Induction APRIL Newsletter

We’re excited to celebrate the growth, learning, and accomplishments of our Year 1 candidates alongside their mentors during our upcoming Colloquium sessions! This is a shared experience, where candidate/mentor pairs will participate together in a small, supportive community to reflect on progress and highlight learning from the year.

Candidates, please be sure to connect with your mentor ahead of time to share your colloquium and prepare together so both voices are included.

Dates: May 11–14
Time: 3:30–5:00 PM

If you have not yet selected a date, please sign up here: Registration Link

Once a date is selected, a calendar invitation will be sent to both the candidate and mentor.

Please note: Mid-Year (January start) Year 1 candidates and their mentors will participate in Colloquium sessions in December and will not take part in the May sessions.

We’re excited to recognize and celebrate the learning, progress, and accomplishments of our Year 2 candidates during the upcoming Presentations of Growth!

This shared experience brings candidates and mentors together for an individual session with your coach, creating space to reflect on your journey through induction.

Candidates, please be sure to connect with your mentor ahead of time and share your Presentation of Growth slides so you can prepare together and ensure both voices are represented.

Dates and times will be coordinated with your coach—please keep an eye out for upcoming communication!

If you plan to purchase the optional continuing education units (CEUs) for your participation in the Induction Program, please note the following application deadlines:

• CSU, Chico: May 1, 2026

• Simpson University: October 1, 2026

Reminder: If you purchase units, you will need to request transcripts from the University after grades have posted and provide them to your HR department.

Mid Year Mentor and Candidates: (January Start)

You will not buy units or attend a colloquium or POG until this Fall. We will post more information when those are available.

Designed for educators entering the classroom without formal training in the foundations of education, Classroom Essentials provides the tools and support needed to start strong.

Ideal for teachers serving on a:

• Provisional Internship Permit (PIP)

• Short-Term Staff Permit (STSP)

• Waiver

• Preliminary Career Technical Education (CTE) Credential - New to the classroom

💡 No Cost for District Partners

Available to districts participating in our Teacher Induction or CTE Teacher Preparation credentialing programs

Participants will build practical skills in:

• Classroom routines

• Lesson planning and design

• Engaging all students

• Educational technology

• Supporting diverse learners

• Professionalism in the workplace

Take the Next Step Towards a Preliminary Teaching Credential

Representatives from Chico State and Simpson University will provide sessions with clear next steps for becoming eligible to enroll in a credential program.

The Tehama Teacher Induction and CTE Teacher Preparation Programs are committed to supporting educators across the North State by creating the conditions that drive teacher success and long-term retention.

Registration Opens in May.

Administrators, counselors, and cross-disciplinary educators are invited to join TCDE and the California Global Education Project to strengthen civic learning in Tehama County. Participants will help build local SSCE criteria, explore the Global Competence Framework, clarify what civic engagement is, learn how students can take meaningful local action, and hear insights from SSCE recipients and coordinators.

Local literacy leaders—administrators, instructional coaches, reading

specialists, and site leaders- are invited to a collaborative network

focused on strengthening reading systems across our schools.

Join our team for a CAASPP Foundations Series. This virtual training provides foundational knowledge, assessment overviews, accessibility tools, and content-area sessions to help strengthen assessment literacy and support high-quality instruction, scope and sequence/Curriculum mapping, interim assessments, and more.

Join an immersive, hands-on professional learning program designed for California educators. FIT has been empowering teachers for over 30 years by providing 50 hours of field-based instruction in forest ecosystems, wildfire restoration, timber operations, and more. FIT welcomes all California educators. Past participants have included TK-12+ credentialed educators, non-formal educators, administrators, and education program leads.

Cultivating resilience is crucial for sustaining well-being, purpose, and effectiveness in teaching. Resilience isn’t just innate grit but a set of skills and supports that include strong relationships, reflective practices, emotional regulation, and manageable workloads. Resilience can be intentionally developed.

