2014-2015 btsa handbook
TRANSCRIPT
BTSA Induction Program Handbook
Table of Contents
General Information
1 Induction Staff Contact List
2 Purpose, Vision, and Goals
3 Teacher Eligibility Criteria
4 BTSA Induction Program Overview
5 Acronym Guide
6 Milpitas Unified School District 2014-2015 School Calendar
7 Milpitas Unified School District 2014-2015 BTSA Induction Master Calendar
8 BTSA 2014-2015 Calendar of Events
Formative Assessment for California Teachers (FACT)
9 What is FACT?
11 FACT Portfolio Checklist
13 FACT Completion Self-Evaluation Rubric
17 California Standards for the Teaching Profession 2009
18 Induction Program Standards
Agreements & Responsibilities
20 Proof of Advisement
21 Candidate Responsibilities
22 Expectations of Support Personnel
23 Confidentiality Policy
Policies & Procedures
24 Early Completion Option (ECO)
32 Request for Induction Program Extension
34 Program Extension Request
35 Participating Teacher or Support Provider Request for Reassignment
36 University Units for BTSA Induction Participation
1
BTSA Induction Staff Contact List
Norma Rodriguez, Director of Educational Services
1331 E. Calaveras Blvd.
Milpitas, CA 95035
408-635-2600 ext. 6046
Fax 408-635-2623
Olivia Contreras, Teacher on Special Assignment
1331 E. Calaveras Blvd.
Milpitas, CA 95035
408-635-2600 ext. 6057
Fax 408-635-2623
Maria del Rio, Director, Human Resources
1331 E. Calaveras Blvd.
Milpitas, CA 95035
Bldg. 100
408-635-2600 ext. 6070
Fax 408-635-2617
Nancy Weinstein, Executive Secretary
1331 E. Calaveras Blvd.
Milpitas, CA 95035
Room 208
408-635-2600 ext. 6039
Fax 408-635-2623
Paula Willie, Sr. Staff Secretary
1331 E. Calaveras Blvd.
Milpitas, CA 95035
Room 212
408-635-2600 ext. 6004
Fax 408-635-2623
2
BTSA’s Purpose, Vision, and Goals
The California Beginning Teacher Support and Assessment (BTSA) Induction Program provides
formative assessment, individualized support and advanced content for beginning teachers who hold a
preliminary teaching credential, and is the preferred pathway to a California Clear Teaching Credential.
The BTSA Induction program is co-administered by the California Department of Education (CDE) and
the Commission on Teacher Credentialing (CTC).
Milpitas Unified School District BTSA Induction Program Vision
To empower educators to individualize, integrate, innovate and reflect upon their continuing
professional development in order to best meet the ever-changing needs of our students, our schools and
our community.
Purposes and Goals of BTSA Induction
Provide an effective transition into the teaching career for eligible first- and second-year teachers
in California
Improve the educational performance of students through improved training, information, and
assistance for participating teachers
Enable beginning teachers to be effective in teaching students who are culturally, linguistically,
and academically diverse
Close the achievement gap while improving academic achievement for all students
Ensure the professional success and retention of new teachers
Ensure that a support provider provides intensive individualized support and assistance to each
participating beginning teacher
Build supportive professional relationships
Ensure that an individual induction plan is in place for each participating beginning teacher and
is based on an ongoing assessment of the development of the beginning teacher
Ensure continuous program improvement through ongoing research, development, and
evaluation
Enhance the skills, abilities and talents of support providers to better work with new teachers
Recommend for the California clear credential only those participating teachers who have met
and completed all of the requirements of the Induction Program
3
Teacher Eligibility Criteria
A teacher is eligible to participate in the Induction Program if he or she meets one of the
following criteria:
Holds a preliminary multiple or single subject credential and is required to participate in
an approved induction program as stated on the credential.
Has completed a teaching internship and has applied for a preliminary multiple or single
subject teaching credential.
Is employed as general education teacher by Milpitas Unified School District.
According to the Milpitas Unified School District Board Policy 4131.1, all eligible teachers must
participate in the BTSA program.
Enrollment Process
.
Notification
The Human Resources Credential Analyst reviews credential renewal requirements and
notifies Educational Services of BTSA
eligibility.
The participating teacher is notified by
Educational Services and is scheduled to
attend the BTSA orientation and advisement
during the New Teacher in-service.
BTSA Eligibility
The BTSA Coordinator matches the
Participating Teacher with a Support
Provider based on school site, content
area, and grade level.
Candidates hired after the start of school
receive advisement from the BTSA
Coordinator regarding Induction Program
requirements.
BTSA Orientation
The participating teacher attends
the BTSA Orientation and
complete a Proof of Advisement
verifying their participation in the
program.
BTSA Enrollment
The participating teacher
completes the online State Consent
Form before the December
deadline in order to enroll in the
program.
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Overview of the BTSA Induction Program
The Milpitas Unified School District (MUSD) BTSA Induction Program allows teachers to earn a
professional clear credential in two years. The program has four major components:
Support Provider MUSD uses support providers to help with the delivery of services to each participating teacher. Support
providers are familiar with the BTSA program and selected for their professional capabilities in working
with their colleagues. They are knowledgeable in curriculum, classroom management and many other
areas that benefit new teachers. The participating teacher and support provider work together to reflect
on the art and science of teaching in a confidential and non-judgmental environment that is conducive to
expanding the skills and practices of teaching and learning.
Formative Assessment for California Teachers (FACT) The Formative Assessment for California Teachers (FACT) system focuses on the demonstration of a
teacher’s practice, combining reflective assessment and support to help participating teachers develop as
practitioners. It is a structured series of critical thinking tasks completed with the assistance of a trained Support
Provider. Throughout the experience in the FACT system, participating teachers will deepen understanding and
application of the Induction Standards (IS), the California Standards for the Teaching Profession (CSTP), and the
state-adopted student content standards and curriculum frameworks, and or the core curriculum standards.
The primary focus of the FACT system is on the application of these standards through the ongoing
process of planning and teaching lessons, reflecting on the results, and making informed changes to
future practice based on evidence.
