LAUSD Common Standards and LAUSD BTSA Induction Program Standards

Table of Contents LAUSD Common Standards Standard 1

Standard 2

Educational Leadership

Unit and Program Evaluation System

p3

p10

Standard 3 Resources p14

Standard 4

Standard 5

Faculty

Admissions

p18

p23

Standard 6

Standard 7

Advice and Assistance

Field Experiences and Clinical Practice

p27

p30

Standard 8

Standard 9

Program Sponsor, District and University Field Experience Supervisors Assessment of Candidate Competence

p36

p39

LAUSD COMMON STANDARDS

Please note that LAUSD is currently engaging in a pilot program with a select group of teachers using FAS

documents rather than FACT and a full release support provider model. Some formative assessment

processes may be recorded on FAS instruments rather than FACT instruments. Also note that the Special

Education Preliminary Credential began 2011-2012 as part of the accepted transitional plan for Special

Education.

COMMON STANDARD 1: Educational Leadership

The institution and education unit create and articulate a research-based vision for educator preparation that is

responsive to California’s adopted standards and curriculum frameworks. The vision provides direction for

programs, courses, teaching, candidate performance and experiences, scholarship, service, collaboration, and

unit accountability. The faculty, instructional personnel, and relevant stakeholders are actively involved in the

organization, coordination, and governance of all professional preparation programs. Unit leadership has the

authority and institutional support needed to create effective strategies to achieve the needs of all programs and

represents the interests of each program within the institution. The education unit implements and monitors a

credential recommendation process that ensures candidates recommended for a credential have met all

requirements.

Narrative Response

The Los Angeles Unified School District (LAUSD) is the Lead Educational Agency (LEA) sponsoring a variety of teacher

preparation programs for the District and charter schools within District boundaries who sign a memorandum of

understanding with the District to provide credentialing services.

BTSA Induction

District Intern Programs (Preparation, Induction, Education Specialist) A r t i c u l a t e s a n d C r e a t e s A V i s i o n

V i s i o n S t a t e m e n t

The LAUSD Credential programs provide experiences designed to create a

student centered culture of reflective practice and inquiry to move

teaching and learning forward at every stage of the educational

continuum. Credential candidates are able to gather, synthesize and

analyze data and use it to guide instructional planning for their students

and to develop and implement focused professional growth plans for

themselves. Teachers and administrators have and utilize the tools and

strategies to design and implement effective instruction for the diverse

students that we serve in order to provide each student the opportunity to

reach their potential. Families and community members are recognized as

integral partners in the learning community. LAUSD is committed to

furthering equitable educational experiences through a rigorous

program based in authentic work.

Vision Statement—included in Narrative

D e v e l o p m e n t o f t h e V i s i o n

The vision of the LAUSD teacher credential programs was

developed in collaboration with leadership from teacher credential

programs, senior district staff and other stakeholders. It is grounded

in a knowledge base of teacher education and adult learning theory,

a background of familiarity with the Commission on Teacher

Credentialing (CCTC) program standards, teacher performance

standards, curriculum frameworks and a philosophy that advocates

equal opportunity and success for all learners. Leadership is

dedicated to the concept that the human system is open to change

throughout all developmental stages. Key beliefs and components

include the following:

1. 1. “Great Teachers are Made, Not Born”. ”. (Moir, U.S. Senate

Testimony: http://help.senate.gov/imo/media/doc/Moir.pdf, 2010)

2. “We want to turn around the current situation where underprivileged

kids are getting the lowest quality education. Typically, the newest

teachers are placed in the most difficult classrooms in high need

schools. It’s not surprising, then, that a third of these new teachers

will not survive this trial by fire and will leave the profession within

the first three years. Students suffer when teachers leave. We’re

working to break this cycle of inequity and provide children who are

in most need of an excellent education with teachers who can make

that happen.” (Moir)

Mission/ Vision/Narratives Committee

Vision Statement—included in Narrative

Websites

http://acts.lausd.net/BTSA http://www.lausd.k12.ca.us/lausd/offices/di/

2. 3. There is a critical need for teachers who are able to meet

the continuously emerging instructional, cognitive, affective and

physical needs of a vastly diverse student population. Oakes &

Lipton) EDITION: 3rd Edition ISBN: 0072982004 ISBN-13: 9780072982008 PUB.

DATE: May 2006 PUBLISHER: McGraw-Hill Companies, The

3. 4. The basic tenets of culturally relevant curriculum (Carol Lee): I Culture,

Literacy, and Learning: Taking Bloom in the Midst of the Whirlwind by Carol Lee,

Linda Darling-Hammond (Foreword by) ISBN: 0807747491 ISBN-13:

9780807747490 PUB. DATE: May 2007 PUBLISHER: Teachers College Press

Principle 1: Connection to prior knowledge/language

Principle 2: Meaningful experiences are more likely to lead to deeper learning

Principle 3: Learners can demonstrate competence in non-traditional ways

Principle 4: Ability is not finite - learners build ability through engagement

Principle 5: “Habits of Mind” can be taught

5. Improved training, information and assistance for new

teachers (Stanbury & Zimmerman)

impacts the educational performance of students

facilitates the professional success and retention of new teachers

6. High-intensity support strategies are the most effective at

improving beginning teaching performance. (Dianda)

The vision is posted on the website.

L A U S D M I S S I O N S T A T E M E N T

The LAUSD mission States that “The teachers, administrators and staff of the Los

Angeles Unified School District (LAUSD) believe in the equal worth and dignity of

all students and are committed to educate all students to their maximum potential.”

To this end the credentialing units support that goal by developing and

implementing research-based pathways that prepare teachers to educate all students

to achieve high standards of excellence as they complete their certification to teach.

LAUSD Mission Statement—included in Narrative

L A U S D CERTIFICATION PROGRAMS M I S S I O N S T A T E M E N T LAUSD considers the profession of teaching to be a life-long process (Linda

Darling- Hammond). LAUSD utilizes purposeful and logically sequenced

curriculum and formative assessment process to prepare candidates to meet

the academic learning needs of students. The LAUSD Certification Programs

focus on the application and examination of the relevant California Standards

for Teaching Effectiveness, the California Standards for the Teaching

Profession, the BTSA Induction Program Standards, Teacher Preparation

Standards for Multiple and Single Subject as well as Education Specialists

and the Adopted California Content Standards in order to prepare and retain

high quality teachers and sustain high quality standards for the preparation

and performance of professional educators.

11. The LAUSD BTSA Induction Programs have, as a primary goal, increased

student achievement through the preparation and retention of highly qualified

teachers. The program seeks to provide experienced teacher support and assistance

to teachers as they learn to demonstrate greater knowledge, understanding, and

application of the student academic content standards, student curriculum and

assessment. The final outcome is certification of the California Clear Teaching

Credential.

2. The LAUSD District Intern Programs have, as their primary goal, a reduction in

the number of teachers employed on short term or provisional permits. The

program also seeks to attract non-traditional teacher candidates, especially second

career candidates, and candidates with skills to teach in shortage fields, into the

Certification Programs Mission Statement—included in Narrative

Certification Program Goals—included in Narrative

Curriculum and Professional Development ---LAUSD BTSA Induction o District Intern Programs—

Please see DI Submission

teaching profession. The final outcome is the Preliminary California Teaching

Credentials for Special Education (formally Level I), Single Subject and Multi-

Subject.

Each program director is committed to the implementation of the LAUSD mission and

supports the vision of serving the District’s students by recruitment and/or professional

development of exemplary teachers, faculty, and administrators. These beliefs are

confirmed by the following research:

Education systems that value cooperation among teachers and a commitment to

developing all students to their fullest potential are the keys to ensuring the

success of their students. (Susan Sclafani, 2008. Two roads to high

performance, Educational Leadership)

Working collaboratively ensures students succeed as lifelong learners, workers

and citizens, defines excellent teaching and assists teachers to master the skills

needed in order for students to learn academic content. (Educational Leadership,

“Rigor Redefined” October 2008, Tony Wagner, Co-director of Change

Leadership Group Harvard Graduate School of Education).

Novice teachers take between two to three years to develop competency in

teaching (Berliner, 1988; 2001).

“Effective support, mentorship, assessment, and advanced study during the early

years of teaching(including teacher preparation) are essential to a beginning

teacher’s development and success” (California Commission on Teacher

Credentialing and Department of Education 4/13/2009).

The quality of teaching is what matters most for learning, growth and

development (Alliance for Excellent Education, 2004; Ferguson, 1991; Rivkin,

Hansushek, and Kain, 2000; Wright, Horn, and Sanders, 1997; NCTAF 1996.)

The concept of ‘correct balance’ for student growth (cited by Tharp, R.G., P.

Estrada, S.S. Dalton, and L.A. Yamauchi, 200, in Teaching Transformed.

Achieving Excellence, Fairness, Inclusion and Harmony. Boulder, Colorado:

Westview Press, 30-31) based on work by Csikszenmihaly, Rathunde, and

Whalen 1993; Langer 1995; and Applebee 1996 also applies to teacher

development “Getting the correct balance involves striking the “productive

tension” between support and challenge, between the pleasures of mastery and

of moving beyond present accomplishments”.

R e s p o n s i v e t o C a l i f o r n i a ’ s A do p t e d S t a n d a r d s a n d C u r r i c u l u m F r a m e w o r k s

LAUSD designs high quality teacher preparation programs to meet the

pedagogical demands today and in the future based on State adopted

standards and frameworks. Through seminars, coursework and the inquiry

process participants demonstrate their use of the standards and frameworks in

the design of instructional experiences for their

students.