California schools have introduced a new transitional kindergarten (TK) grade that now makes preschool-style education available to every 4-year-old in the state, marking the first year of universal TK under a 2021 law. The rollout is reshaping elementary schools statewide, requiring new classrooms, trained teachers, and different infrastructure to support much younger students than traditional kindergarteners.

This curated collection from Educational Leadership gathers key articles focused on how middle school educators can leverage the pivotal middle grades to shape students’ academic trajectories and broaden their visions of future possibilities. It offers research, strategies, and real-world examples showing how early career awareness, essential skill mapping, engaging daily practices, and supportive policies can help prepare young adolescents for success in high school, postsecondary paths, and careers.

Discover how “warm demander” teachers combine high expectations with genuine care to help every student thrive. This approach emphasizes consistency, empathy, and celebrating progress in ways that build trust and motivate deeper engagement in learning.

Intentionally embracing discomfort, instead of avoiding it, can actually help us engage more deeply with personal growth activities and stay motivated toward our goals. Research described in the piece shows that when people expect and accept feelings like awkwardness or anxiety during challenging tasks, they tend to persist more, feel more progress, and view discomfort as a sign of meaningful development rather than a setback.

Students are constantly absorbing teachers’ beliefs and expectations about their ability to learn, and these perceptions, often communicated subtly through interactions, feedback, and nonverbal cues, can significantly shape their confidence and performance.

Practical, trauma-responsive strategies educators can use to support students who’ve experienced adverse childhood experiences (ACEs), emphasizing approaches that build consistency, choice, and connection in the classroom rather than simply lowering expectations. It highlights how predictable routines, agency-building choices, and supportive relationships help create environments where students feel safe, understood, and better able to engage academically and socially.

Recent changes in California’s juvenile justice system are expanding educational opportunities for incarcerated youth, including pathways to college coursework and higher education, but also underscores how difficult it remains for many to achieve academic success from within detention settings. Through student experiences and policy context, it illustrates the challenges and potential of education as a tool for transformation and reintegration for youth in the justice system.

Check out out Professional Development Padlet. This Padlet features a range of resources for any teacher to utilize.

Google Drawings features that can help teachers and students get more out of this versatile, visual creation tool. From aligning and arranging elements precisely to adding pre-designed diagrams and gradient backgrounds, these lesser known tools can support you and your students.

The guide outlines key principles that help secondary educators understand how the adolescent brain’s development affects learning, behavior, and emotional regulation, emphasizing that teaching teens effectively means meeting them where they are neurologically and socially.

This playlist features ambient classroom soundscapes and calming background noise designed to support focus, reading, writing, testing, and independent work.

Depth of Knowledge (DOK) Level 2 is a Skill/Concept level where students go beyond recall to understand relationships between ideas, apply skills with reasoning, and process information through categorizing, comparing, or organizing. This resource concrete classroom examples of DOK 2 tasks.

bank is now available! ATLAS bank is a user-friendly, online resource offering over 1,300 science lessons for grades K–12 that are aligned to the Next Generation Science Standards (NGSS). Each task is designed to support authentic science inquiry and performance assessment. Educators can access the ATLAS bank for free.

The guide helps K–12 educators understand core AI concepts and how artificial intelligence can be used safely and effectively in classroom settings, offering classroom-ready activities and frameworks tailored to educational contexts. Developed in partnership with Apple, it includes a values-based approach to evaluating AI tools, guidance on how to use Apple’s AI features in learning, and practical support for teachers to build their own implementation plans.

Six innovative educational technology tools that teachers might explore in 2026, offering a range of options from STEM-focused platforms and collaborative audio tools to AI-powered visual creation and writing support resources.

Jillian Damon, Ed.D. - Director

Cheyenne Skudlarek - Consultant

Kim Clawson - Consultant

📧 induction@tehamaschools.org

☎️ 530-528-7311

🖥️ Induction Website