Over a Decade of Support

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Over a Decade of Support
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• ACADEMY NORMS
• Be present in the room
• Participate and contribute
• ?Listen to understand and learn
• ?Demonstrate mutual respect
• ?Be open to possibilities
• ?Honor confidentiality
• ?Ask questions that lead to understanding
• ?Set aside judgments
• ?Make new friends and acquaintances
• Put cell phones on meeting status

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Maybe we could drive home the notion that
education doesnt end on the graduation
stage, that to be educated is to be continuously
learning
asking questions, challenging evidence and
assumptions, allowing ourselves to be wrong
and to have our minds changed by new
information. Joan Ryan Journalist, San
Francisco Chronicle
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Issues Raised in 1988
BTSA History
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• High teacher attrition rate
• Increased complexity of teaching
• Need for a systematic effort to analyze issues
  related to beginning teachers

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Teacher Quality

• One of the most critical factors - some say the
  most critical - in improving student achievement
  is the quality of the teachers.
• Education Policy And School Improvement Issues,
  2003 EdSource

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RESPONSE...
California New Teacher Project 1988 - 1991

• 37 projects throughout California
• Evaluate the most effective ways for supporting
  and assessing beginning teachers
• Collect project research data

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Legislative Response...
SB 1422 Bergeson, 1992

• Authorized the Beginning Teacher Support and
  Assessment Program, and
• Established an Advisory Panel for the
  Comprehensive Review of Teacher Credentialing
  Requirements

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Ten of the members represented the following
key professional organizations in education

• California Teachers Association
• Association of California School Administrators
• Association of Independent California Colleges
  
• and Universities
• California Association of Large Suburban
• School Districts
• California County Superintendents Association
• California Federation of Teachers
• California School Boards Association
• California State University
• State Superintendent of Public Instruction
• University of California

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The work of the Panel was shaped by four
over-arching educational goals

• OneImprove Teacher Recruitment, Selection and
  Access to the Profession.
• TwoEstablish Clear Standards for University
  Teacher Preparation Programs. (TPE - Teacher
  Performance Expectations)
• ThreeIncrease and Improve Professional
  Accountability.
• FourIncrease and Improve Professional
  Collaboration and System Evaluation.

 
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Out of the recommendations from the SB 1422 Panel
to the California Commission on Teacher
Credentialing came a call for restructuring
the teacher preparation process.

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This led to
Senate Bill 2042 (1998)

• First major reform of teacher preparation and
  credentialing in more than 30 years
• Established expectations for teacher induction

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Credential Reform
SB 2042
Created

• Multiple routes to credentials
• New two-level credential program (Learning to
  Teach System) University BTSA
• Induction for Clear Credential (legal licensure)
• Based on CSTP and the Academic Content and
  Performance Standards for Students

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Californias Learning to Teach System
Professional Clear Credential Preparation
Preliminary Credential Preparation
P R E L I M I N A R Y
Credential Renewal
P R O F E S S I O N A L
Blended Program Subject-Matter Requirements
Professional Preparation Support and
Supervision Teaching Performance Assessment
(TPA)
Support Provider is the ? of the program!

• Professional
• Growth Program
• Individual Development Plan
• Advanced Curriculum Studies
• Advanced Subject Matter
• Reflection on Practice Based
• on Teachers Goals
• 150 Hours of Professional
• Development

Induction Program Advanced Curriculum
Preparation Formative Assessment
and Support Frequent Reflection on
Practice Individual Induction Plan
Application of Prior Learning
Post-Baccalaureate Program Subject-Matter
Requirements Professional Preparation Support
and Supervision Teaching Performance
Assessment (TPA)
Internship Program Subject-Matter Requirements
Professional Preparation Support and
Supervision Teaching Performance Assessment
(TPA)
SYSTEM QUALITIES
Multiple Entry Routes to Teaching for Teachers
from Different Backgrounds
ALIGNMENT California Standards for the Teaching
Profession (CSTP) State-adopted academic content
and performance standards for students
ACCOUNTABILITY Candidate Assessment Participant
Completion of Approved Program Program Approval
COLLABORATION Schools/Universities State
Agencies Practitioner Teamwork
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What is BTSA?

• The Beginning Teacher Support and Assessment
  Program
• Created and funded by the California State
  Legislature
• Designed to support new teachers in their
  continued professional growth
• A two year induction program

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The purpose of BTSA is to improve student
educational performance through improved
training, support, information and assistance for
new teachers. California Education Code,
Section 44279.2 (b)
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Where Are We Now?

