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PEDU 9290: Teacher Induction Semester 1 - PUSD - Year One (4 credits) - 4 Graduate-Level Semester Credits × 1
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Select the corresponding Induction course(s) for the years you completed.

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PEDU 9290: Teacher Induction Semester 1 - PUSD - Year One (4 credits) x1
Credit Option: 4 Graduate-Level Semester Credits,
1
$200
PEDU 9291: Teacher Induction Semester 2 - PUSD - Year One (4 credits) x1
1
$200
PEDU 9292: Teacher Induction Semester 3 - PUSD - Year Two (4 credits) x1
1
$200
PEDU 9293: Teacher Induction Semester 4 - PUSD- Year Two (4 credits) x1
1
$200
PEDU 9295: Induction Mentor Semester 1 - PUSD - Year One (4 credits) x1
1
$200
PEDU 9296: Induction Mentor Semester 2 - PUSD - Year One (4 credits) x1
1
$200
PEDU 9297: Induction Support Mentor Semester 3 - PUSD - Year Two -(4 credits) x1
1
$200
PEDU 9298: Induction Mentor Semester 4 - PUSD -Year Two (4 credits) x1
1
$200
EDUP 9105: Early Completion Option for Induction - PUSD - (8 credits) x1
1
$400

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PEDU 9290: Teacher Induction Semester 1 - PUSD - Year One (4 credits) - 4 Graduate-Level Semester Credits× 1
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FAQs and Support

Induction Candidates:

Year 1 --> Select PEDU 9290 & PEDU 9291

Year 2 --> Select PEDU 9292 & PEDU 9293

 

Mentor Candidates:

Year 1 --> Select PEDU 9295 & PEDU 9296

Year 2 --> Select PEDU 9297 & PEDU 9298

 

ECO Candidates (CA only):

Year 1 --> Select EDUP 9105

The University of the Pacific is fully accredited by the Western Association of Schools and Colleges (WASC). Established in 1851, it is the oldest private chartered university in the state of California.

The credits offered are post-baccalaureate, graded, graduate level semester credits that are not part of a degree program at University of the Pacific, but instead are used for professional growth such as salary advancement and re-certification.

UOP’s continuing education course credits / units are acceptable where local districts approve and are applicable to state licensing or salary advancement where authorized. All students are responsible for determining the acceptability of these credits for their intended use.

Once your payment has been processed, there are no refunds. We always advise for educators to verify that their district will accept the credits prior to enrollment. 

Questions? Email us at info@teacherfriendly.com or call us at 1-949-646-9696

© 2020 Teacher Friendly - University of the Pacific, Benerd College. All rights reserved.

Overview of Reflection Paper Requirements

1 credit = 3-page reflection paper

2 credits = 6-page reflection paper

Each graduate-level credit requires a 3-page, typed, single-spaced reflection paper. Try to incorporate the following key points into the structure of your reflection paper.  

OPTION A: Try to answer the following questions in your paper:

ACQUISITION

      • What does it mean to be proficient in a language?
      • How are languages acquired?
      • What is the developmental order of language and what are the implications for the language classroom?
      • What does it mean to be comprehensible and comprehended in a world language class, and why is it relevant? 
      • What new ideas are you thinking about as a result of this week’s videos and materials?
      • What ideas resonated with your previous teaching experience?  

COMPREHENSION

      • What are key skills in being comprehensible/comprehended? 
      • What one skill would you like to focus on?
      • How will you focus on it?
      • Reflect: how did it go?  
      • What new ideas are you thinking about as a result of this week’s videos and materials?
      • What ideas resonated with your previous teaching experience?  

INSTRUCTION

  • What instructional strategies (MovieTalk, Card Talk, Story Ask, etc.) have you used before to connect with your student’s lives and remain comprehensible?  
  • Is there anything you would like to change about your approach to these?
  • What one new strategy would you like to implement as a result of this training? 
  • Reflect: how did it go?  
  • What new ideas are you thinking about as a result of this week’s videos and materials?
  • What ideas resonated with your previous teaching experience?   

ASSESSMENT

  • What are some reasons to grade for mastery? 
  • What do grades do (or not do)? What do grades measure?
  • What are some challenges for you in implementing mastery based grading? 
  • What are the advantages of mastery based grading? 
  • Are there assessments that you use that are already proficiency-based performance assessments? 
  • Are there changes you can make to existing assessments to align them with proficiency based performance?  
  • What new ideas are you thinking about as a result of this week’s videos and materials?
  • What ideas resonated with your previous teaching experience?

