2014-2015 btsa handbook

BTSA Induction Program Handbook

2014-2015

BTSA Induction Program Handbook

Table of Contents

General Information

1 Induction Staff Contact List

2 Purpose, Vision, and Goals

3 Teacher Eligibility Criteria

4 BTSA Induction Program Overview

5 Acronym Guide

6 Milpitas Unified School District 2014-2015 School Calendar

7 Milpitas Unified School District 2014-2015 BTSA Induction Master Calendar

8 BTSA 2014-2015 Calendar of Events

Formative Assessment for California Teachers (FACT)

9 What is FACT?

11 FACT Portfolio Checklist

13 FACT Completion Self-Evaluation Rubric

17 California Standards for the Teaching Profession 2009

18 Induction Program Standards

Agreements & Responsibilities

20 Proof of Advisement

21 Candidate Responsibilities

22 Expectations of Support Personnel

23 Confidentiality Policy

Policies & Procedures

24 Early Completion Option (ECO)

32 Request for Induction Program Extension

34 Program Extension Request

35 Participating Teacher or Support Provider Request for Reassignment

36 University Units for BTSA Induction Participation

1

BTSA Induction Staff Contact List

Norma Rodriguez, Director of Educational Services

1331 E. Calaveras Blvd.

Milpitas, CA 95035

408-635-2600 ext. 6046

[email protected]

Fax 408-635-2623

Olivia Contreras, Teacher on Special Assignment


Milpitas, CA 95035

408-635-2600 ext. 6057

[email protected]

Fax 408-635-2623

Maria del Rio, Director, Human Resources


Milpitas, CA 95035

Bldg. 100

408-635-2600 ext. 6070

[email protected]

Fax 408-635-2617

Nancy Weinstein, Executive Secretary


Milpitas, CA 95035

Room 208

408-635-2600 ext. 6039

[email protected]

Fax 408-635-2623

Paula Willie, Sr. Staff Secretary


Milpitas, CA 95035

Room 212

408-635-2600 ext. 6004

[email protected]

Fax 408-635-2623

mailto:[email protected]






2

BTSA’s Purpose, Vision, and Goals

The California Beginning Teacher Support and Assessment (BTSA) Induction Program provides

formative assessment, individualized support and advanced content for beginning teachers who hold a

preliminary teaching credential, and is the preferred pathway to a California Clear Teaching Credential.

The BTSA Induction program is co-administered by the California Department of Education (CDE) and

the Commission on Teacher Credentialing (CTC).

Milpitas Unified School District BTSA Induction Program Vision

To empower educators to individualize, integrate, innovate and reflect upon their continuing

professional development in order to best meet the ever-changing needs of our students, our schools and

our community.

Purposes and Goals of BTSA Induction

Provide an effective transition into the teaching career for eligible first- and second-year teachers

in California

Improve the educational performance of students through improved training, information, and

assistance for participating teachers

Enable beginning teachers to be effective in teaching students who are culturally, linguistically,

and academically diverse

Close the achievement gap while improving academic achievement for all students

Ensure the professional success and retention of new teachers

Ensure that a support provider provides intensive individualized support and assistance to each

participating beginning teacher

Build supportive professional relationships

Ensure that an individual induction plan is in place for each participating beginning teacher and

is based on an ongoing assessment of the development of the beginning teacher

Ensure continuous program improvement through ongoing research, development, and

evaluation

Enhance the skills, abilities and talents of support providers to better work with new teachers

Recommend for the California clear credential only those participating teachers who have met

and completed all of the requirements of the Induction Program

3

Teacher Eligibility Criteria

A teacher is eligible to participate in the Induction Program if he or she meets one of the

following criteria:

Holds a preliminary multiple or single subject credential and is required to participate in

an approved induction program as stated on the credential.

Has completed a teaching internship and has applied for a preliminary multiple or single

subject teaching credential.

Is employed as general education teacher by Milpitas Unified School District.

According to the Milpitas Unified School District Board Policy 4131.1, all eligible teachers must

participate in the BTSA program.

Enrollment Process

.

Notification

The Human Resources Credential Analyst reviews credential renewal requirements and

notifies Educational Services of BTSA

eligibility.

The participating teacher is notified by

Educational Services and is scheduled to

attend the BTSA orientation and advisement

during the New Teacher in-service.

BTSA Eligibility

The BTSA Coordinator matches the

Participating Teacher with a Support

Provider based on school site, content

area, and grade level.

Candidates hired after the start of school

receive advisement from the BTSA

Coordinator regarding Induction Program

requirements.

BTSA Orientation

The participating teacher attends

the BTSA Orientation and

complete a Proof of Advisement

verifying their participation in the

program.

BTSA Enrollment

The participating teacher

completes the online State Consent

Form before the December

deadline in order to enroll in the

program.

4

Overview of the BTSA Induction Program

The Milpitas Unified School District (MUSD) BTSA Induction Program allows teachers to earn a

professional clear credential in two years. The program has four major components:

Support Provider MUSD uses support providers to help with the delivery of services to each participating teacher. Support

providers are familiar with the BTSA program and selected for their professional capabilities in working

with their colleagues. They are knowledgeable in curriculum, classroom management and many other

areas that benefit new teachers. The participating teacher and support provider work together to reflect

on the art and science of teaching in a confidential and non-judgmental environment that is conducive to

expanding the skills and practices of teaching and learning.

Formative Assessment for California Teachers (FACT) The Formative Assessment for California Teachers (FACT) system focuses on the demonstration of a

teacher’s practice, combining reflective assessment and support to help participating teachers develop as

practitioners. It is a structured series of critical thinking tasks completed with the assistance of a trained Support

Provider. Throughout the experience in the FACT system, participating teachers will deepen understanding and

application of the Induction Standards (IS), the California Standards for the Teaching Profession (CSTP), and the

state-adopted student content standards and curriculum frameworks, and or the core curriculum standards.

The primary focus of the FACT system is on the application of these standards through the ongoing

process of planning and teaching lessons, reflecting on the results, and making informed changes to

future practice based on evidence.

Professional Development

Professional development opportunities will be provided in pedagogy and district initiatives to help the

participating teacher demonstrate competence on the induction standards and California Standards for

the Teaching Profession. Participating teachers have opportunities to participate in district sponsored

professional development.

Induction Evidence

Each participating teacher, throughout the two year period, collects and maintains evidence of the

formative assessment, induction standards and participation in all program events.

