Mission Statement: NCPDF BTSA

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• Welcome!!!
• Mission Statement NCPDF BTSAs mission is to
  provide a safe environment where participants,
  with support, will build upon teacher preparation
  experiences to reflect on student work and
  instructional strategies to improve in
  professional practice and become a life long,
  reflective learner.

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Historical Perspective
1988 SB 148
1988-1991 C.N.T.P. Pilot, Research Development
1992-1997 SB 1422 (BTSA Project)
1997 AB 1266 (BTSA System)
2002 SB 2042
2004 AB 2210 (BTSA Induction Programs)
2009-10
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Learning to Teach Continuum (SB 2042 Credential
Structure for MS/SS Credentials)
Preliminary Credential Preparation
Clear Credential Preparation
Clear Credential Renewal
Blended Program
Induction Program Advanced Curriculum
Demonstration Formative Assessment and
Support Frequent Reflection on
Practice Individual Induction Plan Application
of Prior Knowledge
Post-Baccalaureate 5th Year Program
Internship Program
Teaching Performance Assessment (TPA)
2009-10
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Academic Content Standards

• Teacher Preparation
• Teacher Performance Expectations
• Standards of Quality and Effectiveness for
  Professional Teacher Preparation Programs

• Teacher Induction
• California Standards for the Teaching Profession
  (CSTP)
• Standards of Quality and Effectiveness for
  Professional Teacher Induction Programs

2009-10
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Teaching Performance Expectations

• Definition Criteria by which Multiple Subject
  and Single Subject credential candidates are
  evaluated for recommendation for a preliminary
  teaching credential.

2009-10
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Teaching Performance Expectations

• Domain A Making Subject Matter Comprehensible
• Domain B Assessing Student Learning
• Domain C Engaging and Supporting Students in
  Learning
• Domain D Planning Instruction and Designing
  Learning Experiences for Students
• Domain E Creating and maintaining Effective
  Environments for Student Learning
• Domain F Developing as a Professional Educator

2009-10
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Learning to Teach Continuum (SB 2042 Credential
Structure for MS/SS Credentials)
Preliminary Credential Preparation
Clear Credential Preparation
Clear Credential Renewal
Blended Program
Induction Program Advanced Curriculum
Demonstration Formative Assessment and
Support Frequent Reflection on
Practice Individual Induction Plan Application
of Prior Knowledge
Post-Baccalaureate 5th Year Program
Internship Program

• Teaching Performance Assessment (TPA)

2009-10
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Comparing Teaching Criteria

• TPE Domain A Making Subject Matter
  Comprehensible To Students
• TPE 1 Specific Pedagogical Skills for Subject
  Matter Instruction
• Subject-Specific Pedagogical Skills for Multiple
  Subject Teaching Assignments
• Subject-Specific Pedagogical Skills for Single
  Subject Teaching Assignments

• CSTP 3 Understanding and Organizing Subject
  Matter For Student Learning
• 3.1 Demonstrating knowledge of subject matter
  and student development
• 3.2 Organizing curriculum to support student
  understanding of subject matter
• 3.3 Interrelating ideas and information within
  and across subject matter areas
• and . . .

2009-10
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Comparing Teaching Criteria

• TPE Domain B Assessing Student Learning
• TPE 2
• Monitoring Student Learning During Instruction
• TPE 3
• Interpretation and Use of Assessments

• CSTP 5 Assessing Student Learning
• 5.1 Establishing and communicating learning goals
  for all students
• 5.2 Collecting and using multiple sources of
  information to assess student learning
• 5.3 Involving and guiding all students in
  assessing their own learning
• and . . .

2009-10
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A Closer Look at the California Standards for the
Teaching Profession (CSTP)
2009-10
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CSTP

• Definition
• What teachers should know and be able to do

2009-10
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The Six CSTP

• 1. Engaging and supporting all students in
  learning (TPE Domain C)
• 2. Creating and maintaining effective
  environments for student learning
• (TPE Domain E)
• 3. Understanding and organizing subject matter
  for student learning (TPE Domain A)

2009-10
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The Six CSTP

• 4. Planning instruction and designing learning
  experiences for all students (TPE Domain D)
• 5. Assessing student learning (TPE Domain B)
• 6. Developing as a professional educator
• (TPE Domain F)

2009-10
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A Tale of Two Program Standards

• Standard 8 Teacher Preparation
• Pedagogical Preparation for Subject-Specific
  Content Instruction
• Standard 5 Teacher Induction
• Pedagogy

2009-10
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A Tale of Two Program Standards

• Standard 9 Teacher Preparation
• Using Technology in the Classroom
• Standard 5 6 Teacher Induction
• Pedagogy
• Universal Access Equity for All Students

2009-10
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A Tale of Two Program Standards

• Standard 5 Teacher Preparation
• Equity, Diversity and Access to the Core
  Curriculum for All Children
• Standard 6 Teacher Induction
• Universal Access Equity for All Students

2009-10
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A Tale of Two Program Standards

• Standard 10 Teacher Preparation
• Preparation for Learning to Create a Supportive,
  Healthy Environment for Student Learning
• Standard 5 6 Teacher Induction
• Pedagogy
• Universal Access Equity for All Students

2009-10
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A Tale of Two Program Standards

• Standard 13 Teacher Preparation
• Preparation to Teach English Learners
• Standard 6 Teacher Induction
• Universal Access Equity for All Students
• a) Teaching English Learners

2009-10
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A Tale of Two Program Standards

• Standard 14 Teacher Preparation
• Preparation to Teach Special Populations in the
  General Education Classroom
• Standard 6 Teacher Induction
• Universal Access Equity for All Students
• b) Teaching Special Populations

2009-10
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Guiding Standards for Induction Programs

• Academic Content Standards
• California Standards for the Teaching Profession
  (CSTP)
• Standards of Quality and Effectiveness for
  Professional Teacher Induction Programs

2009-10
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Implications for Support

• California Standards for the Teaching Profession
  (CSTP)
• Support Providers assist and observe teachers
  using the CSTP as the measure of their practice.