Standards Narratives—Contained in Narratives Documents

Curriculum and Professional Development --LAUSD BTSA Induction o District Intern Programs—

Please see DI Submission

Th e V i s i o n P r o v i d e s D i r e c t i o n f o r P r o g r a m , F a c u l t y , S c h o l a r s h i p , C o l l a b o r a t i o n a n d A c c

o u n t a b i l i t y

As unit leadership develops the credentialing programs the vision

provides direction for courses, teaching, candidate performance and

experiences, scholarship, service, collaboration, and unit

accountability.

In order to prepare teachers to educate all students to achieve

Curriculum and Professional Development o LAUSD BTSA Induction (includes

Formative Assessment) Participating Teachers,

Support Providers, Administrators & Staff

o District Intern Programs—Please see DI Submission

high standards of excellence requirements are designed to develop

teachers who:

are effective in teaching students who are culturally,

linguistically and academically diverse

engage in on-going assessment of their practice, informed

by the California Standards of the Teaching Profession

(CSTP), the state adopted K-12 content standards, data on

student performance levels and LAUSD performance measures

are effective instructional decision makers

are able to control the conditions of teaching and learning in

their classrooms

use their unique body of knowledge as they grow in their

ability to apply essential content, skills and strategies

are reflective about their practice

In alignment with the vision, leadership uses strategies to provide

programs that enable teachers to experience an effective transition

across the Learning to Teach Continuum which include:

Collaboration with institutions of higher education, other PK-

12 institutions and community organizations, other divisions

within the district and school site personnel to inform

practice occurs through attendance at conferences, seminars

and articulation sessions

Design of courses and instruction, instructional decision

making and program requirements (including as appropriate

Collaboration o Advisory Council o IHE Collaborative o IHE Consortium o LA Regional Network

Data Collection, Analysis & Program Adaptations

Individual Induction Plans (IIP)

Leadership Team Agendas—available for review on site

o LAUSD BTSA Induction o District Intern Programs—Please DI

Submission

Accreditation Process (Data Collection, Bi-ennial Report, Site Visit…)

Roles and Responsibilities

LAUSD BTSA Induction District Intern Programs—Please see DI Submission

Resumes—available for review on site

candidate performance and experiences, scholarship and service)

which are in alignment with the vision and facilitate expected

teacher competencies

Utilization of data to improve the rigor and consistency of the

programs as well as individual teacher performance

Analysis and reporting of data to ensure unit accountability

Selecting and training effective support providers and faculty

Providing the opportunities for teachers to identify individual

needs and special interests

During regularly scheduled leadership team meetings the vision is

revisited as appropriate and updated as necessary to remain

current with advances in educational theory, development of new

understandings of best practices in the preparation of teachers

and the education of diverse student populations. Changes in

legislation, policy and district priorities are considered as the team

revisits and recommits to the vision.

The Teacher and Administrator Development Branch has

oversight of the multiple units within the Credentialing programs.

The accreditation process is used to hold each respective

program accountable and to plan annual program improvements.

Faculty are selected from district employees and other

professional organizations based on proven scholarship as well

as the ability to implement coursework in alignment with the

program vision.

I n v o l v e m e n t i n O r g a n i z a t i o n , C o o r d i n a t i o n , a n d Go v e r n a n c e

Each certification program involves faculty and instructional program staff

as well as district leadership in a shared decision-making process to

engage them in active involvement in the organization, coordination, and

governance of all professional preparation programs. Regularly

scheduled meetings occur at which all aspects of the credential programs

are reviewed. Specific program components that are continually

examined include:

Program Orientation

Coursework and instructional modules based on current research

Mastery of course content and aligned to the adopted content

standards

Site based or local school support

Supervision of formative assessment applied in the local context

Application of research based strategies and reflection

Cohorts or professional learning communities to support learning and

professional growth

Selection of faculty and support personnel from highly qualified

practitioners

Student achievement

Formal and informal assessment of data are utilized to determine the

Leadership Team Agenda—available for review on-site o LAUSD BTSA Induction

(includes Formative Assessment) o District Intern Programs—Please

see DI Submission

Calendars

Sign in sheets—available for review on site

Accreditation Reports

effectiveness of each program and to guide ongoing decisions on the

revision of program design and implementation.

A u t h o r i t y a n d I n s t i t u t i o n a l S u p p o r t f o r P r o g r a m s

The unit has leadership assigned with appropriate status within the

organization of the district with the authority to facilitate the assessment of

the needs of each program, determine their interests and create effective

strategies to achieve the needs of all programs. (see org chart) The

program administrator participates in meetings with other senior staff

responsible for district-wide decision making that impacts the design and

implementation of the program (i.e. Talent Management, Human

Resources, Instruction, Fiscal…).

Each program has a logically sequenced and structured set of

requirements which meets all standards governing the credential to be

issued. Participants are informed of these requirements throughout their

program through orientation and advisement sessions, published program

documents, websites, email communication, etc. Trained program

personnel within each program analyze evidence of completion (i.e. TPA

results, standardized assessments, completion of coursework, formative

assessment documentation portfolio tasks and other assessment

measures as appropriate to the program).

Each program maintains a database that tracks each candidate’s

progress toward completion. Candidates are given advisement and

Organization Chart

Curriculum and Professional Development

LAUSD BTSA Induction (includes Formative Assessment)

District Intern Programs—Please see DI submission

Websites: o http://acts.lausd.net/BTSA o http://www.lausd.k12.ca.us/laus

d/offices/di/

Advisement & Feedback Calendar

Agendas & Packets

Database—available for review on site

Program Assessors Rosters & Training

Credential Recommendation Documents o LAUSD BTSA Induction o District Intern Programs—

Please see DI Submission

Office Space, Equipment, Etc.

guidance on their progress in meeting the requirements. Upon successful

completion of all requirements an approval for recommendation for a

credential is generated by the Program Director and submitted to the

Human Resources division. Personnel in human resources facilitate

submission of the recommendation to the state and assist the candidate

in completing the on line credential application process.

The LAUSD teacher and administrator preparation programs are operated

through the District. The Superintendent supports the program by

providing leadership, operational support, office space, classroom

facilities, and equipment for its successful operation. Each program

director is a member of their respective Division’s Management Team.

The Administrator, Teacher and Administrator Development Branch,

designates oversight of the program to each project director and provides

access to the Superintendent’s policy and decision-making process. All

representatives of the certification program have input to the overarching

goals of the institution at large.

Representatives of each program are accessible and responsive to

district/school administration, site/program administrators, and program

candidates. Decisions as to the progress of candidates and any

remediation that may be required for the continued growth are influenced

by ongoing evaluation data and the input from both candidates and

faculty. Each program director, in coordination with the Administrator,

Teacher and Administrator Branch, has authority to:

Select and employ personnel necessary for support, supervision, and

instruction.

Design and implement strategies that are effective for the success of

available for review onsite

Staff Contact Information

Candidate Evidence Review Process

Roles & Responsibilities o LAUSD BTSA Induction

(includes Formative Assessment)

o District Intern Programs—please see DI Submission

the program.

Establish leadership activities with its partners.

Develop and monitor budget processes to maintain fiscal solvency.

Align overarching goals of the office with policies for program

implementation.

The Superintendent or designee has the final authority regarding program

implementation and services.

A p p r o v i n g C r e d e n t i a l A u t h o r i z a t i o n

LAUSD’s certification units are responsible for monitoring the progress of

each candidate. Each program has written criteria and an approved

process for determining whether candidates have met the requirements

for the credential. All candidates must demonstrate the knowledge and

skills required by the specific program standards in order to receive a

recommendation for the credential. Teacher candidates must complete

required coursework and submit activities for review by approved program

assessors. Program assessors determine whether the documentation

and evidence are sufficient to recommend the candidate for the

credential. Each director has the final authority to determine a candidate’s

advancement to candidacy for a credential. Only candidates that meet

requirements are recommended for a credential. Candidates that do not

meet requirements are not recommended and are provided an

opportunity to submit missing evidence, coursework or documentation.

They receive advisement and are provided written notification that they

have not met requirements which outlines the specific unmet

requirements that must be completed to be recommended for a

credential. LAUSD utilizes the online credential process to notify

candidates that all requirements are met.

Available for Review on site

Databases

Learning Zone

For the following items:

District Intern Programs—Please see DI submission

LAUSD BTSA Induction (includes Formative Assessment)

Portfolio Review Process & Checklists

Jeopardy Notices

Extension Requests

Common Standard 2: Unit and Program Evaluation System

The education unit implements an assessment system for ongoing program and unit evaluation and

improvement. The system collects, analyzes and utilizes data

on candidate and program completer performance and unit operations. Assessment in all programs includes

ongoing and comprehensive data collection related to candidate qualifications, proficiencies, competence, and

program effectiveness and is used for improvement purposes.

Narrative Response

A s s e s s m e n t S y s t e m f o r O n g o i n g P r o g r a m a n d U n i t E v a l u a t i o n a n d I m p r o v e m e n t

Each Los Angeles Unified School District credential program develops and implements

a comprehensive yearly program evaluation. An annual program improvement plan is

developed based on the analysis of the data collected. Annual assessments focus on

the goals and objectives of each of the program components, including the program

design and rationale. Each program utilizes an ongoing assessment process to collect

data that is available through a variety of sources such as contract documents; human

resource records including employment status and credential status; surveys,

evaluations, candidate work and accreditation documents. Prior year data are

analyzed. Interpreted and used in determining program trends and progress toward

annual goals. Outcomes of the analysis provide guidance for adjustments and

modifications to each program to facilitate ongoing improvement.

