instructional technology, including assistive technology; 
Students  ● Applying principles of UDL and MTSS; 
 ● Use of developmentally, linguistically, and culturally appropriate learning activities, 
instructional materials, and resources for all students, including the full range of English 
learners; 
● Appropriate modifications for students with disabilities in the general education 
classroom; 
● Opportunities for students to support each other in learning; and 
● Use of community resources and services as applicable 
Induction Standard (Put an X in  Pedagogy,  Universal  English  Special 
focus area(s):    Practice ​and    Design for  X  Language    Populations 
Planning  Learning  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. 
 
EDTE 312P: Methods for English Learners, ​EDL Lesson Plan on Cause and Effect  
https://drive.google.com/file/d/1rYSwzthTYb5U9NNGyRQPTLlDQ7HKJvAr/view?usp=sharing  
 
 
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 EDL framework to create a 
learning environment that promotes student learning, reflects diversity, and encourages constructive and 
productive interactions among English language learning students. 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 
learn the definition of “growth mindset” and be able to understand differences between their peers through 
watching a video, discussing as a class, and writing independently. This lesson plan connects to English 
language learners through videos, writing, discussion, activating prior knowledge, collaboration, self and group 
assessment.  
 
 
 
 
 
 
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  X  Competency    Expected    Experienced 
Competency  Level  Practice 
 
 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 a 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.