TCOE BTSA INDUCTION CONSORTIUM

Site Administrators’ Training

BTSA Induction Website

http://btsa.tcoe.org/

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Outcomes

Site Administrators will Understand the BTSA Induction program, purposes, &

standards Understand who is involved in the BTSA Induction

program Understand the role of the SP in assisting and

supporting the PT Understand the Site Administrator role in supporting

the program Understanding the Learning to Teach Continuum and

developmental levels of new teachers

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Professional Teacher Induction in CA

1992 SB 1422 Authorized BTSA program Created statewide panel to review teacher credentialing Panel report laid groundwork for new architecture of

licensing BTSA growth through

Use of formative assessment systems Development & application of teaching standards Use of program accountability

BTSA vision Structured, flexible support for all 1st and 2nd year teachers Coherent system for assessing PTs Teacher support that emerges from formative assessment

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Professional Teacher Induction in CA

BTSA goals Improve PT performance Improve teaching of students from diverse backgrounds Increase new teacher satisfaction Retain capable teachers

1996-7 AB 1266 BTSA established as Statewide Induction System CSTP adopted BTSA Program Standards of Quality & Effectiveness

approved

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Professional Teacher Induction in CA

SB 2042 1998 Legislative response to SB 1422 Review Panels’ Final

Recommendation Multiple routes to credentials (Learning to Teach

System) New two-level credential program New Teacher Induction through formative assessment

& support Based on CSTP, State Adopted Academic Content, and

Performance Standards for Students

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Purposes of BTSA Induction

Provide effective transition into teaching careerImprove educational performance of studentsEnable PTs to be effective in teaching diverse

studentsEnsure professional success & retention of new

teacherEnsure SP provides support & assistance to each

PTEstablish effective, coherent system of performance

assessments based on CSTPExamine alternative ways public & education may

be assured new teachers attained acceptable levels of competence 4

Purposes of BTSA Induction

Ensure an IIP for each PT is based on on-going assessment of development

Provide comprehensive support to PTs with frequent reflection based on CSTP

Recommend only PTs who have met & completed all requirements of program for Professional Teaching Credential

Enhance skills, abilities, and talents of SPsProvide purposeful, logically sequenced

structure of extended preparation & professional development

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What is an Induction Program?

Pathway from a Preliminary Teaching Credential to a Professional Teaching Credential

Two-year program of professional education composed of individual support & formative assessment aligned with the CSTP State-adopted academic content & performance

standards for students

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Requirements for Completing BTSA Induction

Notification of Eligibility and Responsibility to Enter a Professional Teacher Induction Program

Copy of Preliminary CredentialParticipating Teacher AgreementProgram MeetingsCompletions of the Formative Assessment-

FACTProfessional Development HoursExit Interview (Year 2)End of Year SurveyProgram Evaluations 7

Who will be in a 2042 Induction Program?

Multiple & Single Subject Teachers from CA who have completed Preliminary Credential

Teachers holding out-of-state credential with fewer than 5 years teaching experience

Teachers who have credentials from other countries

Only general education teachers qualify under SB 2042

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Standards of Quality & Effectiveness

Common StandardsStandard 1: Educational LeadershipStandard 2: Unit & Program Evaluation SystemStandard 3: ResourcesStandard 4: FacultyStandard 5: AdmissionStandard 6: Advice & AssistanceStandard 7: Field Experiences & Clinical PracticeStandard 8: Program Sponsor, District, & University

Field Experience SupervisorsStandard 9: Assessment of Candidate Competence

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Standards of Quality & Effectiveness

Category A: Programs Exhibit Effective Design PrinciplesProgram Standard 1: Program Rationale & DesignProgram Standard 2: Communication & CollaborationProgram Standard 3: Support Providers & Professional

Development ProvidersProgram Standard 4: Formative Assessment System

Category B: Programs Provide Opportunities for Participants to Demonstrate Effective TeachingProgram Standard 5: PedagogyProgram Standard 6: Universal Access: Equity for All

Students

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Program Standard 5: Pedagogy

Grow and improve in ability to reflect upon & apply CSTP

Utilize adopted academic content standards & performance levels

Use & interpret student assessment data from multiple measures

Plan & differentiate instructionCreate & maintain well-managed classroomsDevelop safe, inclusive, & healthy learning

environmentsBecome fluid, critical user of technological resourcesEnable students to use technology

