tcoe btsa induction consortium site administrators’ training
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TCOE BTSA INDUCTION CONSORTIUM
Site Administrators’ Training
BTSA Induction Website
http://btsa.tcoe.org/
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Outcomes
Site Administrators will Understand the BTSA Induction program, purposes, &
standards Understand who is involved in the BTSA Induction
program Understand the role of the SP in assisting and
supporting the PT Understand the Site Administrator role in supporting
the program Understanding the Learning to Teach Continuum and
developmental levels of new teachers
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Professional Teacher Induction in CA
1992 SB 1422 Authorized BTSA program Created statewide panel to review teacher credentialing Panel report laid groundwork for new architecture of
licensing BTSA growth through
Use of formative assessment systems Development & application of teaching standards Use of program accountability
BTSA vision Structured, flexible support for all 1st and 2nd year teachers Coherent system for assessing PTs Teacher support that emerges from formative assessment
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Professional Teacher Induction in CA
BTSA goals Improve PT performance Improve teaching of students from diverse backgrounds Increase new teacher satisfaction Retain capable teachers
1996-7 AB 1266 BTSA established as Statewide Induction System CSTP adopted BTSA Program Standards of Quality & Effectiveness
approved
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Professional Teacher Induction in CA
SB 2042 1998 Legislative response to SB 1422 Review Panels’ Final
Recommendation Multiple routes to credentials (Learning to Teach
System) New two-level credential program New Teacher Induction through formative assessment
& support Based on CSTP, State Adopted Academic Content, and
Performance Standards for Students
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Purposes of BTSA Induction
Provide effective transition into teaching careerImprove educational performance of studentsEnable PTs to be effective in teaching diverse
studentsEnsure professional success & retention of new
teacherEnsure SP provides support & assistance to each
PTEstablish effective, coherent system of performance
assessments based on CSTPExamine alternative ways public & education may
be assured new teachers attained acceptable levels of competence 4
Purposes of BTSA Induction
Ensure an IIP for each PT is based on on-going assessment of development
Provide comprehensive support to PTs with frequent reflection based on CSTP
Recommend only PTs who have met & completed all requirements of program for Professional Teaching Credential
Enhance skills, abilities, and talents of SPsProvide purposeful, logically sequenced
structure of extended preparation & professional development
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What is an Induction Program?
Pathway from a Preliminary Teaching Credential to a Professional Teaching Credential
Two-year program of professional education composed of individual support & formative assessment aligned with the CSTP State-adopted academic content & performance
standards for students
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Requirements for Completing BTSA Induction
Notification of Eligibility and Responsibility to Enter a Professional Teacher Induction Program
Copy of Preliminary CredentialParticipating Teacher AgreementProgram MeetingsCompletions of the Formative Assessment-
FACTProfessional Development HoursExit Interview (Year 2)End of Year SurveyProgram Evaluations 7
Who will be in a 2042 Induction Program?
Multiple & Single Subject Teachers from CA who have completed Preliminary Credential
Teachers holding out-of-state credential with fewer than 5 years teaching experience
Teachers who have credentials from other countries
Only general education teachers qualify under SB 2042
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Standards of Quality & Effectiveness
Common StandardsStandard 1: Educational LeadershipStandard 2: Unit & Program Evaluation SystemStandard 3: ResourcesStandard 4: FacultyStandard 5: AdmissionStandard 6: Advice & AssistanceStandard 7: Field Experiences & Clinical PracticeStandard 8: Program Sponsor, District, & University
Field Experience SupervisorsStandard 9: Assessment of Candidate Competence
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Standards of Quality & Effectiveness
Category A: Programs Exhibit Effective Design PrinciplesProgram Standard 1: Program Rationale & DesignProgram Standard 2: Communication & CollaborationProgram Standard 3: Support Providers & Professional
Development ProvidersProgram Standard 4: Formative Assessment System
Category B: Programs Provide Opportunities for Participants to Demonstrate Effective TeachingProgram Standard 5: PedagogyProgram Standard 6: Universal Access: Equity for All
Students
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Program Standard 5: Pedagogy
Grow and improve in ability to reflect upon & apply CSTP
Utilize adopted academic content standards & performance levels
Use & interpret student assessment data from multiple measures
Plan & differentiate instructionCreate & maintain well-managed classroomsDevelop safe, inclusive, & healthy learning
environmentsBecome fluid, critical user of technological resourcesEnable students to use technology
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Program Standard 6: Universal Access-Equity
Protect & support all studentsMaximize academic achievement for all
studentsExamine & strive to minimize biasUse a variety of resources to collaborate &
communicate
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Program Std. 6: Universal Access-English Learners
a) Teaching English Learners Adhere to legal & ethical obligations for teaching EL Implement district policies regarding primary
language support services Plan instruction for EL based on proficiency &
literacy Implement one or more of the components of ELD
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Program Std. 6: Universal Access-Special Populations
b) Teaching Special Populations Adhere to legal & ethical obligations relative to the
full range of special pops. Implement district policies regarding support
services Communicate & collaborate with special services
personnel Provide accommodations & implement modifications Instruct using adopted standards-aligned
instructional materials & resources
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Formative Assessment
The work of a learner collected over time & examined against multiple levels of teaching performance
Supports the idea that practice improves over time Encourages teachers to reflect on their practice in
relation to the CSTP Encourages teachers to collect & interpret evidence
to improve their teaching practice Completed in collaboration with a trained/experienced
teacher
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What are the benefits of participation in Induction?