Professional Development
Professional development opportunities will be provided in pedagogy and district initiatives to help the
participating teacher demonstrate competence on the induction standards and California Standards for
the Teaching Profession. Participating teachers have opportunities to participate in district sponsored
professional development.
Induction Evidence
Each participating teacher, throughout the two year period, collects and maintains evidence of the
formative assessment, induction standards and participation in all program events.
Note: It is the YOUR responsibility to keep all documents as proof of your completion of the BTSA
induction requirements in case you are audited by the Commission on Teacher Credentialing.
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BTSA Acronym Guide
BTSA Beginning Teacher Support and Assessment
CTC Commission on Teacher Credentialing
CDE California Department of Education
CSTP California Standards for the Teaching Profession
CTAG Closing the Achievement Gap
ECO Early Completion Option
ELD English Language Development
EL English Learner
ELL English Language Learner
FACT Formative Assessment for California Teachers
HR Human Resources Department
IHE Institution of Higher Learning
IIP Individual Induction Plan
IEP Individual Education Plan
MUSD Milpitas Unified School District
PT Participating Teacher (Candidate)
SP Support Provider
SRT Student Review Team
SBAC Smarter Balanced Assessment Consortium
SCCOE Santa Clara County Office of Education
TPA Teaching Performance Assessment
TPE Teaching Performance Expectations
RMD Reclassified Fluent English Proficient Monitoring Data Form
WIN Worksheet for Individual Needs (English learners)
7
BTSA Induction Master Calendar 2014-2015
August August 11th
New Teacher Orientation
August 12th
New Teacher Orientation
Support Providers - Observations and FACT Module A: Context
September September 4th
Year 2 Orientation: Data & Assessment
September 4th
Support Providers - Cognitive Coaching and Induction
Year 2: All documents should be done for FACT Module A by September 26th
October October 2nd
Year 1 with Support Providers: Module B
October 1th*
Administrator meeting
October 30th
Support Provider Meeting: Module C
Year 1: All documents should be done for FACT Module A by October 31st
Year 2: All documents should be done for FACT Module B by October 31st
November November 13th
Year 2 Participating Teacher - FACT Module C: Inquiry
December No Meetings Year 1: All documents should be done for FACT Module B by December 12
th*
Online assignment - (must be completed by December 20th
)
Support Providers - FACT Module C: Inquiry
January January 15th
Year 1 Participating Teacher - Module C
January 15th
All Support Providers - Cognitive Coaching
February No Meetings Online assignment - (must be completed by February 28
th)
Support Providers - Observations of Inquiry Lesson
March March 26th*
Year 2 Participating Teacher - Inquiry Protocol (Colloquium Prep)
Year 2: Documents should be done for FACT Module C by Friday, March 20th
April Year 2: Submit your completed portfolio by April 17th
Year 1: All documents should be done for FACT Module C by April 24th
April 16th
Year 1 Participating Teachers with SPs - Portfolio Workshop
May Year 1: All documents should be done for FACT Module D by May 9th
Year 1: Please submit a completed checklist by May 20th
May 21th
Year 2 with Support Providers - Colloquium in the Board Room
*New Date Change
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BTSA Induction Calendar of Events 2014-2015
Year 1 Meetings Year 1 Deadlines August 11
th and 12
th New Teacher Orientation
October 2nd
Module B w/ Support Provider
January 15th
Module C: Inquiry
April 16th
Portfolio Review w/ Support
Provider
All meetings are from 3:30 to 5:00 unless otherwise stated
Module A due October 31st
Module B due December 12th*
Online assignment due December 20th
Online assignment due February 28th
Module C due April 24th
Module D due May 9th
Checklist due May 20th
Year 2 Meetings Year 2 Deadlines September 4
th Orientation, Data, Assessment
November 13th
FACT Module C: Inquiry
March 26th*
Inquiry Protocol (Video)
May 21st Colloquium (Boardroom 3:30-4:30)
All meetings are from 3:30 to 5:00 unless otherwise stated
Module A due September 26th
Module B due October 31st
Online assignment due December 20th
Online assignment due February 28th
Module C due March 20th
Module D due April 10th
Portfolio due April 17th
Year 1 Support Providers September 4
th Coaching and Induction Orientation
October 2nd
Meet with Participating teacher for Module B overview
October 30th
Overview of Module C: The Inquiry Process
January 15th
Cognitive Coaching
April 16th
Meet with Participating Teachers for a Portfolio Workshop
All meetings are required for Support Providers supporting a Year 1 teacher
Year 2 Support Providers September 4
th Coaching and Induction Orientation
October 30th
Overview of Module C: The Inquiry Process
January 15th
Cognitive Coaching
March 26th*
Portfolio checklist guidelines, self-evaluation, note/advice to Participating Teacher
May 21st Colloquium for BTSA graduates in the Board Room
All meetings are required for Support Providers supporting a Year 2 teacher
Other October 1
th* Administrator meeting (3:30-4:30 Room 206)
February 12th Advisory Board Meeting (3:30-4:30 Room 206)
*New Date Change
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Formative Assessment for California Teachers
What is FACT? ’Teaching involves a search for meaning in the world. Teaching is a life project, a calling, a vocation that is an
organizing center of all other activities. Teaching is past and future as well as present; it is background as well as
foreground; it is depth as well as surface. Teaching is pain and humor, joy and anger, dreariness and epiphany.
Teaching is world building; it is architecture and design; it is purpose and moral enterprise. Teaching is a way of being
in the world that breaks through the boundaries of the traditional job and in the process redefines all life and teaching
itself. --William Ayers
What are the benefits of participation in Induction?
Choosing a career in the education field means choosing to become a life-long learner. During the Induction
period, Candidates will apply teacher preparation learning and build habits of mind as they examine and
reflect on activities within the classroom. Demonstration and application of knowledge acquired
during teacher preparation is a key characteristic of the Induction years.