• 154 programs (single district or consortia)
  statewide
• More than 24,000 beginning teachers served
• Legislative financial support for two years
• 20 Induction Standards
• All BTSA programs wrote a submission to meet the
  Induction Standards
• All BTSA Induction programs have been approved by
  CCTC/CDE
• IHE/BTSA Program Coordination and Cooperation

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BTSA Clusters 1. Northern/North Central
Counties 2. Bay Area/Central Coast 3. Central
Valley 4. Los Angeles County 5.
Orange/San Diego/Imperial Counties 6. Inland
Empire

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3
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Program Accountability

• System of informal and formal processes for
  ongoing program evaluation

• The BTSA Induction Program submission addresses
  20 Standards
• 9 Foundational Standards relating to
  administration, Leadership, Resources,
• Prof. Development Providers, Articulation with
  Teacher Prep Programs, Advice
• Assistance, Coordination Communication, SP
  Selection Assignment,
• SP Professional Development
• 5 Implementation Standards on Program Design
  Program Design, Roles
• Responsibilities of K-12 Schools, Formative
  Assessment Systems, Completion
• of the Induction Program
• 6 Implementation Standards on Teaching
  Curriculum to All Students in
• California Schools K-12 Core Academic Content
  Subject Specific Pedagogy,
• Using Technology to Support Student Learning,
  Supporting Equity, Diversity and Access to Core
  Curriculum, Creating a Supportive Healthy
  Environment for Student Learning, Teaching
  English Learners, Teaching Special Populations

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State Funding from Prop. 98

• Per teacher state funding (for two years) with
  required in-kind funding match by each
  participating district.

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Two-Year Teacher Induction Program Scope and
Sequence Year One
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Year Two
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Support Provider Role
Support Providers play a multifaceted role that
is based on mutual trust and confidentiality.
They provide non-judgmental, non-evaluative
feedback and support.
They support your self-reflection.
They work along a continuum of
Consultation Coaching Collaboration
Support Providers are not evaluators.
They provide weekly on-site support
They support each Participating Teacher in
meeting program requirements through
formative assessment activities leading to
completion of the Professional Credential

• They maintain strict confidentiality about
  their Participating Teacher.

? BTSA is NOT connected to your job evaluation
and your employment.
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Binder Bonding

• Take a moment to just skim
• the layout of the binder. Well go
• over the contents later.
• ? Turn to the last tab - Other

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BTSA Goals

• Improve beginning teaching performance
• Improve teaching of students from diverse
  backgrounds
• Improve learning for all students
• Increase new teacher satisfaction
• Retain capable new teachers

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It is the goal of the Campbell Consortium BTSA
Program to provide ongoing opportunities to
reflect on daily classroom practice, to grow as
professional educators and to insure that every
child has a caring, competent and qualified
teacher.
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TPE and CSTP
Comparison of Teaching Performance Expectations
(TPE) and California Standards for the Teaching
Profession (CSTP)
Many beginning teachers are leaving their
university credential programs familiar with a
set of standards called the Teacher Performance
Expectations (TPE). These are very similar to
the California Standards for the Teaching
Profession (CSTP). Some beginning teachers will
be familiar with both sets of standards.
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TPE and CSTP
The Teacher Performance Expectations describe
beginning teacher knowledge, skills, and
abilities in order to establish the first tier of
a two-tiered teacher credentialing system. BTSA
Induction, the second tier of Californias
credentialing system, uses the California
Standards for the Teaching Profession to support
and extend the TPEs. Together the two
documents, the TPEs and the CSTP, create
Californias articulated continuum of teaching
knowledge, skills and abilities.
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Comparison of Teaching Performance Expectations
(TPE) and California Standards for the Teaching
Profession (CSTP)
They are very similar and, in many cases,
identical in language.
Similar CSTP Standard
TPE Domain
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Formative Assessment System
When the cook tastes the soup, thats formative.
When the guests taste the soup, thats
summative.
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BTSA Formative Assessment System
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Description of Practice (DOP)

• Self-Assessment Rubric
• Based on the 6 California Standards for the
  Teaching Profession
• Will be completed each year
• Summary of Strengths/Focus Areas
• Used to develop Individual Induction Action Plan
  (IIP)

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Formative Assessment Elements

• Pre-Service Program
• PTs should come with a Portfolio and some kind of
  Performance Assessment
• Review together at one of your first meetings to
  learn the background experiences of your PT

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Developmental Continuum of Teacher Abilities