Note: It is the YOUR responsibility to keep all documents as proof of your completion of the BTSA

induction requirements in case you are audited by the Commission on Teacher Credentialing.

5

BTSA Acronym Guide

BTSA Beginning Teacher Support and Assessment

CTC Commission on Teacher Credentialing

CDE California Department of Education

CSTP California Standards for the Teaching Profession

CTAG Closing the Achievement Gap

ECO Early Completion Option

ELD English Language Development

EL English Learner

ELL English Language Learner

FACT Formative Assessment for California Teachers

HR Human Resources Department

IHE Institution of Higher Learning

IIP Individual Induction Plan

IEP Individual Education Plan

MUSD Milpitas Unified School District

PT Participating Teacher (Candidate)

SP Support Provider

SRT Student Review Team

SBAC Smarter Balanced Assessment Consortium

SCCOE Santa Clara County Office of Education

TPA Teaching Performance Assessment

TPE Teaching Performance Expectations

RMD Reclassified Fluent English Proficient Monitoring Data Form

WIN Worksheet for Individual Needs (English learners)

6

School Calendar 2014-2015

7

BTSA Induction Master Calendar 2014-2015

August August 11th

New Teacher Orientation

August 12th


Support Providers - Observations and FACT Module A: Context

September September 4th

Year 2 Orientation: Data & Assessment

September 4th

Support Providers - Cognitive Coaching and Induction

Year 2: All documents should be done for FACT Module A by September 26th

October October 2nd

Year 1 with Support Providers: Module B

October 1th*

Administrator meeting

October 30th

Support Provider Meeting: Module C

Year 1: All documents should be done for FACT Module A by October 31st

Year 2: All documents should be done for FACT Module B by October 31st

November November 13th

Year 2 Participating Teacher - FACT Module C: Inquiry

December No Meetings Year 1: All documents should be done for FACT Module B by December 12

th*

Online assignment - (must be completed by December 20th

)

Support Providers - FACT Module C: Inquiry

January January 15th

Year 1 Participating Teacher - Module C

January 15th

All Support Providers - Cognitive Coaching

February No Meetings Online assignment - (must be completed by February 28

th)

Support Providers - Observations of Inquiry Lesson

March March 26th*

Year 2 Participating Teacher - Inquiry Protocol (Colloquium Prep)

Year 2: Documents should be done for FACT Module C by Friday, March 20th

April Year 2: Submit your completed portfolio by April 17th

Year 1: All documents should be done for FACT Module C by April 24th

April 16th

Year 1 Participating Teachers with SPs - Portfolio Workshop

May Year 1: All documents should be done for FACT Module D by May 9th

Year 1: Please submit a completed checklist by May 20th

May 21th

Year 2 with Support Providers - Colloquium in the Board Room

*New Date Change

8

BTSA Induction Calendar of Events 2014-2015

Year 1 Meetings Year 1 Deadlines August 11

th and 12

th New Teacher Orientation

October 2nd

Module B w/ Support Provider

January 15th

Module C: Inquiry

April 16th

Portfolio Review w/ Support

Provider

All meetings are from 3:30 to 5:00 unless otherwise stated

Module A due October 31st

Module B due December 12th*

Online assignment due December 20th

Online assignment due February 28th

Module C due April 24th

Module D due May 9th

Checklist due May 20th

Year 2 Meetings Year 2 Deadlines September 4

th Orientation, Data, Assessment

November 13th

FACT Module C: Inquiry

March 26th*

Inquiry Protocol (Video)

May 21st Colloquium (Boardroom 3:30-4:30)

All meetings are from 3:30 to 5:00 unless otherwise stated

Module A due September 26th

Module B due October 31st

Online assignment due December 20th

Online assignment due February 28th

Module C due March 20th

Module D due April 10th

Portfolio due April 17th

Year 1 Support Providers September 4

th Coaching and Induction Orientation

October 2nd

Meet with Participating teacher for Module B overview

October 30th

Overview of Module C: The Inquiry Process

January 15th

Cognitive Coaching

April 16th

Meet with Participating Teachers for a Portfolio Workshop

All meetings are required for Support Providers supporting a Year 1 teacher

Year 2 Support Providers September 4

th Coaching and Induction Orientation

October 30th

Overview of Module C: The Inquiry Process

January 15th

Cognitive Coaching

March 26th*

Portfolio checklist guidelines, self-evaluation, note/advice to Participating Teacher

May 21st Colloquium for BTSA graduates in the Board Room

All meetings are required for Support Providers supporting a Year 2 teacher

Other October 1

th* Administrator meeting (3:30-4:30 Room 206)

February 12th Advisory Board Meeting (3:30-4:30 Room 206)

*New Date Change

9

Formative Assessment for California Teachers

What is FACT? ’Teaching involves a search for meaning in the world. Teaching is a life project, a calling, a vocation that is an

organizing center of all other activities. Teaching is past and future as well as present; it is background as well as

foreground; it is depth as well as surface. Teaching is pain and humor, joy and anger, dreariness and epiphany.

Teaching is world building; it is architecture and design; it is purpose and moral enterprise. Teaching is a way of being

in the world that breaks through the boundaries of the traditional job and in the process redefines all life and teaching

itself. --William Ayers

What are the benefits of participation in Induction?

Choosing a career in the education field means choosing to become a life-long learner. During the Induction

period, Candidates will apply teacher preparation learning and build habits of mind as they examine and

reflect on activities within the classroom. Demonstration and application of knowledge acquired

during teacher preparation is a key characteristic of the Induction years.

FACT Modules

Growing as a professional, feeling greater confidence as a teacher, and meeting the learning needs of all

students are the main goals of the system. Candidates will employ an ongoing learning process that follows a

cycle of plan, teach, reflect, and apply. Candidates, with the assistance of a Support Provider, will identify

areas of both strength and growth and complete an Individualized Induction Plan (IIP). Action research will guide

individual professional development around the California Standards for the Teaching Profession (CSTP) and

the Induction Standards (IS).

The FACT System is composed of four modules. The Assessment of Teaching and Learning module

bridges teacher preparation with the induction experience as teachers reflect on what they know and

determine the current level of their teaching practice. This assessment builds a foundation for future

growth related to teaching standards.

While focusing on their teaching practice in the first module, participating teachers also address the

Context for Teaching and Learning module where they gather information about their class, and the

organization and resources of the school, district, and community. This contextual analysis guides and

informs participating teachers as they engage in subsequent FACT activities.

