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Induction Formative Assessment System

The LBUSD Induction Formative Assessment System is a reflective assessment and support process designed to help you develop as a teacher. 

The purpose of formative assessment is to improve teaching as measured by each standard of the California Standards of the Teaching Profession (CSTP) and in relation to the state adopted academic content standards and performance levels for students. The CSTP represent the knowledge and skills that individuals must master in order to be effective teachers. These include: engagement within a professional community, integration of elements of the professional knowledge base in the service of learning, growth, and development of diverse students across varying contexts and a common set of professional and ethical obligations.

The LBUSD Formative Assessment System is an ongoing learning process that follows the cycle: plan, do, study and act, and is designed to assist in meeting the learning needs of students while offering the candidate opportunities to grow as a professional and feel greater confidence as a teacher.

Context for Teaching and Learning

In Context for Teaching and Learning, participating teachers learn about their teaching environment by identifying challenges, investigating resources, and gathering information about their students. With their induction coach, participating teachers discuss prompts focused on their classroom, school, district, and community. The information gathered guides classroom decision-making and helps identify areas for professional growth. 

This module spirals into levels of graduated depth and complexity. During this module, participating teachers gather information about the students, families, school site, district, and community, and then, consider the contextual information gathered and respond to deeper, more sophisticated questions about differentiating instruction, embedding new knowledge, and working collaboratively. Each level offers the opportunity to reflect upon this information and consider the implications for effective teaching and student success.  Teacher candidates learn that the work involved in Context for Teaching and Learning is an on-going continuous practice which enables teachers to make the best decisions for students.

Assessment of Teaching and Learning

The Assessment of Teaching and Learning Module provides participating teachers with the opportunity to compare and contrast the processes and outcomes of the teacher preparation program with those of the Induction Program. During this module, participating teachers consider the knowledge and skills acquired during teacher preparation, their current context for teaching, and evidence gathered by their induction coach during a classroom observation. Self-assessments, including the CSTP, assist participating teachers in identifying strengths and areas for growth leading to the development of their Individual Learning Plan (ILP) which will be used in subsequent cycles of inquiry.

Cycles of Inquiry

During Year One of a teacher’s induction program, the candidate will participate in the first of three Cycles of Inquiry. Through a series of structured teaching activities, participating teachers explore aspects of their teaching practice researching an area or topic of interest. With the induction coach, participating teachers assess their practice and engage in a variety of data gathering activities such as collaboration with colleagues, peer observations, and professional readings. They develop an inquiry question (based on CSTP and Induction Program Standards), create and implement an action plan, reflect on collected evidence, and apply new learning to future practice. The participating teacher’s results are used to focus subsequent inquiry questions and target future professional development. The overall goal of the inquiry is the improvement of the participating teacher’s instruction to positively impact student achievement.