Surveys

State Survey

LAUSD BTSA Mid-Year Survey

Program Evaluations available for review on-site

Portfolio Checklists

Leadership Team Agendas—available for review on-site

C o l l e c t s , A n a l y z e s a n d U t i l i z e s D a t a o n C a n d i d a t e a n d P r o g r a m C o m p l e t e r P e r f o r m a n c e

a n d U n it O p e r a t i o n s

Multiple measures are utilized to gather information on candidate qualifications,

proficiencies and competence; participant progress; completer performance; and

program effectiveness. Each unit utilizes data collected from all stakeholders in the

professional community to evaluate program effectiveness and plan program

improvements.

Candidate work and assessments serve as a primary source of information to

measure progress towards outcomes. Each spring surveys and evaluations are

administered to program participants, support providers, site administrators and

program staff. Candidate information is elicited to assess several aspects of

program effectiveness. Where possible, information on program effectiveness is

also collected from instructors, support personnel, various partners and local

district/school personnel. Each course or training taught or facilitated by the project

has an evaluation component. Course evaluation data are examined and used to

assist in determining the effectiveness of the course and the instructors within the

program. This survey data are combined with other data collected, such as

student teaching performance assessments and portfolio projects. The current

year’s data are analyzed by each program’s leadership team and discussed with

the program’s partners. The data are compared with previously collected data and

tracks program trends. The data are summarized in a comprehensive program

improvement report.

Programs maintain a database to track completion of requirements such as formal

For the following items:

District Intern Programs—Please see DI Submission

LAUSD BTSA

Coursework Requirements

Formative Assessment

State Surveys

Evaluations—available for review on-site

Leadership Team Meetings—available for review on-site

Advisory Council

Biennial Report

Database—available for review on-site

examinations, culminating tasks and portfolio entries. The database is utilized to

generate reports on individual and aggregated data on candidate progress.

O n g o i n g a n d C o m p r e h e n s i v e D a t a C o l l e c t i o n , U s e d f o r I m p r o v e m e n t P u r p o s e s

Data are analyzed by the leadership team of each program to determine the

effectiveness of both process and content in all aspects of the program. A set

of data may be examined through different lenses in order to view candidate

progress and the effectiveness of the unit. Trends and patterns are examined

to assess program effectiveness and reflect progress over time. Among the

data sources and factors considered are (as appropriate for each program):

admissions data on the number of participants enrolled in the program

each year

participant completion of individual program components based on the

proficiency standard of the approved program—transportability

documents showing progress are available for candidates leaving the

program or transitioning to other certification programs

program completion (dropout rate, number of candidates terminated from

service, number of candidates completing on time, numbers and rationale

for candidates requiring extensions)

candidate performance data (i.e. results of the Teacher Performance

Assessment (TPA), passage of the Reading Instruction Competence

Assessment (RICA), performance on portfolio tasks, successful

completion of coursework, etc.)

operational procedures (design and implementation of requirements, data

District Intern Programs—Please see DI Submission

LAUSD BTSA Induction

Leadership Team Agendas—available for review on-site

Biennial Report & Program Summaries

Database—available for review on-site

Transportability Documents—connected to database, available for review on-site

Evaluations—available for review on-site

Accreditation Reports

Participating Teacher and Support Provider Agendas

Advisory Council

management systems, organization and management of courses,

facilities, selection and assignment of faculty, communication structures)

responses on evaluation measures (state and local surveys, session

evaluations, focus groups, communications from stakeholders, program

review)

portfolio or Teacher Performance Assessment or evidence of application

within the context of their assignment

advice and assistance during informal meetings. Individual Induction or

Inquiry or Professional Growth Plan Review, Formative Assessment

Documents

accountability Logs and Payroll Timesheet

retention Data

accreditation data, reports, feedback

Components are examined to determine necessary adjustments to both short

and long term program design and implementation for continuous program

improvement (i.e. statistics on passage of a task on the TPA are examined;

trends in strengths and areas of concern in participant competency are

analyzed; curriculum, supporting documents and program support are

examined and adjustments made to increase program effectiveness in the

targeted area).

Each program implements an ongoing process of evaluation and program

improvement. Adjustments are implemented as appropriate in response to the

analysis. The data are used where appropriate to guide current year

modifications in the program assessment. A cyclical process of evaluation

and analysis is maintained to track the impact of program adjustments and

inform future program design. Each program uses state and institutional

standards, program outcomes and/or program improvement outcomes to

achieve program improvement goals throughout the accreditation process.

Formal evaluation occurs within the framework of the accreditation process as

defined for each credential program.

Each program participates in the formal State accreditation process as

outlined and approved by the California Commission on Teacher

Credentialing (CCTC). The aforementioned data are routinely summarized

into charts, analyzed for the purpose of improving candidate performance,

program services and quality, and the institutions operations, and discussed

with the institutions various partners. Assessment data are shared with field

based faculty at various meetings throughout the year. Each program submits

information collected over time regarding the program context, demographics,

and changes to the approved program. Programs focus on overall trends and

develop an action plan for implementation of substantial program

improvements. All program data are the basis for the “Biennial Reports” and

the data gathering and analysis required in the accreditation process:

Year 1: Biennial Report submitted to the CTC

Year 2: Data Collection and Analysis

Year 3: Biennial Report submitted to the CTC

Year 4: Program Assessment (08-09 Entry into Accreditation System)

Year 5: Biennial Report submitted to the CTC (10-11)

Year 6: Site Visit; Data Collection and Analysis (11-12)

Year 7: Follow-Up to Site Visit; Data Collection and Analysis (12-13)

Common Standard 3: Resources

The institution provides the unit with the necessary budget, qualified personnel, adequate facilities and other

resources to prepare candidates to effectively meet the state-adopted standards for educator preparation.

Sufficient resources are consistently allocated for effective operation of each credential and certificate program

for coordination, admission, advisement, curriculum and professional development, instruction, field-based

supervision and/or clinical experiences, and assessment management. Information resources and personnel are

sufficient to meet program and candidate needs. A process that is inclusive of all programs is in place to

determine resource needs.

Narrative Response

B u d g e t , Q u a l i f i e d P e r s o n n e l , A d e q u a t e F a c i l i t i e s a n d O t h e r R e s o u r c e s

Budget development and planning for expenditures for LAUSD credential

programs is linked to the state requirements and standards for each

program. Institutional support from existing Talent Management, Human

Resources and Professional Development units are utilized to support

each program. Funding for courses, faculty, instructors, professional

development providers, materials and facilities include resources from

Available for Review on site:

Budgets

multiple sources such as the Teacher Credentialing Block Grant, Title I,

EIA, other grants, and district general funds. The LAUSD provides

additional support through budget support, payroll support, business

services and facility support, grant management and human resources

selection and assignment processes. Federal, State and Local

regulations governing the use of each fund are adhered to as resources

are allocated among the programs.

R e s o u r c e s a r e C o n s i s t e n t l y A l l o c a t e d

The Los Angeles Unified School District ensures each Division operating

the certification program has the necessary budget and facilities to

effectively operate the credential programs. Facilities are provided as an

“In-Kind” contribution of each Division.

Sufficient resources are allocated to each program director for coordination,

admission, and advisement. Programs allocate time and resources to

develop and implement curriculum, professional development, and

instruction to meet program and candidate needs. Programs reflect and

analyze data to continually assess and manage resources for credential

and certification requirements. Each program has available fiscal resources

to provide qualified supervisory and site-based support personnel to all

credential candidates. Field supervisors and support providers are sufficient

to meet program needs. The coursework and fieldwork faculty support

program coordination, admission, advisement, curriculum and instructional

professional development. Multiple sources of revenue may, on occasion,

be generated by:

Available for Review on-site:

Budgets

Support Provider database

Resumes

Master Calendar

For the following items:

District Intern Programs—Please see DI submission

LAUSD BTSA Induction

Professional Development—Staff

Training Locations

Organization Chart

Staff Rosters o Roles and Responsibilities

Grant funds distributed by the Commission on Teacher Credentialing and California Department of Education.

Tuition fees from candidates

Professional Development registration fees

District funds

Additional Grants

The district provides the unit with sufficient resources to select qualified

personnel to meet program and candidate needs. Faculty are selected that

hold advanced degrees consistent with their roles and responsibilities within

the program. Program personnel engage in professional development to

remain current in research, theory and practice regarding teacher

preparation, adult learning theory, subject matter expertise and local context.

Facilities are available to house staff, accommodate courses, seminars,

advisement and feedback sessions and other essential program functions.

Unit leaders share master calendars and communicate frequently with site

administrators to facilitate and coordinate the shared use of sites.

The Administrator of the Branch has oversight of the programs with full time

administrators who serve as directors for the programs coordinating ongoing

design and implementation. Together they are responsible with stake holder

input for program design, implementation, budget, staffing, coordination and

allocation of resources for support of the candidates in accordance with

state legislation governing each program.

The district has trained personnel that processes applicants for admission

and provides advisement to potential candidates. Personnel are provided to

deliver ongoing advisement to candidates during all phases of their program.

Staff is provided for each program to develop and implement curriculum that

is aligned to state and local mandates pertaining to the operation of a

Curriculum

Admissions Guidelines

Substitute Release Form

credential program, skill sets to be learned and the proficiencies that must

be demonstrated for candidates to be recommended for a credential.

Resources are allocated to provide for development of curriculum,

collaboration within the broader educational community, facilities,

professional materials and qualified faculty.

Field based supervision and/or clinical experiences are provided for

candidates in each program in alignment with the expectations and

requirements of the credential sought and the phase of the program that

they are in. All participants in LAUSD credential programs are employed

within LAUSD schools or charters within the District’s boundaries. Field

experiences occur in classrooms consistent with state guidelines for the

credential to be issued. Support Providers provide ongoing support and

guidance to candidates at the school site in each of the credential programs.