In the Inquiry into Teaching and Learning module, participating teachers assess their practice against a set

of specific criteria, and select an area for an in-depth inquiry. This investigation follows an action research

model, allowing participating teachers to research questions pertinent to their classroom needs. The results

of the inquiry guide the participating teacher’s professional development as they explore the impact of their

instruction on student achievement.

The final module, Summary of Teaching and Learning, is an end-of-year reflection. Participating teachers

review the results of the inquiries, consider the data collected, identify best teaching practices, and assess the

impact of formative assessment on their teaching practice.

What are the foundations of FACT?

A conceptual chart of the framework of the FACT formative assessment system and the interrelation of

its components can be found in the Resources section.

10

1—California Standards for the Teaching Profession (CSTP)

The California Standards for the Teaching Profession is a set of six standards that represent, in a

comprehensive manner, the knowledge, skills, and abilities possessed by an accomplished

teacher.

Not in any priority, the six teaching standards are:

1. Engaging and Supporting All Students in Learning

2. Creating and Maintaining Effective Environments for Student Learning

3. Understanding and Organizing Subject Matter for Student Learning

4. Planning Instruction and Designing Learning Experiences for All Students

5. Assessing Student Learning

6. Developing as a Professional Educator

2—Standards of Quality and Effectiveness for Professional Teacher Induction

Programs in California (Induction Standards)

Adopted by the Commission on Teacher Credentialing and supported by the State

Superintendent of Education, the standards establish the expectations for new teacher induction. The

Induction Program Standards (IS) within Category B: Teaching All Students, identifies what teachers

should know and be able to do. (See Resources).

3—California Common Core State Standards for K-12

Educational standards describe what students should know and be able to do in each subject in each

grade. In California, the State Board of Education decides on the standards for all students, from

kindergarten through high school. Since 2010, 45 states have adopted the same standards for

English and math. These standards are called the Common Core State Standards (CCSS). Having

the same standards helps all students get a good education, even if they change schools or move to a

different state. Teachers, parents, and education experts designed the standards to prepare students

for success in college and the workplace. http://www.cde.ca.gov/re/cc/

4—Evidence

Data, collected during FACT modules, includes observation, student work, lesson plans, and

recorded reflections. Evidence of the CSTP and induction standards is generated as FACT

modules are completed. These evidence pieces provide the focus for reflective conversations

between Support Providers and Candidates and may be used to demonstrate Induction

Standards work.

Characteristics of the 2 Year FACT Program

IS IS NOT

Growth Model Proficiency Model

Risk Taking Staying in one’s comfort zone

Inquiry Driven Form Driven

Build Upon Prior Knowledge/Experience Redundant of year 1

teacher preparation

Job-embedded Layered on top of job

requirements

Participating Teacher Driven Prescribed by program

http://www.cde.ca.gov/re/cc/

11

BTSA Portfolio Checklist Candidate: Formative Assessment: Provide examples or evidence of the requirements listed below. If a specific

form type is listed, submit the completed form unless an equivalent is indicated.

FACT - Year 1

⇬ Class Profile A-1 or equivalent

⇬ Class Layout A-2 or equivalent

⇬ A-3 School & District Resources or

equivalent

⇬ Home/School Communication A-4 equivalent

⇬ A-5 Site Orientation Checklist

⇬ Informal Observation

Collaboration Logs:

⇬ Sept. ⇬ Oct. ⇬ Nov. ⇬ Dec.

⇬ Jan. ⇬ Feb. ⇬ Mar. ⇬ Apr.

⇬ B-1 Teacher Prep Alignment Chart

⇬ B-2 K-W-O chart

⇬ B-3 Initial Classroom Observation

⇬ B-4 Post-Observation Reflection

⇬ Mark the Continuum of Teaching Practice

⇬ E- 2 Series (2.5, 2.6, 2.6a, 2.6b)

⇬ C-1 Individual Induction Plan

⇬ C-2 Components of Instruction or equivalent

⇬ C-3 Entry Level Assessment (2 parts)

⇬ C-4 Focus Student Selection

⇬ Lesson Plan C-5 or equivalent

⇬ Observation C-6 (Part 1 & 2)

⇬ C-7 Analysis of Student Work

⇬ C-8 Summative Assessment (Part 1 and 2)

⇬ D-1 Culminating Questions and Reflection

FACT - Year 2

⇬ Class Profile A-1 or equivalent

⇬ Class Layout A-2 or equivalent

⇬ Home/School Communication A-4 or

equivalent

⇬ A-3 & A-5 Required only with a change of

site or district

⇬ Informal Observation

Collaboration Logs:

⇬ Sept. ⇬ Oct. ⇬ Nov. ⇬ Dec.

⇬ Jan. ⇬ Feb. ⇬ Mar. ⇬ Apr.

⇬ B-2 KWO chart

⇬ B-3 Initial Classroom Observation

⇬ B-4 Post Observation Reflection

⇬ Mark Continuum of Teaching Practice

⇬ E- 2 Series (2.5, 2.6, 2.6a, 2.6b)

⇬ C-1 Individual Induction Plan

⇬ C-2 or equivalent Components of Instruction

⇬ C-3 Entry Level Assessment (2 parts)

⇬ C-4 Focus Student Selection

⇬ Lesson Plan C-5 or equivalent

⇬ Observation C-6 (Part 1 & 2)

⇬ C-7 Analysis of Student Work

⇬ C-8 Summative Assessment (Part 1 and 2)

⇬ Continuum of Teaching Practice - update

⇬ D-1 Culminating Questions and Reflection

Comments or questions on formative assessment: (continue on 2nd sheet if needed)

12

Inquiry Checklist - Part 2 - Induction Standards - May be marked in Year 1 based on Year 1 Inquiry.

This form will not be complete until the Year 2 Inquiry is complete.

Pedagogy - Induction Standard 5:

⇬ Technology ⇬ Safe and Healthy Classroom ⇬ Assessment ⇬ Differentiated

Instruction

⇬ Met ⇬ Modifications Needed (described below) ⇬ Not Met

Equity -Induction Standard 6:

⇬ Culturally Respectful Teaching ⇬ Aware of Bias


English Language Learners -Induction Standard 6a:

⇬ Identifies ELD students and CELDT scores

⇬ Plans instructional modification for ELD students

⇬ Demonstrates awareness of needs of ELD students


Special Populations -Induction Standard 6b:

⇬ Understands accommodations and modifications

⇬ Recognizes individual strengths and weaknesses in students

⇬ Positive behavioral support

⇬ Special Education focus

⇬ High Achiever focus


Comments or questions on Induction Standards: (continue on 2nd sheet if needed)

⇬ Final Portfolio submission meets induction completion requirements

⇬ Final Portfolio submission meets induction completion requirements with the exception of:

____________________________________ ________________ Evaluator Date

13

Rubric for BTSA Induction

Participating Teacher ________________________ Support Provider ________________________

Module A: Context for Teaching and Learning

Focus Area 1 2 3

Identification of

student needs and

strengths, including

EL, special need,

and advanced

learners Evidence: A-1 or

equivalent,

Collaboration logs

The class profile (A-1)

is filled out, but may

lack insight into

student strengths and

accommodations for

special populations.