OPTION B: 

Activities, projects, strategies, or techniques of implementation: 

Describe the activity, strategy, or technique that you developed as a result of completing your professional development experience (workshop, webinar, class or training). Be sure to include materials and resources utilized. For example, handouts, visual aids, props, books, learning strategies, etc. Detail why you chose this idea and how it fits into your professional development needs or those of your learners. Explain the actual process of introducing your project and the methods used for instruction. 

Population target: grade level, type of class, groups: 

Define the needs and goals of the learners that you designed these ideas for and how they might correlate to their specific needs and/or core objectives. Indicate if these learning methods were designed for special need students, specific groups within a class, developmental ages, etc. 

Objectives and goals: 

Describe the specific targeted learning objectives and how they related to the goals of your instructional program. Try to correlate the objectives/goals to the specific activity/project you presented. Possibly correlate, when appropriate, the objectives/goals with the mastery outcomes recommended.  

Evaluation methods utilized: 

Describe how you evaluated the success of the projects you developed. What methods or criteria did you use to assess your achievement of specific goals? 

Overall outcomes and reactions: 

Include your personal assessments of how the learning objectives and goals were achieved. What were the reactions of your learners? How would you redesign or change the methods utilized with future utilization of the projects? 

©2021 The Comprehensible Classroom. UOP Affiliate. All rights reserved.

Self-Created Time-Log Sample

Document all the time you spend creating and implementing lesson plans, curriculum, activities, projects, strategies, or techniques inspired by what you learned. Creating your own log gives you the freedom to document all the time and effort you have dedicated to completing your coursework requirements. Your log must be specific and include dates and accomplishments. For each graduate-level credit/unit, you must document 15 hours of academic involvement. All your coursework participation must be away from professionally paid hours.

Date Objective & Goals Times Hours
4/21
Created new curriculum & lessons for upcoming semester
9:00 am - 3:00 pm
6
4/23
Developed new learning activity for my curriculum/lesson plan
7:00 am - 9:00 am
2
4/27
Created PowerPoint/video presentation incorporating new strategies
4:00 pm - 6:00 pm
2
5/2
Reviewed workshop materials and wrote draft for reflection paper
2:30 pm - 4:30 pm
2
5/3
Developed new learning activity for lecture
3:15 pm - 4:45 pm
1.5
5/6
Typed 3-page reflection paper discussing new lesson (first credit)
6:00 am - 7:30 am
1.5
Total hours of involvement/participation must meet 15 hours per credit
15

It may be that you require more or less time completing your own personal activities and/or projects, and that’s why we have left it to you to decide how you manage your time. 

©2021 The Comprehensible Classroom. UOP Affiliate. All rights reserved.

Overview of Reflection Paper Requirements

1 credit = 3-page reflection paper

Each graduate-level credit requires a 3-page, typed, single-spaced reflection paper. The reflection paper will demonstrate your professional development by describing in detail the projects you will create and implement into your educational setting. Try to incorporate the following key points into the structure of your report.

Activities, projects, strategies, or techniques of implementation:
Describe the lesson plan, activity, project, strategy, or technique that you developed and implemented (or plan to implement) as a result of completing the professional development workshop, conference, webinar, etc. Be sure to include materials and resources utilized. For example, handouts, video/Power Point presentations, visual aids, props, books, learning strategies, etc. Detail why you chose this idea and how it fits into your professional development needs or those of your learners. Explain the actual process of introducing your project and the methods used for instruction.

Population target–grade level, type of class, groups:
Define the needs and goals of the learners that you designed these ideas for and how they might correlate to their specific needs and/or core objectives. Indicate if these learning methods were designed for special need students, specific groups within a class, developmental ages, etc.

Objectives and goals:
Describe the specific targeted learning objectives and how they related to the goals of your instructional program. Try to correlate the objectives/goals to the specific activity/project you presented. Possibly correlate, when appropriate, the objectives/goals with the Common Core Standards (or your state standards) set for your curriculum.

Evaluation methods utilized:
Describe how you evaluated/will evaluate the success of the projects you developed. What methods or criteria did you use/will you use to assess your achievement of specific goals? 

Overall outcomes and reactions:
Include your personal assessments of how the learning objectives and goals were achieved. What were the reactions of your learners? How would you redesign or change the methods utilized with future utilization of the projects?

©2021 The Comprehensible Classroom. UOP Affiliate. All rights reserved.

Self-Created Time Log Sample

Document all the time you spend writing your reflection papers, viewing video sessions, creating and implementing lesson plans, curriculum, activities, projects, strategies, or techniques inspired by what you learned. Creating your own log gives you the freedom of documenting all the time and effort you have dedicated to completing your coursework requirements. Your log must be specific and include dates and accomplishments. For each graduate-level credit, you will document 15 hours of academic involvement. All your coursework participation must be away from professionally paid hours.