Resources are allocated for training for support providers which includes

formative assessment, coaching strategies, knowledge of program

requirements, use of assessment tools, and observation techniques.

Release days are provided for observation of the candidate.

Funding is provided for assessment of candidates (i.e. administration and

scoring of the Teacher Performance Assessment and portfolio reviews for

education specialist interns and induction candidates). Resources such as

files and server space are allocated for maintenance of required

documentation as well as program and candidate evaluation data.

I n f o r m a t i o n R e s o u r c e s a n d P e r s o n n e l a r e S u f f i c i e n t t o M e e t P r o g r a m a n d C a n d i d a t e N e e

d s

Candidates and program staff have access to a variety information

resources and instructional materials (i.e. web pages, library

resources, digital media resources, technology, professional

materials, instructional training materials, manuals, adopted

textbooks, periodicals, online district research library and district

curricular materials). Program funding provides full time classified and

clerical staff to support the day to day operations for the combined

programs. The district maintains a web portal which links to a web

page for each program where information on requirements,

schedules, registration information and staff can be accessed.

Digital Library: https://ol.lausd.net/diglib/index.php

Staff rosters

Websites:

http://acts.lausd.net/BTSA

http://www.lausd.k12.ca.us/lausd/offices/di/

http://lz.lausd.net

https://ol2.lausd.net/moodleapp/login/index.php

A P r o c e s s t h a t i s I n c l u s i v e o f a l l P r o g r a m s i s i n P l a c e t o D e t e r m i n e R e s o u r c e N e e d s

The District has an identified individual (currently Gina Smith DeVille,

Administrator, Teacher and Administrator Development Branch) who

oversees allocation of resources for the LAUSD Credential Programs.

Budget planning begins with a review of the previous year’s expenses

and current available funding to determine where adjustments need to be

made (i.e. professional development, IIP goals, program completion, state

funding issues, staffing, etc.) A variety of mechanisms are used to gather

information on program needs including state and/or program surveys

completed by participants, support providers, administration and program

staff. In addition to formal surveys a variety of stakeholder groups

Organization Chart

Data o State Surveys o Mid-Year Surveys

participate in the process of looking at data and determining budget

needs (i.e. district senior staff, leadership teams). Unit leadership utilizes

program and candidate performance data as well as requirements

dictated by state and local mandates to guide budgetary decisions and

determine resource needs for each program.

The director of the Branch has oversight of the programs with full time

administrators serving as directors for each of the programs. Together

they are responsible with stake holder input for program design,

implementation, budget, staffing, coordination and allocation of resources

for support of the candidates in accordance with state legislation

governing each program. The director meets with senior staff and fiscal

personnel to develop and receive approval on the annual budget.

Final authority for determining budget allocations resides with the

Superintendent or their designee.

Common Standard 4: Faculty and Instructional Personnel

Qualified persons are employed and assigned to teach all courses, to provide professional development, and

supervise field-based and/or clinical experiences in each credential and certificate program. Instructional

personnel and faculty have current knowledge in the content they teach, understand the context of public

schooling, and model best professional practices in scholarship, service, teaching and learning. They are

reflective of the diverse society and knowledgeable about diverse abilities, cultural, language, ethnic and gender

diversity. They have a thorough grasp of the academic standards, frameworks, and accountability systems that

drive the curriculum of public schools. They collaborate regularly and systematically with colleagues in P-12

settings/college/university units, and members of the broader, professional community to improve teaching,

candidate learning, and educator preparation. The institution provides support for faculty development. The unit

regularly evaluates the performance of course instructors and field supervisors, recognizes excellence, and

retains only those who are consistently effective.

Narrative Response

Q u a l I f i e d P e r s o n s a r e E m p l o y e d a n d A s s i g n e d t o T e a c h a n d S u p e r v i s e

All Los Angeles Unified School District (LAUSD) credentialing

programs have a written description of roles and responsibilities for

positions within the program. They utilize a variety of processes

(which may include applications, resumes, interviews, observation,

recommendations, etc.) for selecting and assigning all faculty, course

instructors, professional developers, and field supervisors. Program

Roles and Responsibilities

http://www.teachinla.com/hr_forms.html

Instructional Personnel and Faculty Rosters

Sample Applications & Interview Questions

directors of each certification unit adhere to the fair employment

practices, procedures, and policies of the Los Angeles Unified School

District as well as Local, State and Federal legislation. Human

Resources staff collaborates in monitoring assignments to verify

program personnel are authorized and credentialed for the position to

which they are assigned. As they process the pool of candidates the

credential programs select instructional personnel that are

representative of the diverse society in which we live and are able to

demonstrate knowledge of academic standards, frameworks, and

accountability systems. Candidates for fieldwork or site based

supervision/support are recommended to have at least 3 years of

successful experience and a clear California teaching credential or

certificate. Faculty may be recommended by district personnel based

on approved program guidelines and demonstrated expertise in the

content area of the candidate they support. The Executive Director,

Talent Management, Administrator, Teacher and Administrator

Development Branch and Program Directors maintain final authority in

the selection of professional development personnel.

Instructional personnel and faculty in all of LAUSD’s credentialing

programs are current or retired certificated employees of LAUSD or

are recognized experts in their field (i.e. university faculty, county

office of education staff and authors of relevant educational texts).

Leadership conducts an annual assessment of the qualifications and

diversity of the instructors and staff within the programs and makes

adjustments to the recruitment and assignment process as necessary.

Program leaders, faculty, professional development personnel are

selected and assigned utilizing multiple criteria, which may include:

Experience Implementing the California Standards for the

Teaching Profession

Interviews

Knowledge of Adult Learning Theory

Knowledge of the Academic Content Standards/Career Technical

Standards

Knowledge of the Teaching Performance

Expectations/Assessments

Knowledge of Adult Education Standards

Knowledgeable About Equity and Diversity

Observations of Teaching

Pedagogical and Andragogical Practices Appropriate to the

Credential/Certificate Program

Professional Development Facilitation and/or Training

Progressively Related Educational Experiences

Resumes

Colleagues’ Recommendations

Willingness to participate in professional training to acquire

additional knowledge and skills appropriate to support new

teacher development

Willingness to engage in formative assessment processes,

including non-evaluative, reflective conversations about formative

assessment evidence of the participating teacher

Effective listening and interpersonal skills, and a positive, non-

judgmental attitude

Once faculty and instructional personnel are selected they meet with

program staff to review their responsibilities and clarify questions.

P e r s o n n e l M o d e l C u r r e n t B e s t P r a c t i c e s o f T e a c h i n g a n d L e a r n i n g

Administrators from the credential programs formally and informally evaluate

instructors and professional development providers on a consistent basis to

monitor the implementation of best professional practices. Program

personnel communicate and model research based strategies and best

professional practices in teaching and learning, scholarship, and service.

Additionally, program personnel and candidates participate in ongoing

professional learning communities to increase their content knowledge and

skill. Instructional personnel and faculty collaborate with personnel from the

Office of Curriculum, Instruction and School Support in order to remain

current in the context of public education. Annual professional development

for faculty is required in order for faculty to increase their knowledge and skill

in the use of the formative assessment processes used routinely in their

practice.

LAUSD utilizes a mixed model of support to credential candidates. Although

part time release personnel are the most prevalent candidates may be

assigned full release, part time release, or full time teaching clinical

Curriculum and Professional Development

Available for Review on site

Evaluations

Support Provider Databases

personnel to provide field based support. The majority of full release

personnel are retired teachers or central offices staff.

P e r s o n n e l a r e R e f l e c t i v e a n d K n o w l e d g e a b l e o f a D i v e r s e S o c i e t y

Program personnel reflect the diversity in their schools and community.

Program personnel attend diversity training, or have previously attended or

been prepared to work with diverse populations. Personnel must have met

the ‘multi-cultural’ requirement that is required of all employees before they

are eligible to receive salary advances. LAUSD, as a Lead Educational

Agency, provides regularly scheduled opportunities for personnel to

participate in diversity training through the Office of Curriculum, Instruction

and School Support. The Division of Human Resource Services and the

certification programs provide annual professional development in “Equity

and Diversity” for program personnel. Each program fosters cultural and

language proficiency within its corresponding division. Formative assessment

of the candidates in each credential program requires conversations with

colleagues in the school setting. Clinical personnel guide candidates in

reflective conversations and document these conversations using formative

assessment tools approved by their respective programs.

Multicultural Requirement

Staff and Support Provider Application and Interview Process

Curriculum and Professional Development --Staff

P r o g r a m P e r s o n n e l A r t i c u l a t e t h e S t a n d a r d s , F r a m e w o r k s , a n d A c c o u n t a b i l i t y S y s t e m s

Program faculty and instructional personnel have experience working with

the core academic content standards and frameworks of the content area for

instruction. Supervisors, instructors and district based support personnel are

Available for Review on site:

Resumes

knowledgeable of subject specific curriculum and the local district need. Site

based support personnel provide core content support by arranging

observations and/or opportunities for collaboration with content instructors

familiar with the standards and frameworks of the content area of instruction.

Project directors communicate knowledge of the public school accountability

systems with all program personnel through regularly scheduled meetings

and/or professional development.