A-1 is complete.

Language proficiency,

health concerns, 504, and

IEP requirements have

been identified, but

consideration of student

strengths and other

special populations are

missing.

A-1 is complete. Both

student strengths and needs

are identified. EL levels are

identified, as well as

modifications they need.

Modifications and

accommodations and are

identified for special

populations.

Communication with

students and families

Evidence: A-4 or

equivalent

There is evidence of

communication with

students and families.

There is evidence of both

positive as well as

problem based

communication with

students and families.

Evidence shown that

communication with

students and families is

informational and positive

as well as problem based,

and is ongoing throughout

the school year.

Instructional

environment is safe,

healthy, and

maximizes student

learning

Evidence: A-2 or

equivalent, A-3, A-5

The instructional

environment (A-2),

school district resource

form (A-3), and school

site checklist (A-5) are

filled out.

The A2, A-3, and A-5 are

complete, and

demonstrate an awareness

of resources and

classroom layout to meet

student needs.

The documents demonstrate

an awareness of available

resources to meet student

needs. The learning

environment has evolved

over the induction process,

and maximizes use of

learning space.

Comments or questions on Module A:

14



Module B: Assessment of Teaching and Learning

Focus Area 1 2 3

Identifies areas of

strength and areas

to work on to

improve

classroom

instruction.

Evidence: B-2, B-

4, E-2.5,

Collaboration

Logs

Demonstrates an

awareness of areas of

strengths and growth in

the areas of learning

environment, multiple

measures of assessment,

technology, and multi-

tiered intervention.

Demonstrates an

awareness of strengths

and growth over the two

year induction cycle.

Evidence shows

development in at least

two areas: technology,

assessment, learning

environment, or

intervention.

Demonstrates an awareness

of strengths and growth.

Evidence shows growth over

the two year induction cycle

in the use of technology,

multiple measures for

assessment, and

intervention.

Identifies

culturally

responsive

teaching practices

and ways to

monitor and adjust

teaching strategies

to meet the needs

of all students Evidence: 2.6,

Collaboration

Logs

Demonstrates an


and challenges in the

areas of bias, culturally

responsive teaching, and

communicating with

students, families, and

colleagues.

Evidence shows

culturally responsive

teaching and efforts to

overcome the effects of

bias on students. Efforts

are made to overcome

challenges and build on

strengths over the

induction cycle.

Evidence shows culturally

responsive teaching and

efforts to overcome the

effects of bias on students.

Collaboration and

communication with

students, families, and

colleagues ensures equitable

access.

Ensures equity

through access to

academic

achievement for

English Learners,

special

populations, and

advanced learners.

Evidence: 2.6a,

2.6b. B-3,

Collaboration

Logs

Demonstrates an


and challenges in using

EL proficiency levels to

differentiate instruction

and collaborating with

colleagues to use

accommodations and

behavioral supports for

special populations.

Differentiated instruction

ensures that English

Learners develop

academic language.

Collaboration with

colleagues facilitates

modifications and

accommodations to meet

the needs of special

populations, including

advanced learners.

Differentiated instruction for

EL students is based on

language proficiency levels

to ensure they develop

academic language.

Collaboration with

colleagues facilitates

positive behavioral supports.

Modifications and

accommodations vary

curriculum depth to meet the

needs of all special

populations.

15



Module C: Inquiry into Teaching and Learning

Focus Area 1 2 3

Individual Induction

Plan and Inquiry

Question (IIP)

Evidence: C-1,

Collaboration Logs

Both Individual

Induction Plans are

complete. At least

one inquiry question

includes the

elements of the

SMART goal

format. Both IIPs

demonstrates

evidence of learning.

Both IIPs include inquiry

questions in the SMART

goal format. The action plan

of at least one IIP includes

at least three areas of

research, documenting

measurable results. Both

IIPs demonstrate evidence

of learning, which will be

applied to future practice.

Both IIPs include SMART

goal inquiry questions. The

action plans each include at

least three areas of research,

directly connected to the

focus question, documenting

measurable results. The

second IIPs demonstrates

how learning from the first

was applied to practice.

Multiple measures

are used to assess

student progress.

Assessment data is

used to drive

instruction.

Evidence: C-2, C-3,

C-8, Collaboration

Logs

The Essential

Components for

Instruction creates a

standards based

lesson series. The

assessments are

appropriate to the

learning objective,

and are used to

inform instruction.

The Essential Components

was updated with the results

of the entry level

assessment. The

assessments are matched,

include a CCSS focus, and

are used to adapt and

modify instruction.

The Essential Components is

CCSS aligned and was

updated throughout the

inquiry process.

Assessments are matched,

include a scoring guide, and

are appropriate to the

learning goal.

Accommodations are

made for EL, special

needs, and advanced

students in the lesson

sequence

Evidence: C-4, C-5,

C-6, C-7,

Collaboration Logs

The C documents

are complete, with

focus student work

attached. Support for

focus students has

been identified.

Evidence shows

modifications and

accommodations designed

to increase achievement for

EL and special population

students. Student work has

been analyzed to determine

possible next steps.

Evidence shows clear

modifications and

accommodations have

increased achievement for

EL and special populations.

Student work was analyzed

for effectiveness of

instruction and next steps.

Comments or questions on Module C:

16



Module D: Reflection of Teaching and Learning

Focus Area 1 2 3

The reflection

demonstrates

growth over the

two year BTSA

induction process.

Evidence: D-1

The top two boxes

are complete, and

respond to at least

one of the prompts

from the Culminating

Questions and

Reflections Guide.

Some evidence of

growth can be seen from

the Year 1 to the Year 2

D-1. Two to three of the

prompts from the

Culminating Questions

and Reflections Guide

have been addressed in

the top two boxes.