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Program Standard 6: Universal Access-Equity

Protect & support all studentsMaximize academic achievement for all

studentsExamine & strive to minimize biasUse a variety of resources to collaborate &

communicate

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Program Std. 6: Universal Access-English Learners

a) Teaching English Learners Adhere to legal & ethical obligations for teaching EL Implement district policies regarding primary

language support services Plan instruction for EL based on proficiency &

literacy Implement one or more of the components of ELD

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Program Std. 6: Universal Access-Special Populations

b) Teaching Special Populations Adhere to legal & ethical obligations relative to the

full range of special pops. Implement district policies regarding support

services Communicate & collaborate with special services

personnel Provide accommodations & implement modifications Instruct using adopted standards-aligned

instructional materials & resources

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Formative Assessment

The work of a learner collected over time & examined against multiple levels of teaching performance

Supports the idea that practice improves over time Encourages teachers to reflect on their practice in

relation to the CSTP Encourages teachers to collect & interpret evidence

to improve their teaching practice Completed in collaboration with a trained/experienced

teacher

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What are the benefits of participation in Induction?

Build habits of mindDemonstrate and apply knowledge acquiredFormative Assessment for California Teachers

(FACT) Guides teachers in growth as professionals Focuses on meeting the learning needs of all students Promotes reflective practitioners With an SP

Identify areas of strength & growth Complete IIP

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What is FACT?

Assessment of Teaching & Learning (A) Gather information

Class Organization Resources of school, district, & community

Contextual analysis that guides & informsContext for Teaching & learning (B)

Bridges teacher preparation with induction experience

Reflect on what they know & determine current level of teaching practice

Builds foundation for future growth related to teaching standards

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What is FACT?

Inquiry into Teaching & Learning (C) Assess practice against a set of specific criteria Select an area for in-depth inquiry

Follows action research model Results guide professional development

Summary of Teaching & Learning (D) End-of-year reflection

Review results of inquiries Consider data collected Identify best teaching practices Assess impact of formative assessment on teaching

practice

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What are the foundations of FACT?

California Standards for the Teaching Profession (CSTP)1. Engaging & supporting all students in learning2. Creating & maintaining effective environments for

student learning3. Understanding & organizing subject matter for

student learning4. Planning instruction & designing learning

experiences for all students5. Developing as a professional educator

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What are the foundations of FACT?

Standards of Quality & Effectiveness for Professional Teacher Induction Programs in CA (Induction Program Standards)

Adopted by CTC & supported by State Superintendent of Public Instruction

Establish expectations for new teachers during Induction

Category B of Induction Program Standards identifies what teachers should know & be able to do

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What are the foundations of FACT?

State-adopted Academic Content Standards for Students & CA Frameworks Rigorous standards that describe content students

must mater by end of each grade level Describe curriculum & instructional practices Guide development of assessment methods & tools Suggest specific strategies to promote access to

challenging curriculum for students with special needs

Evidence Observation, student work, lesson plans, reflections Provides focus for reflective conversations related to

CSTP and Induction Program Standards

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What processes are used in FACT?

Collaborative Relationships (SP/PT) PTs partnered with veteran educators SPs use cognitive coaching, mentoring, & modeling

Plan, Teach, Reflect, Apply (PTRA) Structure to identify teaching strengths & areas for

growth Leads to improved teaching practice & increased

student achievementObservations

SPs observe PTs and conference together to inform & improve

PTs encouraged to observe skilled veterans18

What processes are used in FACT?

Examining Student Work Examination & analysis of student work leads PT to

greater understanding of need for differentiation & modification

Reflective Conversations Reflect, capture current thinking, consider

implicationsSelf-Assessment – CTP

Identifies & describes levels of teaching practice Provides a roadmap for professional growth Helps focus area(s) for improvement of instructional

practice

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How is FACT structured?

