Sanger  Unified  School  District  BTSA  Induction  Program  

     

       

     

Handbook  2016-­‐17  

   

                                     Welcome  to  Sanger  Unified’s  BTSA  Induction  Program    

  2  

Dear  Beginning  Teacher:    You  are  about  to  embark  on  one  of  the  most  exciting  chapters  of  your  career  as  a  professional  educator.    You  will  spend  the  next  two  years  being  inducted  into  our  profession,  while  being  supported  by  a  dedicated  and  highly  skilled  support  provider.    Together  with  your  support  provider,  you  will  assess  your  current  skills  and  understanding  of  the  teaching,  induction,  and  content  standards  and  determine  your  strengths  and  areas  for  growth.    Then  you  will  discuss,  plan,  teach,  reflect,  collaborate,  revise,  share,  learn,  and  apply  new  strategies  as  you  deepen  your  understanding  and  skills,  and  demonstrate  your  competence  as  a  professional  educator.    You  are  participating  in  an  unprecedented  support  system  for  new  teachers  to  ensure  that  you  are  well  prepared  to  meet  the  diverse  needs  of  the  students  you  will  serve.    Our  hope  is  that  through  the  BTSA  Induction  process  you  will  flourish  in  the  classroom  and  develop  into  a  powerful  teacher  leader  who  will  help  shape  the  culture  of  our  school  and  district.    We  hope  you  find  the  information  in  this  handbook  helpful.    The  Sanger  Unified  BTSA  Induction  Program  staff  is  eager  to  assist  you  through  the  BTSA  Induction  process.    We  encourage  you  to  contact  us  at  any  time  with  questions,  concerns,  or  feedback  that  will  help  us  support  you  as  you  serve  the  students  of  Sanger  Unified.    Best  wishes  for  a  great  year  and  a  long  and  rewarding  career.    Sincerely,    Adela  Jones  (Director)  and  Karen  Costa-­‐Smith  (Coordinator)                                  

  3  

PROGRAM  COMPONENTS:    The  Sanger  Unified  School  District  offers  a  state-­‐approved  Induction  Program  that  allows  teachers  to  earn  a  clear  credential  in  two  years.    The  program  has  three  components:    Formative  Assessment  (Required  for  all  participants)  Sanger  uses  the  Formative  assessment  for  California  Teachers  (FACT)  System.    Each  teacher  works  with  a  Support  Provider  to  set  goals,  collect  evidence,  and  measure  growth  against  teaching  and  content  standards,  analyze  student  work,  plan  and  reflect  on  lessons.    The  Induction  process  requires  the  development  of  a  individual  Induction  Plan  that  incorporates  identified  areas  for  growth  within  the  Induction  Standards.    This  process  used  the  Professional  Development  Log  and  Action  Plans  to  document  the  professional  Development  and  instructional  practice  the  Participating  Teacher  will  focus  on  for  that  area.    Professional  Development  (Required  for  Induction)  Sanger  Unified  BTSA  Induction  Program  will  provide  support  and  assessment  opportunities  for  all  Participating  Teachers  to  increase  understanding  of  their  own  professional  development,  which  will  enable  them  to  more  effectively  meet  the  learning  needs  of  all  of  the  culturally,  linguistically,  and  academically  diverse  students  with  whom  they  work.    Professional  development  seminars  are  offered  in  areas  such  as  classroom  management,  working  with  special  population  students,  parent  communication,  technology,  and  equity.    These  seminars  complement  work  with  professional  and  content  standards,  work  with  students,  and  work  done  with  the  Support  Provider.  Seminars  are  open  to  all  participating  teachers,  support  providers  and  district,  non-­‐BTSA  teachers.    In  addition,  Sanger  Unified  School  District  offers  training  in  common  core,  Focused  Approach,  and  Systematic  ELD  instruction.    Professional  development  opportunities  are  formative  in  nature  and  provide  targeted  support  based  on  performance  data,  and  meet  the  advanced  content  requirements  for  2042  clear  credentials.    Support  Provider  assists  participating  teachers  in  identifying  meaningful  professional  development  activities  that  are  targeted  to  their  individual  needs.                    