Date Objective & Goals Times Hours
4/21
Created new curriculum & lessons based on session
9:00 am - 3:00 pm
6
4/23
Developed new learning activity for my curriculum/lesson plan
7:00 am - 9:00 am
2
4/27
Created powerpoint/video presentation incorporating new strategies
4:00 pm - 6:00 pm
2
5/2
Reviewed session materials and wrote summary
2:30 pm - 4:30 pm
2
5/3
Developed new learning activity for lecuture
3:15 pm - 4:45 pm
1.5
5/6
Wrote 3-page reflection paper for first credit
6:00 am - 7:30 am
1.5
Total hours of involvement/participation must meet 15 hours per credit
15

It may be that you require more or less time completing your own personal activities and/or projects, and that’s why we have left it to you to decide how you manage your time. 

Suggested activities and projects to help you earn credit:

Development or revision of classroom curriculum, rubrics, lesson plans, educational games, learning activities, PowerPoint presentations, video presentations, worksheets, educational websites, classroom visuals, classroom assignments and projects, bulletin boards, learning centers, anchor charts, assessments, teacher-created books, physical education activities, self-evaluation/reflection reports, technology-related activities, storytelling activities, units of study, etc.

 

 

Designed for busy teachers like you, you will get up to 6 months to complete your coursework requirements, and extensions are always granted if you needed. The projects you choose to develop will ultimately demonstrate the application of time you invest in professional development experiences, such as research, videos, readings, etc. An additional expectation is to complete a time log that documents the time spent for this course. The specific requirements concerning your chosen projects and the time log are dependent what resonates most with you and how many credits you take per course. 

 

 

©2021 Fluency Matters. UOP Affiliate. All rights reserved.

Overview of Reflection Paper Requirements

1 credit = 3-page reflection paper

2 credits = 6-page reflection paper

3 credits = 9-page reflection paper

Each graduate-level credit requires a 3-page, typed, single-spaced reflection paper. The reflection paper will demonstrate your professional development by describing in detail the projects you will create and implement into your educational setting. Try to incorporate the following key points into the structure of your report.

Activities, projects, strategies, or techniques of implementation:
Describe the lesson plan, activity, project, strategy, or technique that you developed and implemented (or plan to implement) as a result of completing a training, webinar or seminar. Be sure to include materials and resources utilized. For example, handouts, video/Power Point presentations, visual aids, props, books, learning strategies, etc. Detail why you chose this idea and how it fits into your professional development needs or those of your learners. Explain the actual process of introducing your project and the methods used for instruction.

Population target–grade level, type of class, groups:
Define the needs and goals of the learners that you designed these ideas for and how they might correlate to their specific needs and/or core objectives. Indicate if these learning methods were designed for special need students, specific groups within a class, developmental ages, etc.

Objectives and goals:
Describe the specific targeted learning objectives and how they related to the goals of your instructional program. Try to correlate the objectives/goals to the specific activity/project you presented. Possibly correlate, when appropriate, the objectives/goals with the Common Core Standards (or your state standards) set for your curriculum.

Evaluation methods utilized:
Describe how you evaluated/will evaluate the success of the projects you developed. What methods or criteria did you use/will you use to assess your achievement of specific goals? 

Overall outcomes and reactions:
Include your personal assessments of how the learning objectives and goals were achieved. What were the reactions of your learners? How would you redesign or change the methods utilized with future utilization of the projects?

©2020 Fluency Matters. UOP Affiliate. All rights reserved.

Overview of Reflection Paper Requirements

1 credit = 3-page reflection paper

2 credits = 6-page reflection paper

3 credits = 9-page reflection paper

Each graduate-level credit requires a 3-page, typed, single-spaced reflection paper. The reflection paper will demonstrate your professional development by describing in detail the projects you will create and implement into your educational setting. Try to incorporate the following key points into the structure of your report.

Activities, projects, strategies, or techniques of implementation:
Describe the lesson plan, activity, project, strategy, or technique that you developed and implemented (or plan to implement) as a result of completing the professional development workshop, conference, webinar, etc. Be sure to include materials and resources utilized. For example, handouts, video/PowerPoint presentations, visual aids, props, books, learning strategies, etc. Detail why you chose this idea and how it fits into your professional development needs or those of your learners. Explain the actual process of introducing your project and the methods used for instruction.