FACT Modules
Growing as a professional, feeling greater confidence as a teacher, and meeting the learning needs of all
students are the main goals of the system. Candidates will employ an ongoing learning process that follows a
cycle of plan, teach, reflect, and apply. Candidates, with the assistance of a Support Provider, will identify
areas of both strength and growth and complete an Individualized Induction Plan (IIP). Action research will guide
individual professional development around the California Standards for the Teaching Profession (CSTP) and
the Induction Standards (IS).
The FACT System is composed of four modules. The Assessment of Teaching and Learning module
bridges teacher preparation with the induction experience as teachers reflect on what they know and
determine the current level of their teaching practice. This assessment builds a foundation for future
growth related to teaching standards.
While focusing on their teaching practice in the first module, participating teachers also address the
Context for Teaching and Learning module where they gather information about their class, and the
organization and resources of the school, district, and community. This contextual analysis guides and
informs participating teachers as they engage in subsequent FACT activities.
In the Inquiry into Teaching and Learning module, participating teachers assess their practice against a set
of specific criteria, and select an area for an in-depth inquiry. This investigation follows an action research
model, allowing participating teachers to research questions pertinent to their classroom needs. The results
of the inquiry guide the participating teacher’s professional development as they explore the impact of their
instruction on student achievement.
The final module, Summary of Teaching and Learning, is an end-of-year reflection. Participating teachers
review the results of the inquiries, consider the data collected, identify best teaching practices, and assess the
impact of formative assessment on their teaching practice.
What are the foundations of FACT?
A conceptual chart of the framework of the FACT formative assessment system and the interrelation of
its components can be found in the Resources section.
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1—California Standards for the Teaching Profession (CSTP)
The California Standards for the Teaching Profession is a set of six standards that represent, in a
comprehensive manner, the knowledge, skills, and abilities possessed by an accomplished
teacher.
Not in any priority, the six teaching standards are:
1. Engaging and Supporting All Students in Learning
2. Creating and Maintaining Effective Environments for Student Learning
3. Understanding and Organizing Subject Matter for Student Learning
4. Planning Instruction and Designing Learning Experiences for All Students
5. Assessing Student Learning
6. Developing as a Professional Educator
2—Standards of Quality and Effectiveness for Professional Teacher Induction
Programs in California (Induction Standards)
Adopted by the Commission on Teacher Credentialing and supported by the State
Superintendent of Education, the standards establish the expectations for new teacher induction. The
Induction Program Standards (IS) within Category B: Teaching All Students, identifies what teachers
should know and be able to do. (See Resources).
3—California Common Core State Standards for K-12
Educational standards describe what students should know and be able to do in each subject in each
grade. In California, the State Board of Education decides on the standards for all students, from
kindergarten through high school. Since 2010, 45 states have adopted the same standards for
English and math. These standards are called the Common Core State Standards (CCSS). Having
the same standards helps all students get a good education, even if they change schools or move to a
different state. Teachers, parents, and education experts designed the standards to prepare students
for success in college and the workplace. http://www.cde.ca.gov/re/cc/
4—Evidence
Data, collected during FACT modules, includes observation, student work, lesson plans, and
recorded reflections. Evidence of the CSTP and induction standards is generated as FACT
modules are completed. These evidence pieces provide the focus for reflective conversations
between Support Providers and Candidates and may be used to demonstrate Induction
Standards work.
Characteristics of the 2 Year FACT Program
IS IS NOT
Growth Model Proficiency Model
Risk Taking Staying in one’s comfort zone
Inquiry Driven Form Driven
Build Upon Prior Knowledge/Experience Redundant of year 1
teacher preparation
Job-embedded Layered on top of job
requirements
Participating Teacher Driven Prescribed by program
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BTSA Portfolio Checklist Candidate: Formative Assessment: Provide examples or evidence of the requirements listed below. If a specific
form type is listed, submit the completed form unless an equivalent is indicated.
FACT - Year 1
⇬ Class Profile A-1 or equivalent
⇬ Class Layout A-2 or equivalent
⇬ A-3 School & District Resources or
equivalent
⇬ Home/School Communication A-4 equivalent
⇬ A-5 Site Orientation Checklist
⇬ Informal Observation
Collaboration Logs:
⇬ Sept. ⇬ Oct. ⇬ Nov. ⇬ Dec.
⇬ Jan. ⇬ Feb. ⇬ Mar. ⇬ Apr.
⇬ B-1 Teacher Prep Alignment Chart
⇬ B-2 K-W-O chart
⇬ B-3 Initial Classroom Observation
⇬ B-4 Post-Observation Reflection
⇬ Mark the Continuum of Teaching Practice
⇬ E- 2 Series (2.5, 2.6, 2.6a, 2.6b)
⇬ C-1 Individual Induction Plan
⇬ C-2 Components of Instruction or equivalent
⇬ C-3 Entry Level Assessment (2 parts)
⇬ C-4 Focus Student Selection
⇬ Lesson Plan C-5 or equivalent
⇬ Observation C-6 (Part 1 & 2)
⇬ C-7 Analysis of Student Work
⇬ C-8 Summative Assessment (Part 1 and 2)
⇬ D-1 Culminating Questions and Reflection
FACT - Year 2
⇬ Class Profile A-1 or equivalent
⇬ Class Layout A-2 or equivalent
⇬ Home/School Communication A-4 or
equivalent
⇬ A-3 & A-5 Required only with a change of
site or district
⇬ Informal Observation
Collaboration Logs:
⇬ Sept. ⇬ Oct. ⇬ Nov. ⇬ Dec.
⇬ Jan. ⇬ Feb. ⇬ Mar. ⇬ Apr.
⇬ B-2 KWO chart
⇬ B-3 Initial Classroom Observation
⇬ B-4 Post Observation Reflection
⇬ Mark Continuum of Teaching Practice
⇬ E- 2 Series (2.5, 2.6, 2.6a, 2.6b)
⇬ C-1 Individual Induction Plan
⇬ C-2 or equivalent Components of Instruction
⇬ C-3 Entry Level Assessment (2 parts)
⇬ C-4 Focus Student Selection
⇬ Lesson Plan C-5 or equivalent
⇬ Observation C-6 (Part 1 & 2)
⇬ C-7 Analysis of Student Work
⇬ C-8 Summative Assessment (Part 1 and 2)
⇬ Continuum of Teaching Practice - update
⇬ D-1 Culminating Questions and Reflection
Comments or questions on formative assessment: (continue on 2nd sheet if needed)
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Inquiry Checklist - Part 2 - Induction Standards - May be marked in Year 1 based on Year 1 Inquiry.