Personal growth can be seen over

the two years, both in the

complexity of the responses in the

Year 2 D-1, as well as in a shift

from the PTs focus on his/her

teaching to a focus on the

students’ learning. Three or more

of the prompts have been

addressed from the Culminating

Questions and Reflections Guide.

The reflection

demonstrates an

understanding of

the BTSA

induction process.

Evidence: D-1,

Colloquium

The bottom two

boxes are complete

and respond to at

least one of the

prompts from the

Culminating

Questions and

Reflections Guide.

Two to three of the

prompts from the

Culminating Questions

and Reflections Guide

have been addressed,

and demonstrate a

connection between the

collection of evidence

and the focus for Year 3.

The D-1 reflection shows a clear

understanding of the purpose of

the inquiry process. Key pieces of

evidence have been used to

develop a focus for growth or

exploration in the next teaching

year.

Identifies

evidence to

assesses CSTP

progress over the

two year

induction cycle

Evidence:

Continuum of

Teaching

Practice, B-3,

Collaboration

Logs

Each CSTP element

has been marked and

dated at least three

times during the

FACT cycle. There is

at least one piece of

evidence for each

element.

Each element has been

marked and dated. There

are at least two pieces of

evidence for each

element, and dates have

been recorded for at least

three points over the two

year cycle.

Each element has been marked

and dated. There are several

pieces of evidence for each of the

CSTPs, which have been added to

over the two year cycle. There is

evidence of growth in at least four

of the CSTP elements.

Comments or questions on Module D:

17

California Standards for the Teaching Profession 2009

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

18

Induction Program Standards

Pedagogy (IPS 5)

Participating teachers grow and improve in their ability to reflect upon and apply the California

Standards for the Teaching Profession and the specific pedagogical skills for subject matter instruction,

beyond what was demonstrated for the preliminary credential. They utilize the state-adopted academic

content standards for students and performance levels for students, curriculum frameworks, and

instructional materials in the context of their teaching assignment.

Participating teachers use and interpret student assessment data from multiple measures for entry level,

progress monitoring, and summative assessments of student academic performance to inform instruction.

They plan and differentiate instruction using multi-tiered interventions, as appropriate, based on the

assessed individual, academic language and literacy, and diverse learning needs of the full range of

learners (e.g., struggling readers, students with special needs, English learners, speakers of non-standard

English, and advanced learners).

To maximize learning, participating teachers create and maintain well-managed classrooms that foster

students’ physical, cognitive, emotional and social well-being. They develop safe, inclusive, and healthy

learning environments that promote respect, value differences, and mediate conflicts according to state

laws and local protocol.

Participating teachers are fluent, critical users of technological resources and available technology to

assess, plan, and deliver instruction so all students can learn. Participating teachers enable students to

use technology to advance their learning. Local district technology policies are followed by participating

teachers when implementing strategies to maximize student learning and awareness around privacy,

security, and safety.

Universal Access (IPS 6)

To ensure the protections provided under California Education Code, participating teachers design and

implement equitable learning opportunities in safe and inclusive environments that maximize academic

achievement for students from a variety of ethnic, socio-economic, cultural, academic, and linguistic

backgrounds; students regardless of gender and sexual orientation; students with disabilities and

advanced learners; and students with a combination of special instructional needs.

When planning and delivering instruction, participating teachers examine and work to minimize bias in

classrooms, schools and larger educational systems using culturally responsive pedagogical practices.

Participating teachers collaborate and communicate with students, colleagues, resource personnel, and

families and utilize school, district, and/or community resources including technology-related tools to

maximize the full range of learners’ equitable access to meet or exceed the State-adopted, academic

content standards.

6a Teaching English Learners To ensure academic achievement and language proficiency for English Learners, participating teachers

adhere to legal and ethical obligations for teaching English Learners including the identification, referral

and re-designation processes. Participating teachers implement district policies regarding primary

language support services for students. Participating teachers plan instruction for English Learners based

on the students‟ levels of proficiency and literacy in English and primary language as assessed by

multiple measures such as the California English Language Development Test (CELDT), the California

Standards Test (CST), and local assessments.

19

Based on teaching assignment and the adopted language program instructional model(s), participating

teachers implement one or more of the components of English Language Development (ELD): grade-

level academic language instruction, ELD by proficiency level, and/or content-based ELD.

Participating teachers instruct English learners using adopted standards-aligned instructional materials.

Participating teachers differentiate instruction based upon their students‟ primary language and

proficiency levels in English considering the students‟ culture, level of acculturation, and prior

schooling.

Universal Access (IPS 6)

b) Teaching Special Populations

To ensure academic achievement for special populations, participating teachers adhere to their legal and

ethical obligations relative to the full range of special populations (students identified for special

education, students with disabilities, advanced learners and students with a combination of special

instructional needs) including the identification and referral process of students for special services.

Participating teachers implement district policies regarding support services for special populations.

Participating teachers communicate and collaborate with special services personnel to ensure that

instruction and support services for special populations are provided according to the students’ assessed

levels of academic, behavioral and social needs.

Based on assessed student needs, participating teachers provide accommodations and implement

modifications. Participating teachers recognize student strengths and needs, use positive behavioral

support strategies, and employ a strengths-based approach to meet the needs of all students, including

the full range of special populations.

Participating teachers instruct special populations using adopted standards-aligned instructional

materials and resources (e.g., varying curriculum depth and complexity, managing paraeducators, using

assistive and other technologies).

20

PROOF OF ADVISEMENT

BTSA Induction Program

Congratulations and welcome to the Milpitas Unified School District!

The Milpitas Unified School District offers a 2 year state-approved BTSA Induction Program to meet

your needs for clearing your preliminary credential, in accordance with Senate Bill 2042. You must

demonstrate the knowledge and application of the California Standards for the Teaching Profession and

the Induction Standards beyond what was demonstrated in the preliminary credential program.

You will be assigned a mentor / support provider that will help guide you through the process. All

teachers that qualify for BTSA Induction must participate according to the Milpitas Unified School

District Board Policy 4131.1.

In order to be introduced to the culture and instructional goals of the district, all new teachers will attend

the mandatory new teacher training prior to district scheduled in-service days. These days may include

training in district-wide initiatives as well as procedural information.

I, _______________________________________ have been advised of and understand the Milpitas

Unified School District requirements for professional development and credential clearance under

SB 2042.

_________________________________ _________________________________

Print Name School Site

_________________________________ _________________________________

Signature of employee Date

Questions? Contact the BTSA Teacher on Special Assignment

408-635-2600 Ext. 6057

21

For BTSA Induction Program Completion only

Credential Candidate responsibilities are outlined below:

____1. Electronically submit the state BTSA Induction Consent form to register for BTSA through the

State BTSA website.