Population target–grade level, type of class, groups:
Define the needs and goals of the learners that you designed these ideas for and how they might correlate to their specific needs and/or core objectives. Indicate if these learning methods were designed for special need students, specific groups within a class, developmental ages, etc.

Objectives and goals:
Describe the specific targeted learning objectives and how they related to the goals of your instructional program. Try to correlate the objectives/goals to the specific activity/project you presented. Possibly correlate, when appropriate, the objectives/goals with the Common Core Standards (or your state standards) set for your curriculum.

Evaluation methods utilized:
Describe how you evaluated/will evaluate the success of the projects you developed. What methods or criteria did you use/will you use to assess your achievement of specific goals? 

Overall outcomes and reactions:
Include your personal assessments of how the learning objectives and goals were achieved. What were the reactions of your learners? How would you redesign or change the methods utilized with future utilization of the projects?

©2021 Practical Ideas for Educators. UOP Affiliate. All rights reserved.

Overview of Reflection Paper Requirements

1 credit = 3 pg reflection paper

2 credits = 6 pg reflection paper

3 credits = 9 pg reflection paper

Each graduate-level credit requires a 3-page, typed, single-spaced reflection paper. The reflection paper will demonstrate your professional development by describing in detail the projects you will create and implement into your educational setting. Try to incorporate the following key points into the structure of your report.

Activities, projects, strategies, or techniques of implementation:
Describe the lesson plan, activity, project, strategy, or technique that you developed and implemented (or plan to implement) as a result of completing a professional development workshop, conference, webinar, etc. Be sure to include materials and resources utilized. For example, handouts, video/power point presentations, visual aids, props, books, learning strategies, etc. Detail why you chose this idea and how it fits into your professional development needs or those of your learners. Explain the actual process of introducing your project and the methods used for instruction.

Population target: grade level, type of class, groups:
Define the needs and goals of the learners that you designed these ideas for and how they might correlate to their specific needs and/or core objectives. Indicate if these learning methods were designed for special need students, specific groups within a class, developmental ages, etc.

Objectives and goals:
Describe the specific targeted learning objectives and how they related to the goals of your instructional program. Try to correlate the objectives/goals to the specific activity/project you presented. Possibly correlate, when appropriate, the objectives/goals with the Common Core Standards set by for your curriculum.

Evaluation methods utilized:
Describe how you evaluated the success of the projects you developed. What methods or criteria did you use to assess your achievement of specific goals? 

Overall outcomes and reactions:
Include your personal assessments of how the learning objectives and goals were achieved. What were the reactions of your learners? How would you redesign or change the methods utilized with future utilization of the projects?

*Additional course guidelines, formatting requirements, and information will be provided upon course enrollment.

©2020 UOP Affiliate. Teacher Friendly. All rights reserved.

Overview of Reflection Paper Requirements

1 credit = 3-page reflection paper

2 credits = 6-page reflection paper

3 credits = 9-page reflection paper

Each graduate-level credit requires a 3-page, typed, single-spaced reflection paper. The reflection paper will demonstrate your professional development by describing in detail the projects you have created and implemented into your educational setting. Try to incorporate the following key points into the structure of your report.

Activities, projects, strategies, or techniques of implementation:
Describe the lesson plan, activity, project, strategy, or technique that you developed and implemented (or plan to implement) as a result of completing a professional development workshop, conference, webinar, etc. Be sure to include materials and resources utilized. For example, handouts, video/Power Point presentations, visual aids, props, books, learning strategies, etc. Detail why you chose this idea and how it fits into your professional development needs or those of your learners. Explain the actual process of introducing your project and the methods used for instruction.

Population target (grade level, type of class, groups):
Define the needs and goals of the learners for whom you designed these ideas for, and describe how they might correlate to your learners specific needs and/or core objectives. Indicate if these learning methods were designed for special need students, specific groups within a class, developmental ages, etc.

Objectives and goals:
Describe the specific targeted learning objectives and how they related to the goals of your instructional program. Try to correlate the objectives/goals to the specific activity/project you presented. Possibly correlate, when appropriate, the objectives/goals with the Common Core Standards set for your curriculum.

Evaluation methods utilized:
Describe how you evaluated the success of the projects you developed. What methods or criteria did you use to assess your achievement of specific goals? 

Overall outcomes and reactions:
Include your personal assessments of how the learning objectives and goals were achieved. What were the reactions of your learners? How would you redesign or change the methods utilized with future implementation of the projects?

*Additional course guidelines, formatting requirements, and information will be provided upon course enrollment.

©2020 UOP Affiliate. Teacher Friendly. All rights reserved.