  4  

Portfolio  (Required  for  Induction)    Each  participating  teacher  develops  a  paperless  portfolio  that  is  uploaded  to  an  on-­‐line  management  system.    It  is  reviewed  on  an  on-­‐going  basis  by  the  district  BTSA  coordinator.    The  portfolio  includes  evidence  collected  to  document  growth  in  meeting  the  standards.    By  the  end  of  year  two  all  the  induction  standards,  which  include  Standards  5,  6,  6a,  and  6b,  will  be  completed.    Formative  assessment  tools,  lesson  plans,  and  student  work  samples  are  selected  to  document  participating  teacher  growth  and  form  the  foundation  of  the  portfolio.    BENEFITS    Participating  Teachers  enjoy  the  benefits  that  will  endure  long  after  they  complete  their  Induction.    A  Support  Provider  who  provides:  

• Individual  coaching  and  job-­‐embedded  professional  development  • Regular  contact  that  will  include  observing  instruction,  analyzing  student  

work,  setting  goals,  lesson  planning,  and  obtaining  resources  • A  confidential  relationship—Support  Providers  do  not  share  evaluative  

information  with  department  chairs  or  site  administrators    Professional  development  seminars:  

• Linked  to  the  California  Standards  for  the  Teaching  Profession  and  Induction  Standards  

• Provide  opportunities  to  deepen  knowledge  and  application  of  the  Induction  Content  Standard  Elements  

• Provide  opportunities  for  networking  and  collaborative  planning  time    • Research-­‐based  and  designed  to  significantly  improve  instruction,  leading  to  

improved  student  achievement  • Impact  student  achievement  by  thoroughly  preparing  teachers  to  fulfill  the  

complex  role  as  a  professional  educator  • Support  teacher  professionalism  and  positive  attitudes  about  teaching  and  

the  teaching  profession    Induction  into  the  Profession  

• Opportunity  to  earn  a  California  Clear  Teaching  Credential  • Opportunity  to  earn  up  to  three  semester  units  per  year  from  California  State  

University  Fresno  or  Fresno  Pacific  University  toward  salary  schedule  increments  

• Flexible  and  individualized  program  • Differentiated  support  based  on  individual  goals  and  needs  

   STANDARDS  

  5  

 California  Standards  for  the  Teaching  Profession  (CSTP)  The  CSTP  guide  teachers  in  their  instructional  and  professional  work.    Support  Providers  and  participating  teachers  use  the  six  CSTP’s  in  their  formative  assessment  work.    Observations,  the  analysis  of  student  work,  and  lesson  plans  are  measured  against  the  standards  so  that  teachers  can  determine  areas  of  strength  and  areas  for  growth.    Content  Standards  The  Induction  program  integrates  the  grade  level  and  subject-­‐specific  state  content  standards  into  the  formative  assessment  work  and  the  collection  of  evidence.    Teachers  use  the  content  standards  in  lesson  planning,  reflection,  and  to  set  goals  for  students.    2042  Standards/SB    1209  The  Induction  program  has  specific  standards  that  allow  teachers  to  demonstrate  and  extend  knowledge  and  competence  learned  in  their  teacher  preparation  program.    Through  the  Induction  process  teachers  will  provide  evidence  for  these  standards.       Standard  5:        Pedagogy     Standard  6:        Universal  Access—Equity     Standard  6a:    Teaching  English  Learners     Standard  6b:    Special  Populations    ELIGIBILITY    Induction  Participants  

• First  and  second  year  teachers  with  a  valid  California  Preliminary  Induction  Credential  (teachers  with  2042  Preliminary  Credentials,  who  teach  in  a  public  school  must  use  Induction  to  earn  a  Clear  Credential)  

• Out-­‐of-­‐state  teachers  with  a  valid  California  preliminary  Credential  (check  your  credential  for  specific  eligibility  information  or  contact  the  Sanger  BTSA  office)  

• Participating  teachers  in  public  schools  are  eligible  for  state  funding  only  during  the  first  two  years  as  teacher  of  record  with  a  preliminary  credential.    If  a  teacher  does  NOT  complete  all  Induction  requirements  within  that  time  period,  he/she  will  be  required  to  fund  their  own  Induction  program  to  meet  clear  credential  requirements.    Teachers  who  need  additional  time  to  complete  Induction  will  be  responsible  for  annual  fees  to  complete  the  program.  