____2. Fully attend, participate in, and complete all required professional development including, but

not limited to:


Induction Orientation

Candidate meetings and training

Participate in surveys to guide program improvement while in the program and as a completer

___3. Complete and retain all Formative Assessment for California Teachers (FACT) documentation,

including student work samples, in cooperation with your assigned Induction Support Provider.

___4. Meet regularly with your Induction Support Provider (an average of one hour weekly) to work

on FACT, your curriculum, and other teacher support issues while maintaining a positive,

productive, and thoughtful relationship.

___5. Follow the prescribed procedures as outlined in the handbook in the event that there is a conflict

with your assigned Induction Support Provider.

___6. Demonstrate knowledge, skills, abilities and application beyond those acquired during the

preliminary credential program as described by the Induction Standards and the California

Standards for the Teaching Profession.

___7. Submit the following:

Continuum of Teaching Practice

Signed monthly collaborative logs

Other evidence as determined necessary for meeting the Induction Standards.

A portfolio to your support provider at the end of first year of the program

A portfolio to the BTSA Coordinator at the end of the second year in program.

___ 8. Understand that all Induction Program requirements must be completed within two years in order

to

apply for and obtain a Professional Credential from the California Commission on Teacher

Credentialing.

___ 9. Realize that the program is funded on a per-teacher basis and that, should I not complete my

program

in the 2 years allotted, I am responsible for paying for services rendered beyond the funded time.

These fees will be pro-rated on the basis of the support I need and will not exceed the amount of

funding ($6,049) the program receives for the initial 2 year induction process.

22

What to Expect From Support Personnel

Support Provider Develop a confidential, collegial relationship with participating teacher

Be knowledgeable and committed to using the California Standards for the Teaching Profession

and MUSD content standards

Establish a meeting schedule with participating teacher to reflect on practices and professional

growth and to develop skills to be an effective member of the professional educational community

Acquire knowledge of MUSD Induction Program

Attend required Induction support provider professional development

Observe participating teacher as needed to complete formative assessment

Examine student work samples with the participating teacher to study the impact of instruction on

student learning

Enroll in BTSA as a support provider on the CDE BTSA website and participate in state and local

program surveys

Submit and maintain required documentation

Site Administrator Acquire knowledge about the MUSD BTSA Induction program and process

Provide frequent feedback to participating teacher regarding instructional practices and

expectations

Introduce participating teacher to the staff and include them in the school’s learning community

Facilitate participating teacher attendance at required professional development training/meetings

and activities

Participate in state and local program surveys

Help focus the learning community of on the state and district adopted academic content standards

and performance levels for students and the California Standards for the Teaching Profession

Support participating teachers in completing Induction requirements and portfolio development

Participate in Induction program evaluation

Attend administrator BTSA training or meeting

Attend end of year colloquium

BTSA Director Receive the list of eligible candidates for the BTSA Induction Program

Ensure the program meets all standards to maintain state approved Induction Program

Provide high quality professional development for support providers and participating teachers

Strengthen the induction experience by integrating the program into district and site professional

development

Solicit feedback for from all stakeholders to improve the program

Assign and/or reassign support providers to participating teachers

Meet regularly with institutions of higher education to facilitate collaboration

Monitor and evaluate support providers

Submit to human resources the form indicating the participating teachers has successful met all

requirements for a professional clear credential

23

Confidentiality Policy

One of the basic principles underlying the MUSD BTSA Induction Program is confidentiality.

Participating teachers (PTs) must clearly understand that their mentors are not evaluators; rather the

mentor is a colleague whose goal is to assist the PT in applying “best practices” as he/she works toward

receiving a Professional Clear Teaching Credential while teaching in their current district.

Communication between the PT and support provider is strictly confidential.

It should be noted, however, that site administrators want their teachers to be successful, a “triad of

communication” between the PT, support provider and site administrator helps to ensure optimum

support and is recommended as a means of enhancing professional practice.

All Formative Assessment for California Teachers (FACT) documents and other documents in the PT’s

portfolio are property of the PT for the purpose of completing credential requirements, but the PT may

choose to share accumulated documents with his/her site administrator.

Participation, however, such as attendance at professional development seminars and meetings, and

completion of BTSA induction requirements are not confidential. They are documented within the

BTSA Induction Program database and can be made available for PTs, support providers, site

administrators and district office administrators.

24

Beginning Teacher Support and Assessment

Early Completion Option Application

Purpose

Senate Bill 57 was designed to allow eligible individuals to complete a Commission-

approved professional induction program at a faster pace than the standard two year

program.

The intent of the law is to serve experienced and exceptional candidates. In order for a

Commission-approved induction program to verify completion of the program for any

candidate enrolled in the Early Completion Option, the candidate must have demonstrated

that he or she has the knowledge, skills, abilities and competencies required for the

Professional Clear Credential as detailed in the Standards of Quality and Effectiveness for Professional Teacher Induction Programs.

He or she must have participated in and have completed the formative assessment

system used by that program, as appropriately modified for early completion but such

that all the required competencies have been demonstrated. The program must ensure

that the early completion option is equally as rigorous as the full-length program,

although shorter in length.

Instructions for the Early Completion Option (ECO):

Attached is the Milpitas Unified School District application and required documentation

for the Early Completion Option.

Notify your support Provider and BTSA Induction Coordinator of your intent to

apply for the Early Completion Option after October 1st of the first year.

Schedule an observation with the BTSA office By December 1st.

Complete and submit Documents 1-3 by April of the first year, in addition to

completing all first year FACT and MUSD BTSA requirements to remain eligible.

During the second year, one inquiry must be completed and submitted along with

the BTSA Portfolio and Document 4 by the end of December to be considered

eligible for Early Completion.

In lieu of the 2nd year June Colloquium presentation the candidate may request an

Exit Interview.