Four performance-based, job-embedded modules

Designed to focus CSTP & Induction Program Standards, while incorporating state-adopted academic content standards for students Context for Teaching & Learning (A) Assessment of Teaching & Learning (B) Inquiry into Teaching & Learning (C) Summary of Teaching & Learning (D)

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CSTPs - CTP

1. Engaging and Supporting All Students in Learning

2. Creating & Maintaining Effective Environments for Student Learning

3. Understanding & Organizing Subject Matter for Student Learning

4. Planning Instruction & Designing Learning Experiences for All Students

5. Assessing Students for Learning6. Developing as a Professional Educator

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Program Standard 2

Communication and Collaboration Establishes professional, educational community Ensures structures that support activities of induction Coordinates additional site/district professional

development opportunities Programs offer for site administrators

Emphasize importance of new teacher development Identify working conditions that optimize PT success Implement effective steps to overcome challenging

aspects of teachers’ work environments Foundations & processes of induction

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Culture of Support…

…refers to the values, beliefs, and norms that

operate within the organization. It may involve

shared understandings about teaching and

learning processes, beliefs about

professionalism, or commitment to ideas such as

continuous learning on the part of all educators

or collaborative means of problem solving.

From Thomas R. GuskeyEvaluating Professional Development, 2000, pp. 150-1 24

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Support Provider Commitments

Maintain confidentiality & professional discretion about PT(s)

Guide & assist PT(s) in developing & implementing formative assessment.

Hold regularly scheduled on-site support sessions (min. once per week); provide on-call assistance & on-going informal discussions; complete at least 2 yearly, non-evaluative classroom observations; facilitate other classroom observation opportunities for PT(s)

Provide information, materials, resources, & emotional support requisite for new teacher success

Participate in all SP training offered28

Support Provider Commitments cont’d

Become knowledgeable about phases of new teacher growth, domains of CSTP, & formative assessment system utilized

Together with PT, participate as appropriate in professional development seminars/activities that lead to the PT’s achievement of her/his growth objectives (these include, at min., the Prog. Orient. mtg. & the PT/SP Spring mtg.)

Provide seminar follow-up, e.g., debriefing, support in applying new knowledge & techniques

Respond to requests from Program Director or designee

Maintain Documentation Logs & (w/ the PT) submit to the Induction program monthly 28

Support Provider’s Agreement

Work collaboratively with assigned PT, Site, & BTSA staffMeet weekly for 1-2 hours (minimum 36 hours annually per

PT) for planning, coaching, problem-solving assistance, & complete the formative assessment curriculum

Provide on-site support to assigned PT through lesson observation, lesson demonstration, & teaching assistance

Participate in all SP trainings & network meetings to acquire understandings needed to implement formative assessment & CSTPs

Complete & submit monthly documentation log of activities with assigned PT(s) as well as all required BTSA documents

Guiding & assisting PT in developing & implementing IIP for professional improvement & revising it periodically

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Participating Teacher Commitments

Roles & Responsibilities of the PT Work together with SP in developing & implementing an IIP

for professional improvement for each of the three inquiries Participate in regularly scheduled on-site support sessions

with SP (minimum once per week) Participate in required PT training offered by Consortium Complete all feedback & evaluation forms reflecting upon

his/her training, support, & program impact Become knowledgeable & use the domains of the CSTP Participate in professional development seminars/activities

that lead to the achievement of IIP objectives Complete formative assessment activities Respond to requests for information from Program Director

or designee & the Field Experience Reviewers.30

Participating Teacher Commitments cont’d

Selection Criteria Maximum of 1 year teaching experience with a

Preliminary or Professional Clear Credential Commitment to building a collaborative relationship

with SP Commitment to taking an active role in that

partnership Willingness to carry out responsibilities listed above

When possible PTs and SPs should be assigned to same school, similar grade levels, and subject areas

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Uses of Formative & Summative Assessment

Formative Assessment Used to promote professional growth

Summative Assessment Used to determine tenure, contract continuation, and

contract renewal

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If, as a teacher,

I present the same lessons in the same manner that I have used in the past;

I seek no feedback from my students;I do not analyze and evaluate their work in a

manner that changes my own emphasis, repertoire, and timing;

I do not visit or observe other adults as they teach;

I do not share the work of my students with colleagues for feedback, suggestions, and critiques;

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If, as a teacher,

I do not visit other schools or attend particular workshops or seminars or read professional literature on aspects of my teaching

I do not welcome visitors with experience and expertise to observe and provide feedback to me on my classroom practice;

I have no yearly individualized professional development plan focused on classroom changes to improve student learning; and finally,

I have no systemic evaluation of my teaching tied to individual, grade/department, and school-wide goals,

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THEN

I have absolutely no way to become better as a teacher.

Carl D. GlickmanLeadership for Learning, 2002

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Phases of First Year Teachers’ Attitude

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Progress Report

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