Self-Created Time Log Sample

Document all the time you spend creating and implementing lesson plans, curriculum, activities, projects, strategies, or techniques inspired by what you learned. Creating your own log gives you the freedom of documenting all the time and effort you have dedicated to completing your coursework requirements. Your log must be specific and include dates and accomplishments. For each graduate-level credit, you will document 15 hours of academic involvement. All your coursework participation must be away from professionally paid hours.

Sample Time Log

Date Objective & Goals Times Hours
4/21
Created new curriculum & lessons for upcoming semester
9:00 am - 3:00 pm
6
4/23
Developed new learning activity for my curriculum/lesson plan
7:00 am - 9:00 am
2
4/27
Created powerpoint/video presentation incorporating new strategies
4:00 pm - 6:00 pm
2
5/2
Reviewed workshop materials and wrote draft for reflection paper
2:30 pm - 4:30 pm
2
5/3
Developed new learning activity for lecture
3:15 pm - 4:45 pm
1.5
5/6
Typed 3 page reflection paper discussing new lesson (first credit)
6:00 am - 7:30 am
1.5
Total hours of involvement/participation must meet 15 hours per credit
15

It may be that you require more or less time to complete own personal activities and/or projects, and that’s why we have left it to you to decide how you manage your time. 

*The log above is only a sample. Specific course guidelines and requirements will be provided upon course enrollment. 

 

©2020 UOP Affiliate. Teacher Friendly. All rights reserved.

Self-Created Time Log Sample

Document all the time you spend completing an Echoes & Reflections webinar/workshop, as well as time spent creating lesson plans, curriculum, activities, projects, strategies, or techniques inspired by what you learned. Creating your own log gives you the freedom of documenting all the time and effort you have dedicated to completing your coursework requirements. Your log must be specific and include dates and accomplishments. For each graduate-level credit, you will document 15 hours worth of academic involvement. All your coursework participation must be away from professionally paid hours.

Date Objective & Goals Times Hours
4/21
Completed Echoes & Reflections Online Course/Webinar
9:00 am - 3:00 pm
6
4/23
Developed new learning activity for my curriculum/lesson plan
7:00 am - 9:00 am
2
4/27
Created powerpoint/video presentation to discuss Holocaust impact
4:00 pm - 6:00 pm
2
5/2
Incorporated Echoes & Reflections strategies into new lesson plan for classroom project
2:30 pm - 4:30 pm
2
5/3
Developed new lesson plan materials and content
3:15 pm - 4:45 pm
1.5
5/6
Typed 3 page reflection paper discussing new lesson (first credit)
6:00 am - 7:30 am
1.5
Total hours of involvement/participation must meet 15 hours per credit
15

It may be that you require more or less time completing your own personal activities and/or projects, and that’s why we have left it to you to decide how you manage your time. 

 

©2020 UOP Affiliate. Echoes & Reflections. All rights reserved.

Overview of Reflection Paper Requirements

1 credit = 3 pages

2 credits = 6 pages

3 credits = 9 pages

Each graduate-level credit requires a 3-page, typed, single-spaced reflection paper. Try to incorporate the following key points into the structure of your report.

Activities, projects, strategies, or techniques of implementation:
Describe the activity, project, strategy, or technique that you developed as a result of completing a Yoga 4 Classrooms workshop, webinar, live webcast or online course. Be sure to include materials and resources utilized. For example, handouts, Y4C Activity Card Decks, visual aids, props, books, learning strategies, etc. Detail why you chose this idea and how it fits into your professional development needs or those of your learners. Explain the actual process of introducing your project and the methods used for instruction.

Population target: grade level, type of class, groups:
Define the needs and goals of the learners that you designed these ideas for and how they might correlate to their specific needs and/or core objectives. Indicate if these learning methods were designed for special need students, specific groups within a class, developmental ages, etc.

Objectives and goals:
Describe the specific targeted learning objectives and how they related to the goals of your instructional program. Try to correlate the objectives/goals to the specific activity/project you presented. Possibly correlate, when appropriate, the objectives/goals with the Common Core Standards set by for your curriculum.

Evaluation methods utilized:
Describe how you evaluated the success of the projects you developed. What methods or criteria did you use to assess your achievement of specific goals? 

Overall outcomes and reactions:
Include your personal assessments of how the learning objectives and goals were achieved. What were the reactions of your learners? How would you redesign or change the methods utilized with future utilization of the projects?

*Additional course guidelines, formatting requirements, and information will be provided upon course enrollment.

©2020 UOP Affiliate. Yoga 4 Classrooms. All rights reserved.

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