     REQUIREMENTS  

• Complete  the  state-­‐required  online  consent  form  within  state  timeline  • Actively  participate  in  all  project  components  

  6  

• Meet  regularly  with  your  Support  Provider  • Using  the  formative  assessment  process,  develop  reflective  practices,  and  

focus  on  improving  achievement  for  all  students  • Complete  professional  development  • Compile  evidence  of  professional  growth  in  the  Induction  Standards  

(portfolio)  • Write  and  develop  Individual  Induction  Plan  with  assistance  of  Support  

Provider    PROGRAM  PARTICIPATION  AND  VERIFICATION  OF  COMPLETION  The  Sanger  Unified  BTSA  Induction  Program  provides  documentation  of  program  completion  in  the  following  ways:    Induction:    Upon  completion  of  the  two-­‐year  Induction  Program,  candidates  for  a  clear  credential  should  apply  to  the  California  Teacher  Credentialing  Department.    The  BTSA  coordinator  will  assist  participating  teachers  through  this  process.    In  Progress:    Participating  teachers  submit  FACT  documents  as  they  complete  them  using  the  TIMS  on-­‐line  system.    The  documents  are  reviewed  in  a  timely  manner  and,  upon  completion  of  portfolio,  documentation  of  completion  is  provided.    Teachers  who  relocate  outside  of  Sanger  Unified’s  BTSA  Induction  Program  for  Year  2  should  notify  their  new  district  that  they  have  completed  Year  1  with  the  Sanger  Unified  BTSA  Induction  Program.    The  new  district  will  contact  Sanger  Unified  for  verification  of  participation/completion.    Teachers  who  transfer  or  are  not  re-­‐elected  during  or  after  their  first  year  of  induction,  should  provide  the  new  district  with  access  to  the  BIMS  on-­‐line  portfolio  system  for  evaluation  of  the  portfolio.    Teachers  may  not  participate  in  an  Induction  Program  if  they  are  not  employed  by  a  school  district.    PROFESSIONAL  RECORDS  Teachers  are  strongly  advised  to  retain  all  documents  relating  to  credential  requirements  in  a  safe  place.    These  documents  include,  but  are  not  limited  to:  

• Original  transcripts  for  any  coursework  completed  for  any  credential  • Original  credentials  • Original  diplomas  • Document  of  verification  of  all  standards  being  met  through  portfolio  • Letters  of  recommendation  • Contact  information  for  any  school  districts  where  previously  employed  • Certificate  of  Compliance  for  NCLB  

       

  7  

   

                 Sanger  Unified  School  District  BTSA  Induction                        2016-­‐2018  Clear  Credential  Requirements                                  Checklist  (To  be  completed  in  2  years)    

 Requirement                                                                                                                                                                                                                                  Completed  Completion  of  all  Year  1  module  documents  Completion  of  all  Year  2  module  documents  Completed  IIP  #1  (Year  1)  Completed  IIP  #2  (Year  2)  Record  of  Professional  Development  for  Year  1  Record  of  Professional  Development  for  Year  2  Monthly  logs  for  Year  1  (September  to  April)  Monthly  logs  for  Year  2  (September  to  April)  Self-­‐Assessment  in  Year  1    Self-­‐Assessment  in  Year  2      Evidence  of  Participation                                                                                                                                                                              Completed  Signed  Notification  of  Eligibility  Signed  Induction  Program  Entrance  Form  Signed  MOU  Year  1  Signed  MOU  Year  2  Orientation  and  2  SP/PT  Network  Meetings  Year  1  Orientation  and  2  SP/PT  Network  Meetings  Year  2  Verification  of  Participation  in  BTSA  State  Surveys  Year  1  and  Year  2  Successful  Exit  Interview                          All  documents  listed/  uploaded  to  online  portfolio    

  8  

California  Standards  for  the  Teaching  Profession  (CSTP)      STANDARD  ONE: STANDARD  TWO: ENGAGING  AND  SUPPORTING  ALL  STUDENTS  IN  LEARNING CREATING  AND  MAINTAINING  EFFECTIVE  ENVIRONMENTS  FOR  STUDENT  LEARNING 1.1   Using  knowledge  of  students  to  engage  them  in  learning    

