Initial licenses are valid only in school districts,
nonpublic schools, BOCES or charter schools which provide approved induction
programs, unless the State Board of Education has waived the induction program
requirements as provided in section 15.00 of these rules.
Colorado school districts, consortia of districts, BOCES,
nonpublic schools, charter schools, the institute or other educational entities
that employ licensed principals and administrators may develop induction
programs for initial license-holders and holders of applicable authorizations.
Induction programs must meet the criteria of these rules and be approved by the
Department. The Department may grant initial or continuing approval for
induction programs.
Each induction program must conduct a self-evaluation every
five years. The evaluation information must be submitted to the Department for
use in evaluating renewal of the induction program. The Department may conduct
visits to induction sites and survey participants regarding the effectiveness
of the program.
9.01
Criteria
for Approval and Review of Induction Programs for Principals and
Administrators
The following must serve as criteria for the approval of
induction programs for principals, administrators and directors of special and
gifted education. Induction programs must follow the same criteria and ensure
Quality Standards are met as outlined in sections 6.06 - 6.28. The Department
must provide technical assistance and support in the development of successful
induction programs.
9.01(1) Effective
induction programs must provide inductees:
9.01(1)(a) support for school improvement
planning and processes;
9.01(1)(b)
support for the application of effective, research-based teaching practices in
an emotionally, intellectually and physically safe learning
environment;
9.01(1)(c) assistance
with systems of collaboration with families, colleagues, instructional teams
and the broader educational community to ensure the success of all
students;
9.01(1)(d) assistance
with development of and advocacy for supportive, inclusive and rigorous
learning environments that honor students' diversity; and
9.01(1)(e) training in the legal and ethical
obligations of school leaders to support the diverse learning needs of all
students.
9.01(2)
Effective induction programs must include opportunities for inductees to:
9.01(2)(a) enhance their performance
according to the quality standards in section 6.00 of these rules by providing
through mentors and other professionals;
9.01(2)(a)(i) orientation to the
profession;
9.01(2)(a)(ii)
technical skill development;
9.01(2)(a)(iii) professional
networking;
9.01(2)(a)(iv) school
improvement planning;
9.01(2)(a)(v)
leadership development; and
9.01(2)(b) support the application of
effective, research-based teaching practices in an emotionally, intellectually
and physically safe learning environment.
9.01(3) Effective induction programs must:
9.01(3)(a) train site administrators in the
Colorado academic standards adopted by the State Board pursuant to section
22-7-1005, C.R.S. and the
principal and administrator quality standards adopted by the State Board
pursuant to section
22-9-105.5, C.R.S.;
9.01(3)(b) establish standards for the
selection and training of mentors who work with inductees, ensuring that
mentors:
9.01(3)(b)(i) have demonstrated
leadership and effectiveness as a school principal or district
administrator;
9.01(3)(b)(ii) have
a deep understanding and knowledge of the Principal Quality
Standards;
9.01(3)(b)(iii) exhibit
well-developed interpersonal skills, including the ability to empathize with
others, listen and question effectively and explore multiple solutions to
problems;
9.01(3)(b)(iv) are
effective communicators in both oral and written form; and
9.01(3)(b)(v) have a contextual awareness of
the political, social and practical realities of the inductee.
9.01(3)(c) establish a process for
matching mentors with inductees;
9.01(3)(d) implement a staff development plan
to provide mentors with ongoing professional learning and support for their
mentoring activities which includes:
9.01(3)(d)(i) skills development as a mentor
and coach;
9.01(3)(d)(ii) training
in how to support inductee development in the knowledge and skills required in
the Quality Standards;
9.01(3)(d)(iii) training in providing
effective, growth-producing feedback; and
9.01(3)(e) ensure, when possible that mentors
do not serve as evaluators of inductees, if possible.
9.01(3)(e)(i) If mentors are to be involved
in such evaluations, policies must state the specific roles and
responsibilities of the mentor in evaluations and provide training for mentors
in those roles.
9.01(4) Effective induction programs should:
9.01(4)(a) utilize needs assessments to
identify specific needs and design appropriate programming for
inductees;
9.01(4)(b) promote a
sequential learning plan for inductees based on current level of knowledge and
skills; and
9.01(4)(c) engage in
annual program review with all stakeholders to promote systemic change and
continuous improvement.
Notes
1 CCR
301-37-9.00
41
CR 14, July 25, 2018, effective
8/14/2018
42
CR 09, May 10, 2019, effective
5/30/2019
43
CR 13, July 10, 2020, effective
7/30/2020
44
CR 07, April 10, 2021, effective
4/30/2021
44
CR 23, December 10, 2021, effective
12/30/2021
45
CR 21, November 10, 2022, effective
11/30/2022
46
CR 11, June 10, 2023, effective
6/30/2023
47
CR 09, May 10, 2024, effective
5/30/2024
47
CR 21, November 10, 2024, effective
11/30/2024