Leadership Team Agendas

P r o g r a m P e r s o n n e l C o l l a b o r a t e R e g u l a r l y w i t h C o l l e a g u e s , C o l l e g e s a n d U n i v e r s i t i e s

Program personnel collaborate regularly through emails, newsletters,

conferences, workshops, committee and advisory meetings to improve

teaching, candidate learning, and educator preparation. Program Personnel

attend meetings and ongoing professional development opportunities to

foster collaboration within the broader educational community including

Institute of Higher Education (IHE, members of the professional community

and other PK-12 organizations (i.e. LA Regional Network, Cluster 4 training

and conferences, IHE collaborative etc). These forums provide staff with

new information opportunities to discuss teaching programs and student

learning with colleagues. Information from these meetings is shared within

ongoing staff meetings to determine implications for program implementation.

Programs have established relationships with a variety of colleges and

universities. Strong relationships exist with the universities such as California

State University, Los Angeles, California State University, Northridge,

California State University, Antioch and University of California, Los Angeles

and Mount St. Mary.

Available for Review on site:

Sample emails

Advisory Council

Curriculum and Professional Development—Staff

Advisory Council Roster

IHE Consortium Roster

E v a l u a t e s a n d R e c o g n i z e s P r o g r a m P e r s o n n e l P e r f o r m a n c e

LAUSD regularly evaluates the performance of faculty, course instructors and

professional developers through evaluations at the end of a session, routine

program surveys, and periodic observations by program staff. Candidate

feedback, support logs, and candidate portfolios/performance indicators

provide additional information. The leadership team of each program

analyzes the data gathered to determine the effectiveness of instructors and

professional developers. Program staff meets with instructors and

supervisors collectively and individually as appropriate to provide formative

feedback on their work. Those who consistently receive sub-standard

evaluations are given the opportunity to engage in steps to increase their

effectiveness and ultimately released from their responsibilities if

improvement does not occur.

The program recognizes excellence on an ongoing basis as well as through

formal and informal communications. Representatives from each of the

programs assume leadership roles, such as serving as Lead Support

Providers, representatives on District leadership committees and participating

in state committees such as the Formative Assessment revision committee.

Evaluations available for review on site

Surveys o State Survey o Mid-Year Survey

Curriculum and Professional Development—Support Providers

Support Provider Feedback Form

BTSA Facilitators

Certificates

S u p p o r t f o r F a c u l t y D e v e l o p m e n t

LAUSD provides professional development support for faculty and staff through

the divisions of Human Resource Services and the Office of Curriculum, Professional Development—

Staff

Leadership Team Agendas

Instruction and School Support as well as program specific instruction.

Faculty/staff development is designed based on systematic review of program

data and faculty performance. Candidate evaluations and feedback are used to

improve faculty instruction and support. Partnerships with leading experts in

new teacher development and leadership, such as the New Teacher Center

contribute to growth of faculty and staff. Examples of professional development

topics offered to faculty and professional development providers may include

but are not limited to:

Pedagogy and Methodology

The context of public schooling

Best professional practices in scholarship, service, teaching, and learning

(as appropriate to the program)

Formative assessment

Effective mentoring strategies (reflective conversation protocols,

observation techniques and strategies to provide learning focused

feedback)

Diverse abilities, cultural, language, ethnic and gender diversity

Networking opportunities to discuss best practices including the

examination of data to inform practice in the areas of teaching, candidate

learning and educator preparation

The LAUSD BTSA Induction program ensures all clinical personnel and faculty

receive professional development in Instructional Mentoring. The program

utilizes an intensive mentoring training model that includes certification in one

or more state approved Formative Assessment Systems (Currently FACT

and/or FAS) for all personnel serving as Support Providers.

available for review on-site

Professional Development Providers Roster

Standard 5: Admission

In each professional preparation program, applicants are admitted on the basis of well-defined admission criteria

and procedures, including all Commission-adopted requirements. Multiple measures are used in the admission

process that encourages and supports applicants from diverse populations. The unit determines that admitted

candidates have appropriate pre-professional experiences and personal characteristics, including sensitivity to

California’s diverse population, effective communication skills, basic academic skills, and prior experiences that

suggest a strong potential for professional effectiveness.

Narrative Response

C r e d e n t i a l U n i t A r t i c u l a t e s W e l l - D e f i n e d A d m i s s i o n C r i t e r i a a n d P r o c e d u r e s

The LAUSD Human Resources (HR) Division is committed to recruiting and

selecting a diverse teaching population. The procedures focus on the

recruitment and selection of the best qualified candidates who have the

potential for successful service in a large, diverse, urban school district.

LAUSD has well-defined admissions criteria and procedures for each of its

professional preparation programs and ensures that all candidates admitted

meet approved program and Commission adopted requirements. Candidates

admitted to the program have qualifications that are the equivalent to or higher

than commission requirements for each program. All candidates must be

employed by the Los Angeles Unified School District or Charter schools within

the geographic boundaries of the district to be eligible for participation. They

must meet all of the district’s employment criteria which are consistent with

Application process: http://www.teachinla.com/teachinla/credentialed.html

Admissions criteria included in Narrative

state and federal guidelines for employment in a public institution.

Participants must apply online (charter schools may accept face to face

submission) and submit supporting documentation.

Applications and supporting documentation are screened for eligibility including

review of transcripts to determine academic preparation and proficiency,

resumes and letters of reference. Eligible candidates who meet employment

criteria and have appropriate pre- professional experiences participate in a

standardized interview process which includes prompts to probe for sensitivity

to California’s diverse population, ability to communicate effectively and

potential for professional success.

For any LAUSD program offering a Commission-approved initial credential,

candidates must:

provide evidence of authorization to work in the United States

verify a Bachelor’s degree from an accredited institution

Meet the minimum unit requirement as specified in Ed. Code 44380 in

the subject matter for the credential being sought

provide official transcripts of all course work

provide evidence of positive personal qualities through letters of

reference and recommendation

provide evidence of relevant prior experiences

provide evidence of passage of CBEST or equivalent

complete a health clearance including tuberculosis screening

complete a background check with fingerprint clearance

Each program has specific and differentiated employment criteria.

The LAUSD HR division has trained specialists who screen candidates for the http://www.teachinla.com/teachinla/credentialed.htmlDistrict

Intern program for additional qualifications:

transcript evaluation with a minimum GPA of 2.7

US Constitution knowledge via exam or coursework

Subject Matter Competency via coursework and passage of appropriate subject matter tests

successful completion of the pre-service experience

selection for employment at a LAUSD school site in a position consistent with subject matter competency

passage of the fluency examination if seeking BCLAD certification

Admittance to the induction programs requires that the participant be employed

with the Los Angeles Unified School District or an associated charter and hold

or qualify for a general education preliminary credential (Education Specialist

candidates may qualify once program approval has been granted). Induction

program staff advises candidates regarding the requirements to obtain a clear

credential during program advisement. Candidates receive information

regarding the Early Completion option and requirements.

Information regarding employment and admission requirements for all offered

programs is clearly defined for candidates:

on the LAUSD Website

in printed materials

during personal interviews

at informational meetings

Adult Educational Designated Subjects Credential - no longer active in LAUSD

Designated Subjects Career Technical Education (CTE) Teaching Credential –

no longer active in LAUSD

District Intern Program – Acceptance into the District Intern Program is the

result of a district based selection process and recommendation to employ the

candidate coordinated by the Human Resources (HR) division. Candidates

must complete 120 hours of pre- service training. Participants in the LAUSD

CENTSE (Credentialed Educators Now Teaching Special Education)

Education Specialist program receive 40 hours of credit towards 120 clock

hours in recognition of their prior completion of a teaching credential. Pre-

service training includes Introduction to Teaching modules and 40 hours of

English Language Learner instruction. The pre-service requirement includes

coursework, field observations, and supervised fieldwork. Prior to being

advanced to an internship, a candidate must demonstrate ability to:

Achieve academically

Reflect on teaching and learning

Meet the fundamental teaching domains

Meet 100% Subject Matter Requirements

Administrative Tier II Credential Program – currently inactive in LAUSD

M u l t i p l e M e a s u r e s S u p p o r t A p p l i c a n t s f r o m D i v e r s e P o p u l a t i o n s

LAUSD encourages and supports applicants for specific professional

programs from diverse populations by recruiting throughout the district, state,

nation and in selected foreign countries. For purposes of recruitment, staff

members from the Human Resources division attend conferences, job fairs,

seminars and other related activities targeting those where diverse and under-

represented populations may be in attendance. Further dissemination of

information through a variety of public media including: journals, newspapers,

radio, television, billboards, flyers, university collaborations and websites.

Successful paraeducators and other support staff are recruited for the

possibility of entering the teacher preparation career pathway. During the

hiring process Human Resource staff communicates the next steps to each

candidate and assist candidates in completing required employment

documents. Through completion of mandated state requirements, the LEA

has hiring guidelines in place to ensure that all candidates are sensitive to and

reflect California’s diverse populations, including interview targeting attitudes

and beliefs in this area. The district adheres to state and federal non-

discriminatory guidelines and hiring practices.

Human Resources Recruitment http://www.teachinla.com/recruitment_calendar.html

Teach In LA Website http://www.teachinla.com/whyteach/about.html

Career Ladder Website http://www.teachinla.com/ladder/

Multicultural Requirement http://certificated.lausd.k12.ca.us/mpvu/documents/Multiculturalrequirements_002.pdf

C a n d i d a t e s D e m o n s t r a t e P r e - P r o f e s s i o n a l E x p e r i e n c e s

Throughout the program’s initial interview and advisement process, it is

determined that candidates have appropriate pre-professional experiences and

LAUSD Application Question Preview

personal characteristics that include sensitivity to California’s diverse

populations. Only candidate’s that demonstrate effective communication skills,

basic academic skills, and prior experiences that suggest a potential for

professional effectiveness during the local interview and advisement process are

recommended for admission to the program.

https://www.weteachla.com/ats/app_login?COMPANY_ID=00001364

Common Standard 6: Advice and Assistance

Qualified members of the unit are assigned and available to advise applicants and candidates about their

academic, professional and personal development, and to assist each candidate’s professional placement.