25

Milpitas Unified School District BTSA Induction Program

Early Completion Option Document #1

Participating Teacher Information and Experience Record

Name: ______________________________________ Date: ______________________________

School Site: _________________________________ Grade/Subject _______________________

Credential: Education Specialist: ❐ Multiple Subject: ❐ Single Subject: ❐ in ______

Home Address ___________________________________ Email ________________________

City ____________________________________________ Zip Code _____________________

Has your administrator conducted a formal observation of your teaching? ❐Yes ❐No

Has your Support Provider conducted a formal observation of your teaching? ❐Yes ❐No

Teaching Experience: Mark the number of years completed in a public school classroom

❐One Year ❐Two Years ❐Three Years ❐Four Years

Teaching Assignments as Teacher of Record (include accredited intern programs)

Name of school District

City, State Years as teacher of record

Name of school District

City, State Years as teacher of record

As an Early Completion Option applicant, I agree to complete the following should I be accepted:

1. Sign the Proof of Advisement and complete the BTSA online consent form for two consecutive years

2. Participate for up to 15 months (1 year and 1 semester)

3. Meet weekly with support provider and submit monthly collaboration logs to the BTSA office

4. Complete the portfolio and maintain it as evidence to verify completion

5. Attend professional development offered by the BTSA Induction Program

6. Attend professional development as related to your Individual Induction Plan

7. Complete the required Formative Assessment for California Teachers (FACT) modules, including the

development and completion of two Individual Induction Plans through the inquiry module

8. Complete all surveys requested both during the program and as a completer

I aware that this is an accelerated program which allows me to earn a California Professional Clear credential

I understand that the SB 57 legislation allows the Early Completion Option for teachers with substantial

experience who have demonstrated exceptional performance in their classroom practice

I understand that ECO is not available to teachers who did not complete the regular BTSA program.

I also understand that if I am unable to keep pace with the accelerated ECO induction program I will

be transitioned to full induction and will need to complete the regular program.

Signature Date

Accepted by Date

26



Administrator Recommendation

Senate Bill 57 was designed to allow eligible individuals to complete a Commission-approved professional

induction program at a faster pace than the full two years required. The intent of the law is to serve experienced

and exceptional candidates. Additional support for this has been added through the passage of SB 1209 in which

Induction Programs are encouraged to strongly consider individual educational backgrounds of candidates in

order to best meet their individual growth needs.

In order for a Commission-approved induction program to verify completion of the program for any candidate

enrolled in the early completion option, the candidate must have demonstrated that he or she has greater

knowledge, skills, abilities and competencies than an average first-year teacher. These abilities align with the

California Standards for the Teaching Profession and are required for the Professional Clear Credential.

The following teacher is requesting an Early Completion Option:

Candidate’s Name _______________________________________ Site_________________________

Administrator’s Name _____________________________________ Position _____________________

Please mark the appropriate column that best describes this candidate’s skills and abilities

Standard

Practice

Consistent

with

Emerging

Expectation

Practice

Consistent

with

Exploring

Expectation

Practice

Consistent

with

Applying

Expectation

Practice

Consistent

with Integrating

Expectation

1. Engages and supports all students learning

2. Creates and maintains an effective

environment for student learning

3. Understands and organizes subject matter

for student learning

4. Plans instruction and designs learning

experiences for all students

5. Assesses student learning

6. Developing as a professional

Use this space to write your comments or recommendation.

Administrator’s Signature __________________________ Date ________________

Please send the form to the BTSA office c/o Educational Services

27



Reflection and Self-Assessment

Candidate’s Name: ___________________________________ Date: __________________


To be completed by the prospective ECO Candidate and reviewed by the BTSA Coordinator

1. The CSTP (California Standards for the Teaching Profession) are a core component of the BTSA Induction Program. What is the purpose of these standards?

2. Discuss a standards-based lesson you have developed and delivered. What is the rationale for the lesson and your choices of delivery? How does this lesson fit into long-term planning? (e.g., Show knowledge of curriculum mapping, district, site, department or grade- level long-term planning; show your standards-based lesson plan including Student Content Standard(s), student achievement goals, standards-based assessment(s), instructional strategies, student activities, and materials utilized.

Page 1 of 2

28



Reflection and Self-Assessment



3. Discuss your analysis of student work. From data analysis, what specifically did you learn about student academic performance (class as a whole and/or focus students)? What have you learned about your own teaching practice from the analysis? (e.g., Discuss ideas for your own next steps in using student work to guide instruction; show use of student work for progress monitoring/checking for understanding; show evidence of planning intervention, remediation or extension for focus students based on the data)

4. Discuss how you differentiate instruction for an English Language Learner OR a student with an IEP. Discuss how your instructional strategies and student activities differed for this student(s) and why you chose these strategies and activities

Reviewer’s Name: ___________________________________ Date: __________________

Page 1 of 2

29



Professional Development Record


School Site: _________________________________ Grade/Subject _______________________ Professional Development – Record all Professional Development activities you participated in while employed

in a district. Do NOT include requirements that were part of your teacher preparation. Examples might be

Systematic ELD, AVID, technology training, or content specific conferences and/or workshops. Include the

number of hours completed. Please attach attendance documentation to this ECO application.

Title of Training

Dates Hours

Year 1: To be completed and checked with your Support Provider by June of your first year.

FACT Modules

Context for Teaching and Learning (A forms)

Assessment of Teaching and Learning (B Forms)

Inquiry into Teaching and Learning (C Forms)

Summary of Teaching and Learning (D Forms)

Self-Evaluations

E-2 Series (Induction Standards Self-Assessment

Continuum Of Teaching Practice (CSTPs) Self-Assessment

Two Support Provider Observations and Reflections

Monthly Collaborative

Attendance at required BTSA meetings

Weekly Check-in and Collaboration logs with Support Provider

Participation in Professional Development

Completion of required surveys and assignments

Year 2: To be completed and checked with your Support Provider by December of your second year.

One FACT Inquiry Weekly Collaboration meetings & logs

Exit Interview Complete Portfolio

❐ Completed as an ECO ❐ Discontinue as an ECO

Approved by: ____________________________________ Date ___________________

30



Observation Form



Lesson Focus:

Content Standard:

CSTP Focus:

Classroom Environment

Time

What is the teacher doing? What are the students doing?

Observed by: ___________________________________ Role: ______________________________

31


Early Completion Option

Self-Evaluation form

To complete requirements for induction, candidates must finish at least two Inquiry cycles and demonstrate

competency in all areas of Program Standards 5-6b.Standards can be met through FACT Inquiries,

submission of additional evidence (NOT from an internship or student teaching experience) and university or

district courses/professional development. Once the Program Specialist has reviewed your work, a

determination will be made as to which requirements you still need to complete.

