Teacher Induction B: Differentiating Instruction

EDUC X 439.2

Employed teachers admitted to the California Teacher Induction - Clear Credential Program (online) work with an instructor and mentor to achieve individualized learning goals for professional growth and greater impact on student learning.


What you can learn.

  • Develop and implement an individual professional learning plan
  • Assess your growth over time for individual learning goals
  • Design, test, and evaluate an approach for differentiating instruction for all learners in your class
  • Design, test, and evaluate an individualized intervention for a selected student
  • Develop a deeper understanding for a special topic that you choose through reading, interviews, observations, and other methods

About this course:

This is one of four required core courses in the UCLA Extension Teacher Induction Program, leading to a California Clear Credential (Multiple Subject, Single Subject or Education Specialist). The essential question for this course is: How do I differentiate instruction for the learners present in my classroom? This course is designed to support induction candidates in accomplishing several objectives in the context of (a) their own individual learning plan and the California Standards for the Teaching Profession (CSTP), (b) the support they receive from an induction mentor, and (c) the course's essential question regarding knowing your students and creating effective learning environments for all students: a) In consultation with the assigned mentor, develop an individual learning plan (ILP) that identifies CSTP-related areas of need for professional growth and includes one or more goals that are connected to the course's essential question; b) In consultation with the assigned mentor, develop an inquiry question and classroom-based action plan to examine an area of need identified in the ILP that focuses on improving an aspect of teaching practice that has an impact on student learning. The inquiry question should have a connection to the course's essential question, and the action plan should allow for collection of evidence to assess effectiveness with students as well as evidence of teacher growth; c) In consultation with the assigned mentor, select and use relevant pathway-to-learning modules provided in this course, as well as other recommended resources, to build deeper understanding in the area of need that is the subject of the inquiry question and action plan; d) Use a plan-teach-reflect-apply approach to implement the action plan for the inquiry question. This approach includes collecting and analyzing sources of evidence for analysis and reflection that may include classroom video and artifacts of student learning and includes mentor coaching with respect to identified areas for improvement of teaching practices. The implementation of the action plan culminates in reflection on how new knowledge and insights are applied to ongoing practices to differentiate instruction, as well as initial ideas for a capstone project that are completed in the final course of the program.

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