This form will not be complete until the Year 2 Inquiry is complete.
Pedagogy - Induction Standard 5:
⇬ Technology ⇬ Safe and Healthy Classroom ⇬ Assessment ⇬ Differentiated
Instruction
⇬ Met ⇬ Modifications Needed (described below) ⇬ Not Met
Equity -Induction Standard 6:
⇬ Culturally Respectful Teaching ⇬ Aware of Bias
⇬ Met ⇬ Modifications Needed (described below) ⇬ Not Met
English Language Learners -Induction Standard 6a:
⇬ Identifies ELD students and CELDT scores
⇬ Plans instructional modification for ELD students
⇬ Demonstrates awareness of needs of ELD students
⇬ Met ⇬ Modifications Needed (described below) ⇬ Not Met
Special Populations -Induction Standard 6b:
⇬ Understands accommodations and modifications
⇬ Recognizes individual strengths and weaknesses in students
⇬ Positive behavioral support
⇬ Special Education focus
⇬ High Achiever focus
⇬ Met ⇬ Modifications Needed (described below) ⇬ Not Met
Comments or questions on Induction Standards: (continue on 2nd sheet if needed)
⇬ Final Portfolio submission meets induction completion requirements
⇬ Final Portfolio submission meets induction completion requirements with the exception of:
____________________________________ ________________ Evaluator Date
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Rubric for BTSA Induction
Participating Teacher ________________________ Support Provider ________________________
Module A: Context for Teaching and Learning
Focus Area 1 2 3
Identification of
student needs and
strengths, including
EL, special need,
and advanced
learners Evidence: A-1 or
equivalent,
Collaboration logs
The class profile (A-1)
is filled out, but may
lack insight into
student strengths and
accommodations for
special populations.
A-1 is complete.
Language proficiency,
health concerns, 504, and
IEP requirements have
been identified, but
consideration of student
strengths and other
special populations are
missing.
A-1 is complete. Both
student strengths and needs
are identified. EL levels are
identified, as well as
modifications they need.
Modifications and
accommodations and are
identified for special
populations.
Communication with
students and families
Evidence: A-4 or
equivalent
There is evidence of
communication with
students and families.
There is evidence of both
positive as well as
problem based
communication with
students and families.
Evidence shown that
communication with
students and families is
informational and positive
as well as problem based,
and is ongoing throughout
the school year.
Instructional
environment is safe,
healthy, and
maximizes student
learning
Evidence: A-2 or
equivalent, A-3, A-5
The instructional
environment (A-2),
school district resource
form (A-3), and school
site checklist (A-5) are
filled out.
The A2, A-3, and A-5 are
complete, and
demonstrate an awareness
of resources and
classroom layout to meet
student needs.
The documents demonstrate
an awareness of available
resources to meet student
needs. The learning
environment has evolved
over the induction process,
and maximizes use of
learning space.
Comments or questions on Module A:
14
Rubric for BTSA Induction
Participating Teacher ________________________ Support Provider ________________________
Module B: Assessment of Teaching and Learning
Focus Area 1 2 3
Identifies areas of
strength and areas
to work on to
improve
classroom
instruction.
Evidence: B-2, B-
4, E-2.5,
Collaboration
Logs
Demonstrates an
awareness of areas of
strengths and growth in
the areas of learning
environment, multiple
measures of assessment,
technology, and multi-
tiered intervention.
Demonstrates an
awareness of strengths
and growth over the two
year induction cycle.
Evidence shows
development in at least
two areas: technology,
assessment, learning
environment, or
intervention.
Demonstrates an awareness
of strengths and growth.
Evidence shows growth over
the two year induction cycle
in the use of technology,
multiple measures for
assessment, and
intervention.
Identifies
culturally
responsive
teaching practices
and ways to
monitor and adjust
teaching strategies
to meet the needs
of all students Evidence: 2.6,
Collaboration
Logs
Demonstrates an
awareness of strengths
and challenges in the
areas of bias, culturally
responsive teaching, and
communicating with
students, families, and
colleagues.
Evidence shows
culturally responsive
teaching and efforts to
overcome the effects of
bias on students. Efforts
are made to overcome
challenges and build on
strengths over the
induction cycle.
Evidence shows culturally
responsive teaching and
efforts to overcome the
effects of bias on students.
Collaboration and
communication with
students, families, and
colleagues ensures equitable
access.
Ensures equity
through access to
academic
achievement for
English Learners,
special
populations, and
advanced learners.
Evidence: 2.6a,
2.6b. B-3,
Collaboration
Logs
Demonstrates an
awareness of strengths
and challenges in using
EL proficiency levels to
differentiate instruction
and collaborating with
colleagues to use
accommodations and
behavioral supports for
special populations.
Differentiated instruction
ensures that English
Learners develop
academic language.
Collaboration with
colleagues facilitates
modifications and
accommodations to meet
the needs of special
populations, including
advanced learners.
Differentiated instruction for
EL students is based on
language proficiency levels
to ensure they develop
academic language.
Collaboration with
colleagues facilitates
positive behavioral supports.
Modifications and
accommodations vary
curriculum depth to meet the
needs of all special
populations.
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Rubric for BTSA Induction
Participating Teacher ________________________ Support Provider ________________________
Module C: Inquiry into Teaching and Learning
Focus Area 1 2 3
Individual Induction
Plan and Inquiry
Question (IIP)
Evidence: C-1,
Collaboration Logs
Both Individual
Induction Plans are
complete. At least
one inquiry question
includes the
elements of the
SMART goal
format. Both IIPs
demonstrates
evidence of learning.
Both IIPs include inquiry
questions in the SMART
goal format. The action plan
of at least one IIP includes
at least three areas of
research, documenting
measurable results. Both
IIPs demonstrate evidence
of learning, which will be
applied to future practice.