Appropriate information is accessible to guide each candidate’s attainment of all program requirements. The

institution and/or unit provide support and assistance to candidates and only retain candidates who are suited

for entry or advancement in the education profession. Evidence regarding candidate progress and performance

is consistently utilized to guide advisement and assistance efforts.

Narrative Response

Q u a l i f i e d S t a f f A r e A v a i l a b l e t o A d v i s e C a n d i d a t e s

The Los Angeles Unified School District Human Resources division has

personnel that are specifically trained to provide advisement to applicants.

Personnel within the division are provided with training in recruitment

procedures, employment requirements and the evaluation of applications.

They work with the Local District Placement Specialists and Administration to

note ongoing placement patterns and trends and assist in the identification of

possible locations for the professional placement of successful applicants.

Credential unit staff is available to meet with district personnel upon request

by the candidate or district. Program staff attends annual Director meetings,

CCAC conferences and Regional Technical Assistance Training to stay

current. Staff assigned to the program, provide an essential link between the

candidates, the local districts, and the Commission on Teacher Credentialing.

Human Resources Staff Training—available on-site—HR Director

Letter to Administrators—Teachers eligible for participation

I n f o r m a t i o n i s R e a d i l y A v a i l a b l e t o A d v i s e C a n d i d a t e s

Information and advisement for credential programs offered through the Los Angeles Unified School District are available through multiple resources:

Initial advisement prior to entry in the program is available through

information disseminated at job fairs, on the web site, flyers, personal

contact and interviews.

The website provides information in writing that describes such things as

the program requirements, course requirements, resources, timelines and

frequently asked questions.

Each credential program conducts orientations and/or informational

meetings where interested candidates can receive information on eligibility

criteria, requirements and timelines.

Prior to entering a program applicants who are not well suited for candidacy may

be counseled to consider other career options. Factors influencing this decision

include, but are not limited to: information in confidential documents; failure to

meet general program admission requirements; low scores on assessment tools;

and/or inability to pass oral interviews.

Applicants who do not meet the criteria for employment within the district or

candidacy for a specific program may be given guidance regarding remediation

that may assist them to become eligible.

Once an applicant is accepted into candidacy each program utilizes a variety of

mechanisms to ensure that the participant receives ongoing advisement and

assistance regarding their academic, professional and personal development

such as:

Teach In LA Website http://www.teachinla.com/whyteach/about.html

Teacher and Administrator Website http://notebook.lausd.net/portal/page?_pageid=33,211965&_dad=ptl&_schema=PTL_EP

New Teacher Resources http://www.teachinla.com/new_teacher_resources/

Calendars o LAUSD o DI—se DI Submission

LAUSD BTSA Participating Teacher Orientation--Power-point, Packet(s)

LAUSD Application Question Preview https://www.weteachla.com/ats/app_login?COMPANY_ID=00001364

Pre-Application Page notifications http://www.teachinla.com/pre_online_application.html

Credential Program(s) Staff

Calendar

Available for review on site:

Information outlining their program requirements which are referred to

throughout the program include, but are not limited to, brochures,

portfolios packets, course syllabi and handbooks

Program websites with information pertaining to eligibility, requirements,

schedules and deadlines

Information shared during group meetings and courses

Group and personal communications such as email and phone calls

Candidates may also receive support and assistance from indirect

sources including School Site, Local District and District personnel;

Support Providers; Program Advisors; Specialists and Instructors

Periodic individual advisement where participants are given specific

advice and feedback regarding their progress utilizing information from

multiple sources such as candidates’ portfolios and database reports

indicating the candidate’s individual progress

Support providers assistance to participants at their school sites in

understanding and implementing pedagogy within the context of their

authentic practice

Individual support from program staff by request (e.g. email, phone, in

person, fax).

Program leaders are available to meet with district personnel or advise

candidates.

Advice and assistance during instructional and /or professional

development activity and other impromptu visits.

Additional site based support is determined by the site administrator, thus

providing candidates with immediate local resources and information.

Sign ins

All candidates have access to an assigned district or program lead that is

knowledgeable about the credential programs. Support providers meet regularly

with program staff and are given information including program requirements such

as formative assessment, professional development, teacher inquiry and program

completion.

P r o g r a m s R e t a i n O n l y C a n d i d a t e s S u i t a b l e t o t h e P r o f e s s i o n—District Intern

Each program collaborates with personnel within the Human Resources

Division to ensure that all technical requirements pertaining to their program

have been satisfied (ie satisfactory Stull evaluations, adequate service hours).

See District Intern Submission

P r o g r a m s R e t a i n O n l y C a n d i d a t e s S u i t a b l e t o t h e P r o f e s s i o n—B T S A I n d u c t i o n

In accordance with the California Education Code and Induction Program

Standards, the formal evaluation of a teacher's performance by a site

administrator and the documentation of a candidate's formative

development collected in collaboration with a support provider function

separately within the unit. The results of any teacher's formal

performance evaluation, conducted by the site administrator, are

confidential and cannot be required by the program to be utilized as

BTSA Induction Eligibility

BTSA Induction Jeopardy Notifications

evidence to guide advice and assistance efforts. Additionally,

documentation of a candidate's formative development (see Induction

Program Standard 4: Formative Assessment System) cannot be utilized

as evidence to inform a teacher's formal performance evaluation,

professional placement, or retention within the District.

With these conditions in mind, a program candidate must maintain a

current contract with the LAUSD and must persist in meeting all other

qualifying conditions in order to continue to be retained in the program. All

candidates will be retained within the program as long as these conditions

continue to be met. This means that if a program candidate's contract is

terminated or he/she ceases to meet any of the qualifying conditions for

program participation prior to program completion, the candidate will no

longer be eligible for retention in the LAUSD BTSA Induction Program.

Additionally, a candidate must fully meet all Commission-adopted

competency requirements as described in Common Standard 9:

Assessment of Candidate Competence in order to be recommended for

advancement in the education profession (i.e., a clear credential).

P r o g r a m U t i l i z e s E v i d e n c e t o M o n i t o r P r o g r e s s a n d Gu i d e A d v i s e m e n t

Participants are advised of their responsibility to make adequate progress in

meeting program requirements. Each program has a clearly defined process

in place to monitor each candidate’s progress toward program completion

and maintains a database as a record to document candidate status.

Participants submit evidence of completion of program requirements during

regularly scheduled sessions for each program. If a candidate falls behind or

LAUSD BTSA Induction Memorandum of Understanding

Databases available for review onsite

LAUSD Jeopardy Process Documents

District Intern Jeopardy Process Documents—see DI submission

does not meet designated benchmarks, a Program Advisor will work

individually with a candidate to determine the cause and possible remedy.

This process includes a number of steps and moves along a continuum from

informal email reminders, one-to-one interactions, to formal notifications and

eventual removal from the program. Each program has a jeopardy process

in place for participants who are at risk of not meeting program expectations.

The jeopardy program for each includes, at a minimum:

Periodic progress reviews as candidates progress through program

components

A formalized evaluation of program progress

A series of communications notifying them of their ‘at risk’ status within

the program

Advice, assistance and support designed to assist them in moving into

compliance with program requirements and expectations

Annual evaluations conducted by school site administrators (all

evaluation processes are contractually negotiated annually with the

local bargaining unit and the evaluation process has clearly

established procedures and guidelines)

This process of checking periodic benchmarks and on-going counseling

and guidance is well delineated through bulletins and memoranda,

handbooks, flowcharts, and advisement procedures. Consistent failure to

meet benchmarks may result in the candidate’s release from a program.

A formal process is in place to terminate their retention in the program

should efforts to assist them to meet program standards are

LAUSD BTSA Calendar o FACT Worktime schedule o Mid-Year Advisement schedule o Fall and Spring Seminar o Summary of Teaching

Practice/Portfolio Review

LAUSD BTSA Participants PD and Advisement

LAUSD BTSA Credential Recommendation Documents

unsuccessful. Candidates who successfully complete all requirements in

accordance with the regulations governing their program will be

recommended for the appropriate credential

Common Standard 7: Field Experience and Clinical Practice

The unit and its partners design, implement, and regularly evaluate a planned sequence of field-based and

clinical experiences in order for candidates to develop and demonstrate the knowledge and skills necessary to

educate and support all students effectively so that P-12 students meet state-adopted academic standards. For

each credential and certificate program, the unit collaborates with its partners regarding the criteria for selection

of school sites, effective clinical personnel, and site-based supervising personnel. Field-based work and/or

clinical experiences provide candidates opportunities to understand and address issues of diversity that affect

school climate, teaching, and learning, and to help candidates develop research-based strategies for improving

student learning.

Narrative Response

D e s i g n a n d I m p l e m e n t F i e l d E x p e r i e n c e s

Each certification unit has a planned sequence of field experiences that

are designed by program and district personnel. The certification unit

partners review program evaluations and provide input to the program

design through annual meetings.

Program partners implement the program design and structures to assist

candidates to become life-long learners utilizing field experiences that are

based on evidence of the Plan, Teach, Reflect, and Apply (PTRA) cycle.

Program implementation requires candidates to be immersed in the

learning community/classroom. Employment in a certificated assignment

within the district or at a charter school within the district boundaries or

verification of service in an assignment that allows for completion of all

LAUSD BTSA Formative Assessment

Advisory Council Agenda

Sign ins available for review on site

Inquiry

Eligibility Criteria

Support Provider Roles and Responsibilities

Participating Teacher Memorandum of Understanding

program requirements is a pre-requisite for all LAUSD credential

programs. Experienced teachers meet regularly with each teacher to

observe and reflect on teaching practice. Each candidate demonstrates

the teaching of lesson/unit designs including instructional activities and

strategies. Teachers are expected to demonstrate successful, research

based strategies using the state adopted academic content standards,

subject matter pedagogy, and the adopted frameworks.