1.2   Connecting  learning  to  students’  prior  knowledge,  backgrounds,  life  experiences,  and  interests  

 

1.3   Connecting  subject  matter  to  meaningful,  real-­‐life  contexts    

1.4   Using  a  variety  of  instructional  strategies,  resources,  and  technologies  to  meet  students’  diverse  learning  needs  

 

1.5   Promoting  critical  thinking  through  inquiry,  problem  solving,  and  reflection  

     

1.6   Monitoring  student  learning  and  adjusting  instruction  while  teaching

2.1   Promoting  social  development  and  responsibility  within  a  caring  

community  where  each  student  is  treated  fairly  and  respectfully    

2.2   Creating  physical  or  virtual  learning  environments  that  promote  student  learning,  reflect  diversity,  and  encourage  constructive  and  productive  interactions  among  students  

 

2.3   Establishing  and  maintaining  learning  environments  that  are  physically,  intellectually,  and  emotionally  safe  

 

2.4   Creating  a  rigorous  learning  environment  with  high  expectations  and  appropriate  support  for  all  students  

 

2.5   Developing,  communicating,  and  maintaining  high  standards  for  individual  and  group  behavior  

 

2.6   Employing  classroom  routines,  procedures,  norms,  and  supports  for  positive  behavior  to  ensure  a  climate  in  which  all  students  can  learn  

 

 

2.7      Using  instructional  time  to  optimize  learning STANDARD  THREE: STANDARD  FOUR: UNDERSTANDING  AND  ORGANIZING  SUBJECT  MATTER  FOR  

STUDENT  LEARNING PLANNING  INSTRUCTION  AND  DESIGNING  LEARNING  EXPERIENCES  FOR  ALL  STUDENTS

3.1   Demonstrating  knowledge  of  subject  matter,  academic  content  standards,  and  curriculum  frameworks  

 

3.2   Applying  knowledge  of  student  development  and  proficiencies  to  ensure  student  understanding  of  subject  matter  

 

3.3   Organizing  curriculum  to  facilitate  student  understanding  of  the  subject  matter  

 

3.4   Utilizing  instructional  strategies  that  are  appropriate  to  the  subject  matter  

 

3.5   Using  and  adapting  resources,  technologies,  and  standards-­‐aligned  instructional  materials,  including  adopted  materials,  to  make  subject  matter  accessible  to  all  students  

 

3.6   Addressing  the  needs  of  English  learners  and  students  with  special  needs  to  provide  equitable  access  to  the  content  

4.1   Using  knowledge  of  students’  academic  readiness,  language  

proficiency,  cultural  background,  and  individual  development  to  plan  instruction  

 

4.2   Establishing  and  articulating  goals  for  student  learning    

4.3   Developing  and  sequencing  long-­‐term  and  short-­‐term  instructional  plans  to  support  student  learning  

 

4.4   Planning  instruction  that  incorporates  appropriate  strategies  to  meet  the  learning  needs  of  all  students  

 

4.5   Adapting  instructional  plans  and  curricular  materials  to  meet  the  assessed  learning  needs  of  all  students

STANDARD  FIVE: STANDARD  SIX: ASSESSING  STUDENTS  FOR  LEARNING   DEVELOPING  AS  A  PROFESSIONAL  EDUCATOR

5.1   Applying  knowledge  of  the  purposes,  characteristics,  and  uses  of  different  types  of  assessments  

 

5.2   Collecting  and  analyzing  assessment  data  from  a  variety  of  sources  to  inform  instruction    

 

5.3   Reviewing  data,  both  individually  and  with  colleagues,  to  monitor  student  learning  

 

5.4   Using  assessment  data  to  establish  learning  goals  and  to  plan,  differentiate,  and  modify  instruction  

 

5.5   Involving  all  students  in  self-­‐assessment,  goal  setting,  and  monitoring  progress  

 

5.6   Using  available  technologies  to  assist  in  assessment,  analysis,  and  communication  of  student  learning  

 