2009-10
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Implications for Support

• Standards of Quality and Effectiveness for
  Professional Teacher Induction Programs
• Support Providers assist and support
  Participating Teachers in understanding and
  demonstrating Induction Standards 5 6.

2009-10
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Support Provider Roles and Responsibilities

• pairing by site/content area/grade level
• observations
• conversations
• formative assessment

• evidence collection/reflection
• attend trainings
• weekly contact
• maintain confidentiality
• what is confidential and what isnt?

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FACT System

• Formative Assessment for California Teachers
  (FACT) System
• is a reflective assessment and support process
  designed to help participants continue their
  development as teachers.

2009-10
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The FACT is.

• The FACT System is offered by the State
  (Commission on Teacher Credentialing and
  California Department of Education) as an option
  for formative assessment with program
  responsibility to meet Induction Standard 4
• The FACT System will be accessible to all
  programs through an online format
• Induction Standards 5 and 6 are embedded within
  the tools and reflective conversation structures

2009-10
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The FACT system is.

• focused on action research
• allows participating teachers to identify areas
  of strength and areas of study or focus, directly
  related to his/her classroom
• centered on data and research
• engages the support provider as a guide and agent
  for growth

2009-10
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Formative Assessment

• The purpose of formative assessment during
  Induction is to improve teaching as measured
  through
• California Standards of the Teaching Profession
  (CSTP)
• State adopted academic content standards and
  performance levels for students
• Standards of Quality and Effectiveness for
  Professional Teacher Induction Programs

2009-10
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• FACT is an
• ongoing learning
• process that
• follows the plan,
• teach, reflect and
• apply cycle.

2009-10
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FACT

• is designed to assist teachers in meeting the
  learning needs of students while growing as
  professional educators.
• promotes teacher confidence, efficacy, and
  increases teacher retention.

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FACT System
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FACT System Modules

1. Context for Teaching
2. Initial Assessment of Teaching Practice
3. Inquiry
4. Summary of Teaching Practice

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Context for Teaching

• overview the teaching environment and the
  resources and challenges it offers to the teacher
  and the students
• collect information and discuss prompts focused
  on their class, school, district, and community
• graduated depth and complexity of information
  gathering

2009-10
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Initial Assessment of Teaching Practice

• The outcomes and processes of the teacher
  preparation program with introduction to those of
  induction programs
• Use evidence gathered in a classroom observation
  of the participating teacher by a trained support
  provider
• Information guides participating teachers to
  self assess their current practice

2009-10
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Inquiry

• guides and informs participating teachers about
  their own professional growth
• measures each standard of the California
  Standards for the Teaching Profession (CSTP) in
  relation to the state-adopted academic content
  standards and performance levels for students
• engages the support provider and participating
  teacher in a collaborative assessment of teaching
  practice against a set of specific criteria
  within the research cycle

2009-10
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Inquiry

• Participating teachers gather information,
  collaborate and/or observe a colleague, develop
  an action plan, implement that action plan,
  reflect on collected evidence and apply new
  learning to future practice
• Results are used to guide professional
  development
• On-going opportunities for participating teachers
  and support providers to explore the impact of
  instruction on student achievement

2009-10
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Inquiry-based Formative Assessment Individual
Induction Plan

• Data Gathering
• Professional Development
• Essential Components/ Teaching Plan
• Summary of Teaching Practice

4/15/2009
FACT Pilot Training Commission on Teacher
Credentialing and California Department of
Education
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Summary of Teaching Practice

• a holistic reflection on teaching year
• reviews the processes that were engaged in
  throughout the year
• Assessment of Teaching Practice
• Context for Teaching
• Inquiry
• captures the progress made in relation to the
  California Standards for the Teaching Profession,
  the State-Adopted Academic Content Standards and
  the Standards of Quality and Effectiveness for
  Professional Teacher Induction Programs, explored
  during action research.

2009-10
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Participating Teacher Roles and Responsibilities

• Complete FACT
• Attend professional development strand as it
  relates to your growth needs
• Collect evidence demonstrating growth in the
  three components of BTSA Induction (CSTP,
  induction standards, content standards delivery)
• Maintain confidentiality
• Clear your credential.

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Early Completion Option

• Three or more years of teaching experience
• Exceptional practice
• Letter of recommendation from current principal
• Evidence of educational leadership

• Application
• Observation
• Timeline
• Program coordinator approval

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Extension Beyond Two Year Program
Application

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Other info to keep in mind....
Accreditation/Accountability
Consent Form
State Survey
CSUSM BTSA Units
Support Provider Issues
Licensure vs. Employment
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Questions?

• NCPDF BTSA Induction Program
• Sheiveh N. Jones, Coordinator
• 760-761-5182
• 255 Pico Avenue, Suite 101
• San Marcos, CA 92069