BTSA Induction Program: Supporting New Teachers

1. BTSA Orientation 2014-15

2. BTSA 2013-14 • Steve Thornton • stevethornton@maderausd.org • Jessica Salazar • jessicasalazar@maderausd.org • BTSA office 673-2450 • Fax 673-4932 • Our web site is www.maderabtsa.com

3. Information about YOU • On the handout… • What has been your best teaching moment so far? • What is something that happened in your class that was really funny? • What is one concern you have for this year?

4. Finding Common Ground Table Groups: • Find at least 3 things that your entire group have in common -- that would NOT be obvious to others (and that might surprise us)

5. Free Stuff • Who traveled the farthest? • Who has the most children? • Who has the most grandchildren? • Who is the youngest? • Who attended John Adams and TJ and MHS?

6. Why is BTSA Important? http://ca-btsainduction.org/

7. PURPOSE • Assist teachers in their transition into the Teaching Profession • Retain Teachers • Improve Student Achievement!!!

8. Purpose of BTSA • Provide an effective transition • Improve the educational performance of students • Ensure the professional success and retention of new teachers • Provide intensive individualized support and assistance • To establish performance assessments based on the CSTPs • To assure the public and the education profession • To ensure that an Individual Induction Plans are based on an on-going assessment of the participating teacher’s development • To provide comprehensive support • To recommend for the Professional Teaching Credential only those participating teachers who have met and completed all of the requirements of the Induction Program • To enhance the skills, abilities, and talents of support providers

9. Purpose of BTSA • Support providers state that the BTSA program directly helps participating teachers: • Improve their teaching knowledge and skill • Effectively use standards-based instruction and assessment • Meet their students’ differing needs • Understand performance levels for students • Create a supportive and healthy environment for student learning • Address equity and diversity in teaching • Manage their classrooms • Analyze student work.

10. Purpose of BTSA • Needs based program • Giving teachers what is needed based on • Self assessment • SP observations • Administrators evaluations • ECO • State Ed Code • Truncated program based on past experience, excellence in the classroom, and self-assessments • Professional Development

11. What are your BTSA concerns? Jot down a few concerns you have about BTSA and share them with your elbow partner.

12. Early Completion Option Madera Unified BTSA Induction Program SB 57 Early Completion Option Name

13. Design: • Early Completion is designed for the highest qualified teachers who have earned the Preliminary Multiple or Single Subject credential are experienced and are exceptional candidates. The credential program is completed in less than two years, with the length determined jointly by the participating teacher and the Director.

14. How to Determine if You are Qualified • To qualify, you must apply, receive the approval of your district contact, meet personally with the Director, and provide copies of positive evaluations with an overall rating of satisfactory. The evaluations must be signed copies.

15. ECO Documents • Application Due Sept. 19 • Administrative Recommendation • ECO Interview with BTSA Director • September 24 • September 30

16. Completion Requirements • Completion of the program as outlined below will meet the induction requirements for a professional clear multiple or single subject credential authorization for authorized candidates. Ryan or out-of-state trained credential holders may have additional statutory requirements to fulfill for the credential recommendation. • The Early Completion Option includes the following rigorous program during which the candidate will demonstrate the skills, knowledge and abilities of all induction candidates. All other induction requirements remain the same for this option. This includes induction eligibility and program completion advisement, official program enrollment, and support provider assistance. Progress will be evaluated twice in the first year, and the program length may be adjusted if factors enter in which are beyond your control.

17. Year 1 and Year 2 Program: • Induction Orientation • Formative Assessment for California Teachers (FACT) • Context for Teaching and Learning Year 1 and Year 2 if program includes part of year 2 • Assessment of Teaching and Learning • Inquiries • Fieldwork Binder: • Completion of Fieldwork Binder to demonstrate the skills, knowledge and abilities in: • Standard 5: Pedagogy • Standard 6: Equity and Diversity a. English Learners b. Special Populations

18. BTSA Eligibility • Teachers eligible to participate in BTSA: • Teachers working during the first and second year after their preliminary credential is issued by the state. This requirement will be written on an Education Specialist, Multiple Subject, or Single Subject credential. • Teachers from out of state who are required to participate in BTSA as a credential requirement. This requirement will be written on an Education Specialist, Multiple Subject, or Single Subject credential.

19. BTSA Program Entry • Upon program entry, the program uses the following; • Teacher Information Form • Notice of Eligibility and Responsibility to Enter an Induction Program • Declaration of Method for Earning a Professional Credential • Entrance Interview • Roles and Responsibilities

20. BTSA Program Entry • Each district provides the program with a copy of the Teacher Information Form, teaching credential, and if entering the credential program, a signature on the Notice of Eligibility and Responsibility to Enter an Induction Program. • At the Entrance Interview, the new teacher indicates how he/she will earn the professional credential on the Declaration of Method for Earning a Professional Credential, signs the Entrance Interview Form and the Roles and Responsibilities Form. • Signing the Role and Responsibilities Form is an agreement that you accept the items on the list as conditions for participating in the BTSA program.