Both IIPs include SMART
goal inquiry questions. The
action plans each include at
least three areas of research,
directly connected to the
focus question, documenting
measurable results. The
second IIPs demonstrates
how learning from the first
was applied to practice.
Multiple measures
are used to assess
student progress.
Assessment data is
used to drive
instruction.
Evidence: C-2, C-3,
C-8, Collaboration
Logs
The Essential
Components for
Instruction creates a
standards based
lesson series. The
assessments are
appropriate to the
learning objective,
and are used to
inform instruction.
The Essential Components
was updated with the results
of the entry level
assessment. The
assessments are matched,
include a CCSS focus, and
are used to adapt and
modify instruction.
The Essential Components is
CCSS aligned and was
updated throughout the
inquiry process.
Assessments are matched,
include a scoring guide, and
are appropriate to the
learning goal.
Accommodations are
made for EL, special
needs, and advanced
students in the lesson
sequence
Evidence: C-4, C-5,
C-6, C-7,
Collaboration Logs
The C documents
are complete, with
focus student work
attached. Support for
focus students has
been identified.
Evidence shows
modifications and
accommodations designed
to increase achievement for
EL and special population
students. Student work has
been analyzed to determine
possible next steps.
Evidence shows clear
modifications and
accommodations have
increased achievement for
EL and special populations.
Student work was analyzed
for effectiveness of
instruction and next steps.
Comments or questions on Module C:
16
Rubric for BTSA Induction
Participating Teacher ________________________ Support Provider ________________________
Module D: Reflection of Teaching and Learning
Focus Area 1 2 3
The reflection
demonstrates
growth over the
two year BTSA
induction process.
Evidence: D-1
The top two boxes
are complete, and
respond to at least
one of the prompts
from the Culminating
Questions and
Reflections Guide.
Some evidence of
growth can be seen from
the Year 1 to the Year 2
D-1. Two to three of the
prompts from the
Culminating Questions
and Reflections Guide
have been addressed in
the top two boxes.
Personal growth can be seen over
the two years, both in the
complexity of the responses in the
Year 2 D-1, as well as in a shift
from the PTs focus on his/her
teaching to a focus on the
students’ learning. Three or more
of the prompts have been
addressed from the Culminating
Questions and Reflections Guide.
The reflection
demonstrates an
understanding of
the BTSA
induction process.
Evidence: D-1,
Colloquium
The bottom two
boxes are complete
and respond to at
least one of the
prompts from the
Culminating
Questions and
Reflections Guide.
Two to three of the
prompts from the
Culminating Questions
and Reflections Guide
have been addressed,
and demonstrate a
connection between the
collection of evidence
and the focus for Year 3.
The D-1 reflection shows a clear
understanding of the purpose of
the inquiry process. Key pieces of
evidence have been used to
develop a focus for growth or
exploration in the next teaching
year.
Identifies
evidence to
assesses CSTP
progress over the
two year
induction cycle
Evidence:
Continuum of
Teaching
Practice, B-3,
Collaboration
Logs
Each CSTP element
has been marked and
dated at least three
times during the
FACT cycle. There is
at least one piece of
evidence for each
element.
Each element has been
marked and dated. There
are at least two pieces of
evidence for each
element, and dates have
been recorded for at least
three points over the two
year cycle.
Each element has been marked
and dated. There are several
pieces of evidence for each of the
CSTPs, which have been added to
over the two year cycle. There is
evidence of growth in at least four
of the CSTP elements.
Comments or questions on Module D:
17
California Standards for the Teaching Profession 2009
STANDARD ONE:
STANDARD TWO:
ENGAGING AND SUPPORTING ALL STUDENTS IN
LEARNING
CREATING AND MAINTAINING EFFECTIVE
ENVIRONMENTS FOR STUDENT LEARNING 1.1 Using knowledge of students to engage them in learning
1.2 Connecting learning to students’ prior knowledge, backgrounds, life
experiences, and interests
1.3 Connecting subject matter to meaningful, real-life contexts
1.4 Using a variety of instructional strategies, resources, and technologies
to meet students’ diverse learning needs
1.5 Promoting critical thinking through inquiry, problem solving, and
reflection
1.6 Monitoring student learning and adjusting instruction while teaching
2.1 Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully
2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive
interactions among students
2.3 Establishing and maintaining learning environments that are physically,
intellectually, and emotionally safe
2.4 Creating a rigorous learning environment with high expectations and
appropriate support for all students
2.5 Developing, communicating, and maintaining high standards for individual
and group behavior
2.6 Employing classroom routines, procedures, norms, and supports for
positive behavior to ensure a climate in which all students can learn
2.7 Using instructional time to optimize learning
STANDARD THREE:
STANDARD FOUR:
UNDERSTANDING AND ORGANIZING SUBJECT MATTER
FOR STUDENT LEARNING
PLANNING INSTRUCTION AND DESIGNING LEARNING
EXPERIENCES FOR ALL STUDENTS 3.1 Demonstrating knowledge of subject matter, academic content
standards, and curriculum frameworks
3.2 Applying knowledge of student development and proficiencies to ensure student understanding of subject matter
3.3 Organizing curriculum to facilitate student understanding of the subject matter
3.4 Utilizing instructional strategies that are appropriate to the subject
matter
3.5 Using and adapting resources, technologies, and standards-aligned
instructional materials, including adopted materials, to make subject
matter accessible to all students
3.6 Addressing the needs of English learners and students with special needs to provide equitable access to the content
4.1 Using knowledge of students’ academic readiness, language proficiency, cultural background, and individual development to plan instruction
4.2 Establishing and articulating goals for student learning
4.3 Developing and sequencing long-term and short-term instructional plans to
support student learning
4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all students
4.5 Adapting instructional plans and curricular materials to meet the assessed learning needs of all students
STANDARD FIVE: STANDARD SIX:
ASSESSING STUDENTS FOR LEARNING
DEVELOPING AS A PROFESSIONAL EDUCATOR
5.1 Applying knowledge of the purposes, characteristics, and uses of different types of assessments
5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction
5.3 Reviewing data, both individually and with colleagues, to monitor student learning
5.4 Using assessment data to establish learning goals and to plan,
differentiate, and modify instruction
5.5 Involving all students in self-assessment, goal setting, and monitoring
progress
5.6 Using available technologies to assist in assessment, analysis, and
communication of student learning
5.7 Using assessment information to share timely and comprehensible
feedback with students and their families
6.1 Reflecting on teaching practice in support of student learning
6.2 Establishing professional goals and engaging in continuous and purposeful
professional growth and development
6.3 Collaborating with colleagues and the broader professional community to
support teacher and student learning
6.4 Working with families to support student learning
6.5 Engaging local communities in support of the instructional program
6.6 Managing professional responsibilities to maintain motivation and
commitment to all students
6.7 Demonstrating professional responsibility, integrity, and ethical conduct
18
Induction Program Standards
Pedagogy (IPS 5)
Participating teachers grow and improve in their ability to reflect upon and apply the California
Standards for the Teaching Profession and the specific pedagogical skills for subject matter instruction,
beyond what was demonstrated for the preliminary credential. They utilize the state-adopted academic
content standards for students and performance levels for students, curriculum frameworks, and
instructional materials in the context of their teaching assignment.