Requirements to Complete Induction

All FACT Documents for Year 1

FACT Inquiry 1 __________

FACT Inquiry 2 __________

Evidence of the following in your teaching practice:

Induction Standard 5: Pedagogy

___ Technology ___ Safe and Healthy Classroom

___ Assessment ___ Differentiated Instruction

Induction Standard 6: Equity

___ Gender Equity ___ Culturally Respectful Teaching

___ Aware of Bias

Induction Standard 6a: English Language Learners

___ Identifies EL students and understands CELDT scores

___ Plans instructional modification for ELL students

___ Demonstrates awareness of needs of ELL students

Induction Standard 6b: Special Populations

___ Understands accommodations and modifications

___ Recognizes individual strengths and weaknesses in students

___ Positive behavioral support

___ Special Education focus

___ High Achiever focus

Colloquium Presentation

May – demonstrating growth overtime

Candidate _________________________________________________ Date: _____________

Support Provider ______________________________________________________________

BTSA Director ______________________________________________

Interim Review Date: Projected Completion Date:

32

BTSA Induction Extension Request

BTSA Induction is a two year program that is intended to replace university coursework

with a job embedded program that matches a beginning teacher with a support provider

who serves as a coach and collaborative partner.

The Milpitas Unified School District BTSA program will consider a request for an

extension for the following reasons. The Participating Teacher must provide verification

of the extenuating circumstances.

Personal health issues in which the candidate is under a doctor’s care and unable to

work

Personal health problems related to an immediate family member who is under

doctor’s care in which the candidate must stop working in order to provide care.

An approved leave of absence from the district

Relocation to another state or country and has now returned to California to teach

The process for requesting an extension is as follows:

1. Meet with your support provider to discuss extenuating circumstances

2. Meet with your principal to discuss extenuating circumstances

3. Submit request for Program Extension form to the BTSA Director

4. Meet with the BTSA Director

5. If approved, the Director will outline the conditions of the extension

6. If the circumstances do not cover the valid reasons listed below, the participating

teacher will need to enroll in an approved university program at his or her own

expense.

33

BTSA Induction Extension Request

Participating Teacher: ____________________________ Site: ______________

Support Provider: _______________________________ Date: ______________

Assignment: ______________________ Induction Start Date: _______________

Explain the reason for your extension request. If the extension request is for medical

reasons, a physician’s certification is required and must be attached.

Participating Teacher Extension Work Plan

1. FACT Growth Needs: What areas are

you still working on?

2. FACT Portfolio Needs: What items do

you still need to complete?

3. Implementation Plan: What is your

timeline for completing your induction

program?

4. Resources that support the plan:

What resources do you need to complete

your FACT induction?

_______________________________ _________________

Participating Teacher Signature Date

34

BTSA Induction Program Extension Agreement

Participating Teacher: ____________________________ Date: ______________

Support Provider: _______________________________ Site: ______________

BTSA Coordinator’s recommendation: _____ Approved _____ Not Approved

Stipulations of extension:

The Participating Teacher has developed an Extension Work plan (attached) in order to

complete the MUSD BTSA Induction Program. In order to obtain a Professional Clear

Credential recommendation, all requirements specified in the Extension Work Plan need

to be completed by __________________________.

If the Participating Teacher does not meet this deadline, he/she will need to enroll in an

approved university induction program in order to clear his/her credential.

_______________________________ _________________

BTSA Induction Coordinator Date

_______________________________ _________________

Director of Educational Services Date

_______________________________ _________________

Assistant Superintendent of Human Resources Date

35

Request for Reassignment Policy

Participating Teacher or Support Provider

Even though thoughtful consideration is giving to place a participating with a specific support provider,

sometimes there are barriers that prevent the participating teacher’s ability to complete induction

requirements as outlined by the program. If at any time the match between the participating teacher and

the support provider is perceived as being unsuccessful for any reason, this match may be revised.

Procedures:

1. Resolution should be first attempted by the participating teacher and the support provider

2. If unsuccessful, it is the responsibility of the participants to inform the program of a mismatch

3. A participating teacher or a support provider may make a request for a new match at any time to

the BTSA Director

4. Upon receipt of a request for a new match, the program leader secures confidential information

from both the beginning teacher and the support provider. Efforts are made to maintain respect

and dignity for all those involved and to collaboratively determine a solution to the presented

issue(s)

5. The BTSA Director implements the solution and monitors the new match, if this was determined

to be the best solution. Appropriate information is shared as needed.

Note: There are times when the support provider has provided partial services, attended meetings,

and/or has a signed agreement for compensation with MUSD. The reassignment of Support Providers

will include consideration to prorate compensation. Newly assigned Support Providers’ compensation

will also be prorated depending on the time remaining in the school year and the duties to be completed.

The above policy and procedures were carefully considered and the following reassignment has been

recommended and approved.

Beginning teacher: _________________________ _____________________________ Print Name Signature

Current Support Provider: ____________________ New Support Provider:_________________

Approved by:

BTSA Director _________________________________ Date of Reassignment: ________________ Signature

Notes/Comments:

36

Milpitas Unified School District

BTSA Induction Program

University Units for BTSA Induction Participation

Beginning teachers in the Milpitas BTSA Induction Program may receive semester units for their

participation in the BTSA Induction Program from the University of the Pacific. In order to receive

these units, participating teachers must complete FACT and attend the monthly training/meetings.

Paperwork for these course units will be processed in November and verification of completion in June

through the BTSA office.

These are the steps to obtain your units:

1. Submit a P-24 Form, “Application for Approval of College Course Work or Training” to your

site administer for his/her signature.

2. Send the completed P-24 to the MUSD Human Resources Office for approval by March 1. A

copy of the approved form will be sent back to you.

3. UOP Registration Forms – this may be picked up from your Support Provider or from the BTSA

office. Fill in the registration form following the sample in this handbook. You will need to

complete one form for each semester. Each semester will be 4 semester units for $200. ($50.00/

unit). You can pay by check or Visa or MasterCard. Payment by check requires one check for

each registration form for $200. Provide all payment information on the registration form. Please

note: no refunds will be issued after this form has been submitted.

4. Return the completed registration form(s) with check(s) or credit card information to the BTSA

Director or BTSA secretary in Educational Services via the district mail by November 15.

5. After the school year is ended, you will receive an official notice from UOP with instructions on

ordering official transcripts. Submit the official transcript to the Human Resources Office so

your units can be posted for credit.

* Prepaying for the semester units works just like it would if students drop a course. If you do

not complete the required meetings or FACT activities, you will lose the money you paid for

registration. It is a pass/fail grade for the BTSA courses. In June, UOP will give our BTSA Office

a roster of course enrollees to indicate the participants who have completed the required hours

and work.