Build habits of mindDemonstrate and apply knowledge acquiredFormative Assessment for California Teachers
(FACT) Guides teachers in growth as professionals Focuses on meeting the learning needs of all students Promotes reflective practitioners With an SP
Identify areas of strength & growth Complete IIP
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What is FACT?
Assessment of Teaching & Learning (A) Gather information
Class Organization Resources of school, district, & community
Contextual analysis that guides & informsContext for Teaching & learning (B)
Bridges teacher preparation with induction experience
Reflect on what they know & determine current level of teaching practice
Builds foundation for future growth related to teaching standards
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What is FACT?
Inquiry into Teaching & Learning (C) Assess practice against a set of specific criteria Select an area for in-depth inquiry
Follows action research model Results guide professional development
Summary of Teaching & Learning (D) End-of-year reflection
Review results of inquiries Consider data collected Identify best teaching practices Assess impact of formative assessment on teaching
practice
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What are the foundations of FACT?
California Standards for the Teaching Profession (CSTP)1. Engaging & supporting all students in learning2. Creating & maintaining effective environments for
student learning3. Understanding & organizing subject matter for
student learning4. Planning instruction & designing learning
experiences for all students5. Developing as a professional educator
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What are the foundations of FACT?
Standards of Quality & Effectiveness for Professional Teacher Induction Programs in CA (Induction Program Standards)
Adopted by CTC & supported by State Superintendent of Public Instruction
Establish expectations for new teachers during Induction
Category B of Induction Program Standards identifies what teachers should know & be able to do
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What are the foundations of FACT?
State-adopted Academic Content Standards for Students & CA Frameworks Rigorous standards that describe content students
must mater by end of each grade level Describe curriculum & instructional practices Guide development of assessment methods & tools Suggest specific strategies to promote access to
challenging curriculum for students with special needs
Evidence Observation, student work, lesson plans, reflections Provides focus for reflective conversations related to
CSTP and Induction Program Standards
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What processes are used in FACT?
Collaborative Relationships (SP/PT) PTs partnered with veteran educators SPs use cognitive coaching, mentoring, & modeling
Plan, Teach, Reflect, Apply (PTRA) Structure to identify teaching strengths & areas for
growth Leads to improved teaching practice & increased
student achievementObservations
SPs observe PTs and conference together to inform & improve
PTs encouraged to observe skilled veterans18
What processes are used in FACT?
Examining Student Work Examination & analysis of student work leads PT to
greater understanding of need for differentiation & modification
Reflective Conversations Reflect, capture current thinking, consider
implicationsSelf-Assessment – CTP
Identifies & describes levels of teaching practice Provides a roadmap for professional growth Helps focus area(s) for improvement of instructional
practice
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How is FACT structured?