5.7   Using  assessment  information  to  share  timely  and  comprehensible  feedback  with  students  and  their  families  

6.1   Reflecting  on  teaching  practice  in  support  of  student  learning    

6.2   Establishing  professional  goals  and  engaging  in  continuous  and  purposeful  professional  growth  and  development  

 

6.3   Collaborating  with  colleagues  and  the  broader  professional  community  to  support  teacher  and  student  learning  

 

6.4   Working  with  families  to  support  student  learning    6.5   Engaging  local  communities  in  support  of  the  instructional  

program    

6.6   Managing  professional  responsibilities  to  maintain  motivation  and  commitment  to  all  students  

 

6.7   Demonstrating  professional  responsibility,  integrity,  and  ethical  conduct

 

  9  

 

 

  10  

 Induction  

     

   

Participants  Only    

                     

  11  

The  Early  completion  Option  for  Induction  Authorized  by  Senate  Bill  57  

   Underlying  Philosophy:    Some  experienced  teachers  in  California  have  been  assigned,  or  have  the  option  of  using,  the  BTSA  Induction  program  to  move  from  a  preliminary  credential  to  a  professional  clear  credential.    Some  of  these  teachers  have  years  of  successful  teaching  experience  outside  of  California;  some  have  earned  their  credential  through  participation  in  various  programs  associated  with  the  Learning  to  Teach  Continuum  and  have  garnered  years  of  experience  while  serving  under  pre-­‐intern  certificates  and/or  intern  credentials.    Participation  in  pre-­‐intern  and  intern  programs  ensures  that  candidates  have  had  support  in  the  early  years  of  teaching  through  coaching  and  professional  development.    (Please  note  that  emergency  permit  holders,  although  experienced,  may  have  had  no  support  in  the  early  years  and  therefore  are  not  included  in  the  criteria  for  eligibility.)    These  teachers’  needs  differ  from  those  of  a  true  beginning  teacher.    The  Sanger  Unified  School  District  BTSA  Induction  Program,  therefore,  offers  the  following  options  to  better  serve  experienced,  successful  teachers  who  are  required  to  complete  a  BTSA  Induction  Program.    For  the  purposes  of  identification,  successful  shall  be  defined  by  1)  administrative  evaluations  that  label  the  teacher’s  overall  performance  as  satisfactory  or  better  AND  2)  a  letter  of  recommendation  from  the  evaluating  administrator  citing  the  candidate  as  a  successful  teacher.    ELIGIBILITY  REQUIREMENTS  FOR  CANDIDATES    Candidates  who  will  be  considered  for  the  Early  Completion  Option  (ECO):  

1. Must  have  a  current  California  preliminary  credential  2. Must  be  currently  teaching  in  a  K-­‐12  classroom  3. Must  be  recommended  by  their  site  principal  for  consideration  for  an  Early  

Completion  Option,  AND  4. Must  all  into  one  of  the  following  descriptors:  

a) have  two  or  more  years  of  successful  teaching  under  a  California  preliminary  credential  or  

b) be  a  successful  graduate  of  a  two-­‐year  intern  program  that  culminated  in  a  California  preliminary  credential  as  evidenced  by  a  letter  from  the  intern  program  or  appropriate  transcripts  or  

c) have  two  or  more  years  of  successful  teaching  in  a  California  public  school  under  a  pre-­‐intern  certificate  and/or  intern  credential  or  

d) have  five  or  more  years  of  successful  teaching  experience  in  an  accredited  (as  determined  by  the  California  commission  on  Teacher  Credentialing)  private  school  as  evidenced  by  a  letter  from  the  employing  district  and  verification  of  accreditation  or  

e) have  two  or  more  years  of  successful  teaching  in  a  school  in  another  state  or  country  

 

  12  

Protocol  for  Early  Completion  Nomination    

• The  site  principal  recommends  in  writing  that  a  candidate  be  considered  for  the  Early  Completion  Option.    Included  in  the  recommendation  should  be  all  of  the  following:  