21. Madera Unified BTSA Induction ProgramDeclaration of Method for Clearing Preliminary Credential

22. Madera Unified BTSA Induction ConsortiumInduction Program Entrance Interview

23. BTSA Forms • Consent Forms • Sub-Request Forms • Contact Logs

24. BTSA Information • Overview of the program • Purpose • Goal • Time

25. Fieldwork Binder

26. BTSA 2013-4 • Meetings (Required) • Binder Assistance • Nov. 13, or 19, or 20 • Binder Submission • Dec. 5th and May 1st • Inquiry Training in Jan. • Professional Development • District is offering • Fred Jones…Oct 6th 4:30-6:00pm • Common Core • Tech Support

27. Due Dates Fieldwork Binder Assistance • Nov. 13, Nov. 19, Nov. 20 • March 25, or 25, or April 8 • Fieldwork Binder Submission • Dec. 5th • May 1st • IIP/Inquiry Training and Development • Jan. 21st, or 22nd, or 28th (Choose one)

28. Questions?

29. LUNCHSponsored by Madera Unified Teachers’ Association (MUTA)

31. FACT Guidebook

32. BTSA Information • FACT • Formative Assessment for California Teachers

33. What processes are used in FACT? • Collaborative Relationships (SP/PT) • Participating teachers are partnered with veteran educators who have been trained to support teachers through the FACT System. Support providers use the skills of cognitive coaching, mentoring, and modeling to support participating teachers’ professional growth.

34. Plan, Teach, Reflect, Apply (PTRA) • The Plan, Teach, Reflect, Apply (PTRA) cycle provides a structure for teachers to identify teaching strengths and areas for growth. Planning and teaching the lesson are followed by reflection. New learning and insights from the reflection are applied to future planning, as the cycle continues. Engaging in this process, guided by a support provider, leads to improved teaching practice and increased student achievement.

36. Observations • Support providers observe participating teachers as they teach and gather evidence during an instructional session. Following each observation, they conference together, share observation evidence, and examine other classroom data (e.g., student work samples, lesson plans, etc.) to inform and improve future practice. In addition, participating teachers are encouraged to observe the classrooms of skilled veterans.

37. Examining Student Work • Focusing on student achievement guides the participating teacher’s planning and instruction. The examination and analysis of student work leads the participating teacher to a greater understanding of the need for differentiation and modification of instruction.

38. Reflective Conversations • In each module, participating teachers are asked to step back from their practice and thoughtfully examine what they do, how they do it, and how this affects student learning. The FACT System provides frequent opportunities for participating teachers to reflect, capture current thinking, and consider the implications for their future practice.

39. Self-Assessment - Continuum of Teaching Practice • The Continuum of Teaching Practice is a tool that provides a roadmap for professional growth by identifying and describing levels of teaching practice. Using evidence collected throughout the FACT process, participating teachers, with their support providers, reflect and determine their placement on the Continuum. This self-assessment helps to focus the area(s) for improvement of instructional practice.

40. How is FACT structured? • Context for Teaching and Learning • Assessment of Teaching and Learning • Inquiry into Teaching and Learning • Summary of Teaching and Learning

42. Checking for Understanding • What is FACT? • How many modules? • What is the overall philosophy? • What is the ULTIMATE goal?

43. Interview Carousel Quartets: • Number off 1-4 • Write a response to the question that corresponds to your number • Interview your partners and record their answers on your question sheet • Round 1: Partners 1-2 / Partners 3-4 • Round 2: Partners 2-3 / Partners 1-4 • Round 3:Partners 1-3 / Partners 2-4

44. Context for Teaching and Learning • Purpose • A better understanding of your students • Improve Student Achievement

45. The First Day of School “Tools for Teaching,” Fred Jones • Getting Organized • The day before • Room Arrangement • Seating Chart • The first day • Greet Them • Establish your room as a work environment • and Put Them to Work • Bell Work

46. The First Day of School “Tools for Teaching,” Fred Jones • Bell Work on Day One • Getting to know you activity • Introduce yourself • Icebreakers “Things that are important are worth your time and effort.”

47. The First Day of School “Tools for Teaching,” Fred Jones • Rules • Classroom routines train the students to carry out procedures with a minimum of wasted time. • Each routine must be taught. • By doing chores, students learn to take pride in helping around the classroom. “The standards in any classroom are defined by whatever the students can get away with.”

48. The First Day of School “Tools for Teaching,” Fred Jones • Structuring communication with parents is crucial. • If your first meeting with a parent is about a problem, you have just made an adversary for the remainder of the year.

49. CFTL • Community Map • Ideas • Drive instead of mapping. • District Office • MCOE • County Library • Student Neighborhoods • Remember the goal is to learn about your students so we can improve student achievement.

50. Assessment for Teaching and Learning (pg 36) • KWO • Observation • Discussion • Self Assessments • CSTP’s • Induction Standards