Participating teachers use and interpret student assessment data from multiple measures for entry level,
progress monitoring, and summative assessments of student academic performance to inform instruction.
They plan and differentiate instruction using multi-tiered interventions, as appropriate, based on the
assessed individual, academic language and literacy, and diverse learning needs of the full range of
learners (e.g., struggling readers, students with special needs, English learners, speakers of non-standard
English, and advanced learners).
To maximize learning, participating teachers create and maintain well-managed classrooms that foster
students’ physical, cognitive, emotional and social well-being. They develop safe, inclusive, and healthy
learning environments that promote respect, value differences, and mediate conflicts according to state
laws and local protocol.
Participating teachers are fluent, critical users of technological resources and available technology to
assess, plan, and deliver instruction so all students can learn. Participating teachers enable students to
use technology to advance their learning. Local district technology policies are followed by participating
teachers when implementing strategies to maximize student learning and awareness around privacy,
security, and safety.
Universal Access (IPS 6)
To ensure the protections provided under California Education Code, participating teachers design and
implement equitable learning opportunities in safe and inclusive environments that maximize academic
achievement for students from a variety of ethnic, socio-economic, cultural, academic, and linguistic
backgrounds; students regardless of gender and sexual orientation; students with disabilities and
advanced learners; and students with a combination of special instructional needs.
When planning and delivering instruction, participating teachers examine and work to minimize bias in
classrooms, schools and larger educational systems using culturally responsive pedagogical practices.
Participating teachers collaborate and communicate with students, colleagues, resource personnel, and
families and utilize school, district, and/or community resources including technology-related tools to
maximize the full range of learners’ equitable access to meet or exceed the State-adopted, academic
content standards.
6a Teaching English Learners To ensure academic achievement and language proficiency for English Learners, participating teachers
adhere to legal and ethical obligations for teaching English Learners including the identification, referral
and re-designation processes. Participating teachers implement district policies regarding primary
language support services for students. Participating teachers plan instruction for English Learners based
on the students‟ levels of proficiency and literacy in English and primary language as assessed by
multiple measures such as the California English Language Development Test (CELDT), the California
Standards Test (CST), and local assessments.
19
Based on teaching assignment and the adopted language program instructional model(s), participating
teachers implement one or more of the components of English Language Development (ELD): grade-
level academic language instruction, ELD by proficiency level, and/or content-based ELD.
Participating teachers instruct English learners using adopted standards-aligned instructional materials.
Participating teachers differentiate instruction based upon their students‟ primary language and
proficiency levels in English considering the students‟ culture, level of acculturation, and prior
schooling.
Universal Access (IPS 6)
b) Teaching Special Populations
To ensure academic achievement for special populations, participating teachers adhere to their legal and
ethical obligations relative to the full range of special populations (students identified for special
education, students with disabilities, advanced learners and students with a combination of special
instructional needs) including the identification and referral process of students for special services.
Participating teachers implement district policies regarding support services for special populations.
Participating teachers communicate and collaborate with special services personnel to ensure that
instruction and support services for special populations are provided according to the students’ assessed
levels of academic, behavioral and social needs.
Based on assessed student needs, participating teachers provide accommodations and implement
modifications. Participating teachers recognize student strengths and needs, use positive behavioral
support strategies, and employ a strengths-based approach to meet the needs of all students, including
the full range of special populations.
Participating teachers instruct special populations using adopted standards-aligned instructional
materials and resources (e.g., varying curriculum depth and complexity, managing paraeducators, using
assistive and other technologies).
20
PROOF OF ADVISEMENT
BTSA Induction Program
Congratulations and welcome to the Milpitas Unified School District!
The Milpitas Unified School District offers a 2 year state-approved BTSA Induction Program to meet
your needs for clearing your preliminary credential, in accordance with Senate Bill 2042. You must
demonstrate the knowledge and application of the California Standards for the Teaching Profession and
the Induction Standards beyond what was demonstrated in the preliminary credential program.
You will be assigned a mentor / support provider that will help guide you through the process. All
teachers that qualify for BTSA Induction must participate according to the Milpitas Unified School
District Board Policy 4131.1.
In order to be introduced to the culture and instructional goals of the district, all new teachers will attend
the mandatory new teacher training prior to district scheduled in-service days. These days may include
training in district-wide initiatives as well as procedural information.
I, _______________________________________ have been advised of and understand the Milpitas
Unified School District requirements for professional development and credential clearance under
SB 2042.
_________________________________ _________________________________
Print Name School Site
_________________________________ _________________________________
Signature of employee Date
Questions? Contact the BTSA Teacher on Special Assignment
408-635-2600 Ext. 6057
21
For BTSA Induction Program Completion only
Credential Candidate responsibilities are outlined below:
____1. Electronically submit the state BTSA Induction Consent form to register for BTSA through the
State BTSA website.