• A  statement  of  recommendation  • A  copy  of  the  candidate’s  credential  • A  statement  describing  the  candidate’s  current  teaching  assignment  • Identification  of  which  option  (under  #4  above)  establishes  eligibility  and  

o Letter  from  the  intern  program  or  intern  program  transcripts,  if  applicable  

o Letter  from  accredited  private  school,  if  applicable  o Letter  from  an  out-­‐of-­‐state  school  or  country,  if  applicable  

• Evidence  of  two  years  of  successful  teaching  (Successful  shall  be  defined  by:                            1)    administrative  evaluations  that  label  the  teacher’s  overall  performance  as  satisfactory  or  better  and  2)    a  letter  of  recommendation  from  the  evaluating  administrator  citing  the  candidate  as  a  successful  teacher  (may  be  the  same  letter  mention  above).    Either  a  letter  or  a  copy  of  previous  evaluations  may  establish  a  candidate’s  successful  experience;  however,  a  candidate  must  decide  if  the  district  coordinator  may  utilize  past  evaluation  documents  to  provide  evidence  of  successful  teaching.  

 Early  Completion  Option  Requirements    Formative  Assessment:  The  current  induction  program  requires  the  completion  of  a  two-­‐year  formative  assessment  system  with  the  assistance  of  a  district-­‐selected  and  program-­‐trained  support  provider.    The  Early  Completion  Option  will  require  completion  of  the  second  year  of  that  same  formative  assessment  system  with  a  district-­‐selected  and  program-­‐trained  support  provider.    The  second  year  of  the  locally  designed  formative  assessment  system  requires  the  participating  teacher  to  be  assessed  against  all  six  of  the  California  Standards  for  the  Teaching  Profession,  draft  and  complete  an  Individual  Induction  Plan  (IIP),  demonstrate  the  use  of  student  assessment  data  including  student  performance  levels,  provide  evidence  of  interaction  with  other  professionals  regarding  a  specific  content  focus,  provide  evidence  of  communication  with  students,  families  and  communities  regarding  student  progress,  health  issues,  etc.,  and  provide  evidence  of  the  use  of  student  content  standards,  frameworks,  and  adopted  materials.                    

  13  

Professional  Induction  Portfolio:  The  current  induction  program  requires  the  completion  of  a  Professional  Induction  Portfolio.    The  portfolio  must  contain  documentation  of  meeting  the  elements  of  Induction  Standards  5  and  6  as  outlined  on  the  Standard  Evidence  Checklists.    The  Early  Completion  Option  will  maintain  this  requirement  for  collection  and  submission  of  evidence  for  the  following  standards:       Standard  5:        Pedagogy     Standard  6:        Universal  Access:    Equity  for  All  Students     Standard  6a:    Teaching  English  Learners     Standard  6b      Teaching  Special  Populations                                      

  14    

  15  

   Sanger  Unified  School  District  BTSA  Induction  Program  

Adela  Jones  (559)  524-­‐6579    Karen  Costa-­‐Smith  Coordinator  (559)524-­‐6575  

 Early  Completion  Option  Application  

(Due  by  October  1st)    Name:  ________________________          District:    _____________________    School:  _______________________            Grade/Subject  ________________    Prior  Experience:  Attach  Additional  information,  if  needed.      District/School:  ________________________________________________  Address:  ______________________________________________________  Dates  Employed:  ____________________  Grade  level/Subject:  __________  Evaluator’s  name  &  phone  number:  ________________________________    I  have  attached  the  following  to  verify  my  qualifications  to  participate  in  the  ECO  and  complete  the  SUSD  BTSA  Induction  Program  in  one  year  instead  of  two:     °          Prior  performance  evaluations  (minimum  two)     °          Written  recommendation  from  a  current  site  or  district                                                  administrator     °          Copy  of  credential    I  understand  that  the  SUSD    Director  will  review  my  application  and  document  packet  to  determine  if  I  qualify  for  the  Early  Completion  Option.  ______________________________________                  __________________                        Participant  Signature                                                        Date    

         Office  Use  Only:  _____  This  participant  is  approved  to  participate  in  the  Early  completion  Induction  Program  Option.  _____    This  participant  is  NOT  approved  to  participate  in  the  Induction  Program  Early  Completion  Option  due  to  the  following.      ______________________________________________                    __________________________              director’s  signature         date