The program design requires candidates to collaborate with grade/subject

level or job a- like peers throughout the process. Candidates receive

intensive instructional support and submit evidence of this collaborative

effort and the results of the impact on their instruction. The design of the

supervision/mentoring support system requires candidates to be

supported for up to two years or until the candidate completes the

certificate or credential program.

Supervised field based experiences for District Interns begin during pre-

service and continue throughout the program. Candidates complete a

series of focused observations of exemplary teachers working in an area

consistent with the credential they are seeking. They are placed in a

classroom with a cooperating teacher who guides them as they observe

in the classroom before assuming responsibility for teaching a lesson

series. Once placed District Interns participate in specifically designed

practice in teaching tasks under the guidance of a trained support

provider. These tasks are implemented within their classroom and allow

them to examine their practice and develop proficiency in meeting the

needs of the students that they serve. Each task includes components

that require the use of research-based strategies. As they respond to the

prompts within the task they collaborate with other professionals to

address factors that impact teaching and learning including issues of

diversity and school climate. With the guidance of a support provider they

design and implement differentiated instruction to improve student

learning.

Candidates in the Education Specialist Intern program experience

supervised field work within a general education classroom during their off

track time in addition to their experiences in the assignment that is

consistent with their area of authorization.

BTSA Induction candidates are immersed in the learning community and

are provided opportunities to develop and demonstrate competence in

their professional roles. They continue to examine their practice and add

to their research base as they construct inquiries with the guidance of a

support provider to focus on improving their practice in order to improve

student learning. They engage in reflective practice as they design and

implement instruction, select targeted differentiation strategies and

analyze the resulting student work. Through their focused work during

the inquiries they refine their ability to work in a diverse, multi-ethnic,

multi-lingual, urban environment comprised of students of multi-abilities.

Specific prompts during the inquiry guide them to address issues of

diversity. Support Providers are selected and assigned as part of a formal

process designed to comply with state legislative guidelines, District

policy and the current research base regarding coaching and mentoring.

In each program a candidate’s knowledge and ability to use academic

content standards and strategies promote academic achievement that

differentiates instruction to meet all student’s needs is documented using

a variety of program tools/evidence.

E v a l u a t e F i e l d E x p e r i e n c e s

Throughout their experience participants in each program submit

evidence of their progress toward engaging in the field based experiences

for their credential program. Each certification unit implements a

culminating activity e.g. portfolio and/or TPA assessment where

participants demonstrate evidence of meeting the requirements to be

recommended for the credential.

Program personnel gather evidence of the effectiveness of the

experiences through analysis of candidate work, surveys of candidates,

instructors and supervising staff, observations and participation in the

annual accreditation process. Data are collected, analyzed and utilized to

assess program effectiveness and guide program modifications.

DI—see DI Submission

BTSA Induction Portfolio

Accreditation Process

C a n d i d a t e s E f f e c t i v e l y D e m o n s t r a t e K n o w l e d g e a n d S k i l l s t o E d u c a t e A l l S t u d e n t s

Candidates demonstrate knowledge and skills necessary to educate all

students during field experiences, coursework, and professional

development activities. The LAUSD candidates engage in practice

designed to effectively support all students under the supervision and

guidance of the programs’ experienced instructors and field support

personnel. Field based-support personnel measure each candidate’s

ability to effectively use the knowledge and skills to educate all students

using multiple measures. Candidates are assigned experienced teacher

support from support personnel who demonstrate the knowledge and

skills necessary for the certificate or credential based on the designated

credential certification or license. Candidates for a teaching credential

collect teaching artifacts as evidence of their teaching performance

including lesson plans, student work, reflections on practice, and student

performance data. Support providers observe candidates teaching.

Candidate’s prepare unit and lesson plans based on the academic

content standards and meet regularly with an experienced teacher to

reflect on how their teaching strategies meet the learning needs of all

students. This evidence is collected through teaching portfolios, projects,

and the formative assessment process. Candidates and clinical personnel

use approved CSTP criteria to focus clinical practice and ensure all

candidates work with English language learners and special population

students.

BTSA Induction Portfolio o Context for

Teaching/Assessment of Teaching Practice

o Inquiry o Summary of Teaching

Practice/Portfolio Review o Project o Continuum of Teaching Practice

Roles and Responsibilities

Support Provider Selection and Assignment

C o l l a b o r a t e s W i t h P a r t n e r s f o r S e l e c t i o n o f S i t e s a n d P e r s o n n e l

Collaboration regarding the criteria for selection of school sites, effective

personnel and site based supervising personnel occurs within the District.

Selection and assignment of support providers for induction candidates is

governed by the bargaining unit agreement which is developed in

accordance with credential standards and District policy. Once they have

completed their pre-service requirement appropriate placement and

support of teachers accepted into the intern program occurs within the

context of the District policies and procedures. The process involves

collaboration between the human resources, the school sites and the

intern program. In the Los Angeles Unified School District personnel

selection is a school-site administrative function. It is the responsibility of

Human Resources staff to ensure that the school site assignment is

consistent with the teaching authorization the candidate is seeking.

Administrators who select an intern at their site have the responsibility to

select a support provider for the candidate that has depth of content area

knowledge and experience, sensitivity to the needs of the candidate, and

commitment to helping candidate move their practice forward. The local

school administrator is responsible for the supervision of all local school

site-based supervising personnel. The program director for each

credential monitors the selection and assignment of support personnel.

The most common method of experienced teacher support is from

classroom teachers. Recent retirees and full release providers may be

used. Clinical support personnel and practicum supervisors are selected

Support Provider Selection and Assignment

Roles and Responsibilities

based on teaching experience, teaching credentials, communication

skills, and other qualifications necessary for the certificate or credential

program. Weekly collaboration between the candidate and the

experienced teacher also occurs by face-to-face meetings, phone, email,

grade level or subject a-like meetings, and other impromptu contact.

Candidates have a variety of support built into all field-based experiences.

This support network includes resources such as:

Peer Coach (Experienced teacher support as determined by the

local district)

School Site Administrator

Clinical supervisor or support provider

District Content or Instructional Specialists

Professional Learning Communities (Cohorts of teachers meeting

to discuss academic content, student data, inquiry projects)

Program Sponsored Teacher Learning Communities (Cohorts of

candidates meeting for collegial support, instruction, and to discuss

relevant formative assessment and/or research)

Program Instructors (Current Practitioners providing support to

both clinical support teachers and candidates)

Fieldwork Placement Administrators (Local district administrators

identified as liaisons to the certification program)

Each program determines the qualifications and criteria utilized to select

faculty who support candidates learning in field experiences and clinical

practice in accordance with the expectations outlined in the standards

governing their program.

C a n d i d a t e s U n d e r s t a n d a n d A d d r e s s I s s u e s o f D i v e r s i t y

Program personnel provide appropriate learning experiences for

candidates based on the approved program, current course, or candidate

need. Candidates use focus students representative of diverse

populations during their clinical/field experience. Candidates use reflective

conversations and/or written responses to plan, implement and assess

instruction designed to support all students in learning. Program

personnel facilitate, instruct, or coach candidates during these field

experiences thus ensuring that candidates demonstrate growth in both

teaching and learning.

The LAUSD certification units provide candidates with guidance and

supervision as it relates to understanding and addressing issues of

diversity through the systematic evaluation of the teachers practice while

in the classroom setting. Candidates are provided multiple opportunities

to demonstrate support of all students either through performance- based

assessments, e.g. the Teaching Performance Assessment, or through the

use of mentoring/supervision. Mentoring/supervision provides candidates

with multiple opportunities to examine issues of diversity that affect school

climate, teaching and learning as well as providing candidates with best

practices and strategies to maximize academic achievement for students.

Candidates use a variety of tools to engage in examining their ability to

BTSA Induction Portfolio

Focus Student Selection

Essential Components of Instruction (09-11)

Essential Components/Lesson Plan Template (11-12)

Observation Template

Mid-Year Advisement

design and implement instruction in an inclusive and equitable way.

Candidates are required to utilize formative assessment activities,

including objective observation data throughout the credentialing process

to minimize bias and examine strategies that are culturally responsive to

their students needs. Candidates specifically engage in formative

assessment and teaching performance assessment activities where they

articulate their strategies for responding to the diverse populations they

work with.

C a n d i d a t e s D e v e l o p R e s e a r c h - B a s e d S t r a t e g i e s f o r I m p r o v e d S t u d e n t L e a r n i n g

Coursework, field experiences and formative assessment processes

focus the candidate on the discovery of and implementation of research

based strategies that improve student learning. Candidates examine and

develop research-based strategies using inquiry in the context of their

teaching or administrative assignment. As a part of their submission of

evidence for each program they indicate research that they have

referenced and how it impacted their instructional planning and

implementation. Analysis of results and impact of the research their own

practice and on student learning is included in their documentation.

Individual Induction Plan

Standard 8: District-Employed Supervisors

District-employed Supervisors are certified and experienced in either teaching the specified content or

performing the services authorized by the credential. A process for selecting Support Providers who are

knowledgeable and supportive of

the academic content standards for students is based on identified criteria. Support Providers are trained in

supervision, oriented to the supervisory role, evaluated and recognized in a systematic manner.