____2. Fully attend, participate in, and complete all required professional development including, but
not limited to:
New Teacher Orientation
Induction Orientation
Candidate meetings and training
Participate in surveys to guide program improvement while in the program and as a completer
___3. Complete and retain all Formative Assessment for California Teachers (FACT) documentation,
including student work samples, in cooperation with your assigned Induction Support Provider.
___4. Meet regularly with your Induction Support Provider (an average of one hour weekly) to work
on FACT, your curriculum, and other teacher support issues while maintaining a positive,
productive, and thoughtful relationship.
___5. Follow the prescribed procedures as outlined in the handbook in the event that there is a conflict
with your assigned Induction Support Provider.
___6. Demonstrate knowledge, skills, abilities and application beyond those acquired during the
preliminary credential program as described by the Induction Standards and the California
Standards for the Teaching Profession.
___7. Submit the following:
Continuum of Teaching Practice
Signed monthly collaborative logs
Other evidence as determined necessary for meeting the Induction Standards.
A portfolio to your support provider at the end of first year of the program
A portfolio to the BTSA Coordinator at the end of the second year in program.
___ 8. Understand that all Induction Program requirements must be completed within two years in order
to
apply for and obtain a Professional Credential from the California Commission on Teacher
Credentialing.
___ 9. Realize that the program is funded on a per-teacher basis and that, should I not complete my
program
in the 2 years allotted, I am responsible for paying for services rendered beyond the funded time.
These fees will be pro-rated on the basis of the support I need and will not exceed the amount of
funding ($6,049) the program receives for the initial 2 year induction process.
22
What to Expect From Support Personnel
Support Provider Develop a confidential, collegial relationship with participating teacher
Be knowledgeable and committed to using the California Standards for the Teaching Profession
and MUSD content standards
Establish a meeting schedule with participating teacher to reflect on practices and professional
growth and to develop skills to be an effective member of the professional educational community
Acquire knowledge of MUSD Induction Program
Attend required Induction support provider professional development
Observe participating teacher as needed to complete formative assessment
Examine student work samples with the participating teacher to study the impact of instruction on
student learning
Enroll in BTSA as a support provider on the CDE BTSA website and participate in state and local
program surveys
Submit and maintain required documentation
Site Administrator Acquire knowledge about the MUSD BTSA Induction program and process
Provide frequent feedback to participating teacher regarding instructional practices and
expectations
Introduce participating teacher to the staff and include them in the school’s learning community
Facilitate participating teacher attendance at required professional development training/meetings
and activities
Participate in state and local program surveys
Help focus the learning community of on the state and district adopted academic content standards
and performance levels for students and the California Standards for the Teaching Profession
Support participating teachers in completing Induction requirements and portfolio development
Participate in Induction program evaluation
Attend administrator BTSA training or meeting
Attend end of year colloquium
BTSA Director Receive the list of eligible candidates for the BTSA Induction Program
Ensure the program meets all standards to maintain state approved Induction Program
Provide high quality professional development for support providers and participating teachers
Strengthen the induction experience by integrating the program into district and site professional
development
Solicit feedback for from all stakeholders to improve the program
Assign and/or reassign support providers to participating teachers
Meet regularly with institutions of higher education to facilitate collaboration
Monitor and evaluate support providers
Submit to human resources the form indicating the participating teachers has successful met all
requirements for a professional clear credential
23
Confidentiality Policy
One of the basic principles underlying the MUSD BTSA Induction Program is confidentiality.
Participating teachers (PTs) must clearly understand that their mentors are not evaluators; rather the
mentor is a colleague whose goal is to assist the PT in applying “best practices” as he/she works toward
receiving a Professional Clear Teaching Credential while teaching in their current district.
Communication between the PT and support provider is strictly confidential.
It should be noted, however, that site administrators want their teachers to be successful, a “triad of
communication” between the PT, support provider and site administrator helps to ensure optimum
support and is recommended as a means of enhancing professional practice.
All Formative Assessment for California Teachers (FACT) documents and other documents in the PT’s
portfolio are property of the PT for the purpose of completing credential requirements, but the PT may
choose to share accumulated documents with his/her site administrator.
Participation, however, such as attendance at professional development seminars and meetings, and
completion of BTSA induction requirements are not confidential. They are documented within the
BTSA Induction Program database and can be made available for PTs, support providers, site
administrators and district office administrators.
24
Beginning Teacher Support and Assessment
Early Completion Option Application
Purpose
Senate Bill 57 was designed to allow eligible individuals to complete a Commission-
approved professional induction program at a faster pace than the standard two year
program.
The intent of the law is to serve experienced and exceptional candidates. In order for a
Commission-approved induction program to verify completion of the program for any
candidate enrolled in the Early Completion Option, the candidate must have demonstrated
that he or she has the knowledge, skills, abilities and competencies required for the
Professional Clear Credential as detailed in the Standards of Quality and Effectiveness for Professional Teacher Induction Programs.
He or she must have participated in and have completed the formative assessment
system used by that program, as appropriately modified for early completion but such
that all the required competencies have been demonstrated. The program must ensure
that the early completion option is equally as rigorous as the full-length program,
although shorter in length.
Instructions for the Early Completion Option (ECO):
Attached is the Milpitas Unified School District application and required documentation
for the Early Completion Option.
Notify your support Provider and BTSA Induction Coordinator of your intent to
apply for the Early Completion Option after October 1st of the first year.
Schedule an observation with the BTSA office By December 1st.
Complete and submit Documents 1-3 by April of the first year, in addition to
completing all first year FACT and MUSD BTSA requirements to remain eligible.
During the second year, one inquiry must be completed and submitted along with
the BTSA Portfolio and Document 4 by the end of December to be considered
eligible for Early Completion.
In lieu of the 2nd year June Colloquium presentation the candidate may request an
Exit Interview.