Four performance-based, job-embedded modules
Designed to focus CSTP & Induction Program Standards, while incorporating state-adopted academic content standards for students Context for Teaching & Learning (A) Assessment of Teaching & Learning (B) Inquiry into Teaching & Learning (C) Summary of Teaching & Learning (D)
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CSTPs - CTP
1. Engaging and Supporting All Students in Learning
2. Creating & Maintaining Effective Environments for Student Learning
3. Understanding & Organizing Subject Matter for Student Learning
4. Planning Instruction & Designing Learning Experiences for All Students
5. Assessing Students for Learning6. Developing as a Professional Educator
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Program Standard 2
Communication and Collaboration Establishes professional, educational community Ensures structures that support activities of induction Coordinates additional site/district professional
development opportunities Programs offer for site administrators
Emphasize importance of new teacher development Identify working conditions that optimize PT success Implement effective steps to overcome challenging
aspects of teachers’ work environments Foundations & processes of induction
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Culture of Support…
…refers to the values, beliefs, and norms that
operate within the organization. It may involve
shared understandings about teaching and
learning processes, beliefs about
professionalism, or commitment to ideas such as
continuous learning on the part of all educators
or collaborative means of problem solving.
From Thomas R. GuskeyEvaluating Professional Development, 2000, pp. 150-1 24
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Support Provider Commitments
Maintain confidentiality & professional discretion about PT(s)
Guide & assist PT(s) in developing & implementing formative assessment.
Hold regularly scheduled on-site support sessions (min. once per week); provide on-call assistance & on-going informal discussions; complete at least 2 yearly, non-evaluative classroom observations; facilitate other classroom observation opportunities for PT(s)
Provide information, materials, resources, & emotional support requisite for new teacher success
Participate in all SP training offered28
Support Provider Commitments cont’d
Become knowledgeable about phases of new teacher growth, domains of CSTP, & formative assessment system utilized
Together with PT, participate as appropriate in professional development seminars/activities that lead to the PT’s achievement of her/his growth objectives (these include, at min., the Prog. Orient. mtg. & the PT/SP Spring mtg.)
Provide seminar follow-up, e.g., debriefing, support in applying new knowledge & techniques
Respond to requests from Program Director or designee
Maintain Documentation Logs & (w/ the PT) submit to the Induction program monthly 28
Support Provider’s Agreement
Work collaboratively with assigned PT, Site, & BTSA staffMeet weekly for 1-2 hours (minimum 36 hours annually per
PT) for planning, coaching, problem-solving assistance, & complete the formative assessment curriculum
Provide on-site support to assigned PT through lesson observation, lesson demonstration, & teaching assistance
Participate in all SP trainings & network meetings to acquire understandings needed to implement formative assessment & CSTPs
Complete & submit monthly documentation log of activities with assigned PT(s) as well as all required BTSA documents
Guiding & assisting PT in developing & implementing IIP for professional improvement & revising it periodically
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Participating Teacher Commitments
Roles & Responsibilities of the PT Work together with SP in developing & implementing an IIP
for professional improvement for each of the three inquiries Participate in regularly scheduled on-site support sessions
with SP (minimum once per week) Participate in required PT training offered by Consortium Complete all feedback & evaluation forms reflecting upon
his/her training, support, & program impact Become knowledgeable & use the domains of the CSTP Participate in professional development seminars/activities
that lead to the achievement of IIP objectives Complete formative assessment activities Respond to requests for information from Program Director
or designee & the Field Experience Reviewers.30
Participating Teacher Commitments cont’d
Selection Criteria Maximum of 1 year teaching experience with a
Preliminary or Professional Clear Credential Commitment to building a collaborative relationship
with SP Commitment to taking an active role in that
partnership Willingness to carry out responsibilities listed above
When possible PTs and SPs should be assigned to same school, similar grade levels, and subject areas
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Uses of Formative & Summative Assessment
Formative Assessment Used to promote professional growth
Summative Assessment Used to determine tenure, contract continuation, and
contract renewal
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If, as a teacher,
I present the same lessons in the same manner that I have used in the past;
I seek no feedback from my students;I do not analyze and evaluate their work in a
manner that changes my own emphasis, repertoire, and timing;
I do not visit or observe other adults as they teach;
I do not share the work of my students with colleagues for feedback, suggestions, and critiques;
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If, as a teacher,
I do not visit other schools or attend particular workshops or seminars or read professional literature on aspects of my teaching
I do not welcome visitors with experience and expertise to observe and provide feedback to me on my classroom practice;
I have no yearly individualized professional development plan focused on classroom changes to improve student learning; and finally,
I have no systemic evaluation of my teaching tied to individual, grade/department, and school-wide goals,
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THEN
I have absolutely no way to become better as a teacher.
Carl D. GlickmanLeadership for Learning, 2002
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Phases of First Year Teachers’ Attitude
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Progress Report
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