• Self-Assessment Rubric
• Based on the 6 California Standards for the
  Teaching Profession
• Should be completed after the first four weeks of
  teaching
• Summary of Strengths/Challenges
• Used to develop Individual Induction Plan (IIP)

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District, School, Class Profiles

• One of the first events completed at the
  beginning of each year
• Provides initial information about the context of
  the teaching assignment
• The PT, with SP support, records and analyzes
  information about the students and then
  identifies school and district resources that can
  be used to support instruction (District
  Assessments, STAR, CELDT)
• The information about student performance levels
  and individual needs is a necessary foundation to
  guide and inform curriculum development and
  instructional decisions
• Using the schools achievement gap data, two
  target students are selected each year for a
  year-long focus

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Individual Induction Plan (IIP)

• set of goals for year
• Based on CSTP
• Three Elements
• Goal
• Plan
• Evidence

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Formal Coaching Cycles 2 per Year

• CA Standards for the Teaching Profession
• Content Focus, Standards-Based Lesson
• Target Students
• Steps
• Pre-conference
• Lesson Observation
• Post Conference

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Collaborative Log

• Record of weekly meetings
• Whats Working
• Area of Challenge
• Next Steps for PT
• Next Steps for SP
• Date/Topic of next meeting
• Provides the thread of continuity for support!

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Student Work Analysis Event

• The Student Work Analysis supports growth in the
  following areas
• 1) Use of informal assessments to gain greater
  insight into student learning needs in order to
  plan instruction and to evaluate the
  effectiveness of teaching practice for all
  students,
• 2) differentiation of instruction to support
  the learning needs of all students including
  those designated as GATE, special needs, English
  learners, and socio-economically disadvantaged.
• 3) The PT will collect all of the student work
  generated from a lesson and save it for the
  actual Student Work Analysis activity that will
  be done collaboratively during a BTSA Induction
  Academy Meeting.

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Essential Characteristics of Formative Assessment

• Measures growth over time
• Developmental Continuum of Teacher
  Abilities Self-Assessment Rubric
• Individual Induction Plan (IIP)
• Collaborative Logs
• Formal Coaching Cycles

• Objective and Data-based
• Multiple Measures (State, District,
  Classroom)
• Student Work Analysis Events
• Learning-focused conversations

• Responsive to PTs developmental needs with
  next steps built in
• Weekly Collaborative Logs

• Interactive and Collaborative
• Continuum of Interaction Coach,
  Collaborator, Consultant

• Involves a variety of assessment tools-
  Observations, Student Work Analysis, Assessments

• Fosters and internal locus of control -
• This the ? of the mentoring
  relationship

• Based on California Standards for the Teaching
  Profession (CSTP)

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Formative Assessment Cycle Timeline

• The timeline documents the completion of each of
  the tools that are used in each assessment cycle.

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Teacher Induction Program Extension Request

• In the event that an element of the program cant
  be completed during the time frame, an extension
  request may be granted.
• This is for extenuating circumstances such as
  illness, family emergency, etc.
• It is in your best interest to complete the
  program in the two-year time frame.

Why?
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Early Completion Option

• Program Purpose
• SB 57 is legislation that allows a modified
  program option for exceptional experienced
  teachers. The option provides for qualifying
  participants to complete the BTSA Induction
  program at a faster pace than the full two years
  generally required for completion of the
  professional teacher induction components. This
  option is made available to all participants if
  they meet the following criteria
• Eligible according to legislated criteria listed
• Demonstrates knowledge, skills, abilities and
  competencies required of all teacher candidates
  who complete the full-length program

• Eligibility
• Private school teachers
• Out of State Teachers
• Intern Teachers

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Request for Reassignment Policy

• If at any time the match between the beginning
  teacher and the support provider is perceived as
  being unsuccessful for any reason, this match may
  be revised.

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Cycle of Inquiry
Our goal in teacher induction, or in any
coaching relationship, is to move a teacher
forward in his/her professional development
using the ongoing cycle of Plan, Teach,
Reflect, Apply Through the use of the PTRA cycle
all teachers, throughout their careers, can
reflect on and adjust their instructional
strategies and classroom practice for effective
student learning and engagement.
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A Learning Community
Teachers in a learning community are not
inserviced. Instead, they engage in
continuous inquiry about teaching. They are
researchers, students of teaching, who observe
others teach, have others observe them, talk
about teaching, and help other teachers. In
short, they are professionals. Roland Barth,
Improving Schools From Within
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A Trusting Relationship requires
? RESPECT ? CONFIDENTIALITY ?
ACKNOWLEDGEMENT