Narrative Response

S u p e r v i s o r s a r e C e r t i f i e d

All supervisors employed by the certification unit are certified and have

taught the specified content or have performed the services of the

credential area being supervised. LAUSD collaborates with the local

district/school to identify highly qualified current or recent practitioners.

District partners recommend talented teachers and administrators for

supervisory responsibilities. These teachers and administrators may be

currently serving or recently retired.

Roles & Responsibilities--Job Descriptions

Resumes available for review on site

S e l e c t i o n o f S u p e r v i s o r s h a s I d e n t i f i e d C r i t e r i a

There are clearly defined selection criteria for support providers and

supervising personnel in accordance with the standards governing each

Support Provider Selection and Assignment Memorandum

Roles and Responsibilities

program. All certification units follow the hiring practices, procedures, and

policies of the Los Angeles Unified School District. Clinical personnel and

supervisors must have at least 3 years of successful experience as

determined by the district to be considered as an appropriate fieldwork

candidate. All candidates providing field supervision must be professional

role models with strong and effective communication skills. Other criteria

considered important include:

Resume with progressively increased educational responsibilities

and experiences

Letter(s) of Recommendation

Willingness to participate in professional training to acquire

additional knowledge and skills appropriate to support new teacher

development

Willingness to engage in formative assessment processes,

including non- evaluative, reflective conversations about formative

assessment evidence of the participating teacher

Effective listening and interpersonal skills, and a positive, non-

judgmental attitude

Support providers must have demonstrated successful practice, shown

ability to work with adult learners, have knowledge of the academic

content standards for students. Prior to selection and assignment support

providers and other supervising personnel must indicate their willingness

to participate in professional training to acquire additional knowledge and

skills appropriate to support new teacher development as well as

Resumes available for review on site

willingness to engage in formative assessment processes, including non

evaluative, reflective conversations about formative assessment evidence

of the participating teacher

The District has different categories of support providers. The number of

candidates served and the participant program vary depending on the

policy governing selection and assignment for that classification (i.e.

Certificated Staff Mentoring Program, National Board Certified Support

Providers, and School Site Selected Support Providers, Charter School

Support Providers, Full Time Release Support Providers). Support

Providers are selected and assigned at the school site level. Criteria for

the assignment of support providers is detailed in a Memoranda which is

posted on the District website with supplemental documents defining

revised guidelines for each classification of Support Providers. In the

event that a school is unable to find a support provider the program may

assist in locating a support provider from another category to serve the

candidate.

Additionally, though rare, an individual school may have grant funds or

other conditions that allow them to hire a credentialed experienced

teacher to serve as a support provider. In these instances the Principal or

their designee becomes responsible to ensure that they meet all criteria

and receive all mandated support provider training.

S u p e r v i s o r s a r e T r a i n e d a n d O r i e n t e d t o S u p e r v i s i o n

Each of the beginning teacher programs offers a variety of training for

Support Providers. Training includes:

Orientation to the program and professional responsibilities of support providers

The state approved Formative Assessment System (currently FACT or FAS) for all Support Providers working with candidates in BTSA Induction

Professional development in research based support strategies including adult learning theory and coaching methodology

Information on the design and requirements of the credential programs

Networking opportunities with other Support Providers to discuss best practices.

Calendar

Sign ins available for review on site

Support Provider Training: o Support Provider

Orientation o FACT Training for

Support Providers o Coaching Strategies 1 o Coaching Strategies 2 o Mentor Academy

S u p e r v i s o r s a r e E v a l u a t e d a n d R e c o g n i z e d

All Support Providers and Supervisors are evaluated through a variety of measures. Each District employee is evaluated by their Administrator on a regular and predictable basis as part of the District performance evaluation. Charter School Supervisors and Support Providers are evaluated under the terms of their Charter. Candidates provide feedback on the effectiveness of their support providers through participation in state and program surveys as well as informal communications with program staff. Quality of candidate work completed with the support provider provides additional information on their practice. Supervisors are recognized for completing specific coaching and mentoring training provided by the LAUSD programs. Supervisors receive compensation for their services. Additionally, each of the credential programs offers annual recognition for Support Providers who work with candidates in their program which may be evidenced through a variety of formats (i.e. celebratory event, certificate, presentation of professional materials).

Evaluations available for review on site

LAUSD Stull Evaluation

Surveys o State Survey o Mid-Year Survey

Support Provider (SP) Recognition

SP Recognition Certificate

Common Standard 9: Assessment of Candidate Competence

Candidates preparing to serve as teachers and other professional school personnel know and demonstrate the

professional knowledge and skills necessary to educate and support effectively all students in meeting the state-

adopted academic standards. Assessments indicate that candidates meet the Commission-adopted competency

requirements, as specified in the appropriate program standards.

Narrative Response

C a n d i d a t e s K n o w a n d D e m o n s t r a t e P r o f e s s i o n a l K n o w l e d g e a n d S k i l l s

All applicants must have passed CBEST and subject matter competency

assessments prior to entry into the program.

All interns must receive passing scores in all required coursework for

their program which has been designed in alignment with the program

standards for their specific credential. Multiple Subject and Education

Specialist interns must complete the RICA before becoming eligible for

recommendation for the preliminary credential. All interns must receive a

satisfactory or better Stull evaluation from their site administrator.

General Education Interns complete the California Teacher Performance

Assessment (Cal-TPA) for which they are required to demonstrate the

professional knowledge and skills necessary to educate and support

effectively all students in meeting the state-adopted academic standards.

The Cal-TPA is designed to assess the candidate’s ability to meet the

Teacher Performance Expectations. Information from the TPA is utilized

LAUSD Application Question Preview https://www.weteachla.com/ats/app_login?COMPANY_ID=00001364

LAUSD BTSA Induction Portfolio

Roles and Responsibilities

Resumes available for review onsite

Summary of Teaching Practice Culminating Project

formatively to guide the intern’s professional growth during the program.

They must receive a passing score on each task of the assessment

which is scored by calibrated assessors before they are recommended

for the preliminary credential.

Teachers in the Education Specialist Level I and Level II Intern Programs

(to be replaced by the Preliminary and Clear Education Specialist

Programs) complete a series of portfolio tasks demonstrating at least

proficient competency in the California Standards for the Teaching

Profession as well as the Program Standards for their specific credential.

Information from the portfolio tasks is utilized formatively to guide the

intern’s professional growth during the program. The portfolio tasks are

aligned with the standards and are assessed utilizing a rubric by

personnel who have been trained in this process.

The LAUSD general education induction program(s) candidates

complete a portfolio demonstrating their knowledge and skills in each of

the California Standards for Teaching Profession as well as areas

mandated by the Program Standards. The portfolio tasks are aligned

with the standards and are assessed utilizing criteria checklists by

personnel who have been trained in this process. Emphasis in the

induction program is in authentic demonstration of the candidate’s ability

to educate the students in their classroom in alignment with professional,

state and district standards and expectations.

Each approved certification program assigns qualified faculty, field and

clinical personnel, coaches and/or mentors to assess the knowledge,

skills and performance of each candidate. The candidate must

demonstrate knowledge and skills during field based clinical practice,

and/or real classroom experiences. Candidates collect evidence of their

practice for the purpose of satisfying all relevant program competencies

and standards. The deliberate application of knowledge and skills is

documented through observation data, student work, examination of

student data, and teacher reflections. Program staff review candidate

competency using multiple measures including the candidates submitted

evidence.

C a n d i d a t e s E f f e c t i v e l y E d u c a t e a n d S u p p o r t A l l S t u d e n t s i n M e e t i n g t h e S t a t e A d o p t e d

A c a d e m i c S t a n d a r d s

Candidates must possess the requisite personal characteristics, including

sensitivity to California’s diverse populations, communication skills,

academic performance and the ability to support both English Language

Learners and Special Population Learners as measured by the approved

state/program assessments. Each certification unit examines the

candidate’s professional practice and experiences to verify a candidate’s

ability to effectively educate and support all students against a set of

California teaching standards and approved program standards.

Candidates demonstrate personal growth in relation to these standards

and provide evidence in a culminating activity that examines either the

Teaching Performance Expectations, California Standards for the

FACT Inquiry

Continuum of Teaching Practice

Summary of Teaching Practice Culminating Project

Teaching Profession or both. Candidates demonstrate growth against a

set of standards during a systematic study of their pedagogy and the

adopted academic standards required for their credential.

C a n d i d a t e s A s s e s s m e n t M e e t C o m m i s s i o n A d o p t e d C o m p e t e n c y R e q u i r e m e n t s

Multiple sources of information are used to determine a candidate’s

competency. Candidates demonstrate competency through a variety of

evidence the teacher submits based on current classroom or clinical

experiences. The district intern program utilizes the California Teaching

Performance Assessment (CA-TPA), course performance, and RICA

passing test scores. The BTSA Induction Program utilizes the

commission approved Formative Assessment System, currently the

Formative Assessment System for California Teachers (FACT) and/or the

Formative Assessment System (FAS). Candidates demonstrate

scholarship through the completion of coursework and/or fieldwork as

required by the approved program standards. Candidates demonstrate

that they can effectively educate all students through the use of systematic

inquiry into teaching and learning. Each candidate’s assessment includes

professional development that includes, but is not limited to accessing

research to inform their inquiry. Candidates reflect on their teaching and

student learning using a variety of evidence collected and reviewed with

support personnel throughout various stages of the credential process.

Credential units have established outcomes for each approved program.

BTSA Induction Portfolio o FACT Context for

Teaching/Assessment of Teaching Practice

o FACT Inquiry o Individual Induction Plan

(Action Research) o Continuum of Teaching

Practice

Outcomes described in Common Standard 1 Narrative