25
Milpitas Unified School District BTSA Induction Program
Early Completion Option Document #1
Participating Teacher Information and Experience Record
Name: ______________________________________ Date: ______________________________
School Site: _________________________________ Grade/Subject _______________________
Credential: Education Specialist: ❐ Multiple Subject: ❐ Single Subject: ❐ in ______
Home Address ___________________________________ Email ________________________
City ____________________________________________ Zip Code _____________________
Has your administrator conducted a formal observation of your teaching? ❐Yes ❐No
Has your Support Provider conducted a formal observation of your teaching? ❐Yes ❐No
Teaching Experience: Mark the number of years completed in a public school classroom
❐One Year ❐Two Years ❐Three Years ❐Four Years
Teaching Assignments as Teacher of Record (include accredited intern programs)
Name of school District
City, State Years as teacher of record
Name of school District
City, State Years as teacher of record
As an Early Completion Option applicant, I agree to complete the following should I be accepted:
1. Sign the Proof of Advisement and complete the BTSA online consent form for two consecutive years
2. Participate for up to 15 months (1 year and 1 semester)
3. Meet weekly with support provider and submit monthly collaboration logs to the BTSA office
4. Complete the portfolio and maintain it as evidence to verify completion
5. Attend professional development offered by the BTSA Induction Program
6. Attend professional development as related to your Individual Induction Plan
7. Complete the required Formative Assessment for California Teachers (FACT) modules, including the
development and completion of two Individual Induction Plans through the inquiry module
8. Complete all surveys requested both during the program and as a completer
I aware that this is an accelerated program which allows me to earn a California Professional Clear credential
I understand that the SB 57 legislation allows the Early Completion Option for teachers with substantial
experience who have demonstrated exceptional performance in their classroom practice
I understand that ECO is not available to teachers who did not complete the regular BTSA program.
I also understand that if I am unable to keep pace with the accelerated ECO induction program I will
be transitioned to full induction and will need to complete the regular program.
Signature Date
Accepted by Date
26
Milpitas Unified School District BTSA Induction Program
Early Completion Option Document #2
Administrator Recommendation
Senate Bill 57 was designed to allow eligible individuals to complete a Commission-approved professional
induction program at a faster pace than the full two years required. The intent of the law is to serve experienced
and exceptional candidates. Additional support for this has been added through the passage of SB 1209 in which
Induction Programs are encouraged to strongly consider individual educational backgrounds of candidates in
order to best meet their individual growth needs.
In order for a Commission-approved induction program to verify completion of the program for any candidate
enrolled in the early completion option, the candidate must have demonstrated that he or she has greater
knowledge, skills, abilities and competencies than an average first-year teacher. These abilities align with the
California Standards for the Teaching Profession and are required for the Professional Clear Credential.
The following teacher is requesting an Early Completion Option:
Candidate’s Name _______________________________________ Site_________________________
Administrator’s Name _____________________________________ Position _____________________
Please mark the appropriate column that best describes this candidate’s skills and abilities
Standard
Practice
Consistent
with
Emerging
Expectation
Practice
Consistent
with
Exploring
Expectation
Practice
Consistent
with
Applying
Expectation
Practice
Consistent
with Integrating
Expectation
1. Engages and supports all students learning
2. Creates and maintains an effective
environment for student learning
3. Understands and organizes subject matter
for student learning
4. Plans instruction and designs learning
experiences for all students
5. Assesses student learning
6. Developing as a professional
Use this space to write your comments or recommendation.
Administrator’s Signature __________________________ Date ________________
Please send the form to the BTSA office c/o Educational Services
27
Milpitas Unified School District BTSA Induction Program
Early Completion Option Document #3
Reflection and Self-Assessment
Candidate’s Name: ___________________________________ Date: __________________
School Site: _________________________________ Grade/Subject _______________________
To be completed by the prospective ECO Candidate and reviewed by the BTSA Coordinator
1. The CSTP (California Standards for the Teaching Profession) are a core component of the BTSA Induction Program. What is the purpose of these standards?
2. Discuss a standards-based lesson you have developed and delivered. What is the rationale for the lesson and your choices of delivery? How does this lesson fit into long-term planning? (e.g., Show knowledge of curriculum mapping, district, site, department or grade- level long-term planning; show your standards-based lesson plan including Student Content Standard(s), student achievement goals, standards-based assessment(s), instructional strategies, student activities, and materials utilized.
Page 1 of 2
28
Milpitas Unified School District BTSA Induction Program
Early Completion Option Document #3
Reflection and Self-Assessment
Candidate’s Name: ___________________________________ Date: __________________
School Site: _________________________________ Grade/Subject _______________________
3. Discuss your analysis of student work. From data analysis, what specifically did you learn about student academic performance (class as a whole and/or focus students)? What have you learned about your own teaching practice from the analysis? (e.g., Discuss ideas for your own next steps in using student work to guide instruction; show use of student work for progress monitoring/checking for understanding; show evidence of planning intervention, remediation or extension for focus students based on the data)
4. Discuss how you differentiate instruction for an English Language Learner OR a student with an IEP. Discuss how your instructional strategies and student activities differed for this student(s) and why you chose these strategies and activities
Reviewer’s Name: ___________________________________ Date: __________________
Page 1 of 2
29
Milpitas Unified School District BTSA Induction Program
Early Completion Option Document #4
Professional Development Record
Candidate’s Name: ___________________________________ Date: __________________
School Site: _________________________________ Grade/Subject _______________________ Professional Development – Record all Professional Development activities you participated in while employed
in a district. Do NOT include requirements that were part of your teacher preparation. Examples might be
Systematic ELD, AVID, technology training, or content specific conferences and/or workshops. Include the
number of hours completed. Please attach attendance documentation to this ECO application.
Title of Training
Dates Hours
Year 1: To be completed and checked with your Support Provider by June of your first year.
FACT Modules
Context for Teaching and Learning (A forms)
Assessment of Teaching and Learning (B Forms)
Inquiry into Teaching and Learning (C Forms)
Summary of Teaching and Learning (D Forms)
Self-Evaluations
E-2 Series (Induction Standards Self-Assessment
Continuum Of Teaching Practice (CSTPs) Self-Assessment
Two Support Provider Observations and Reflections
Monthly Collaborative
Attendance at required BTSA meetings
Weekly Check-in and Collaboration logs with Support Provider
Participation in Professional Development
Completion of required surveys and assignments
Year 2: To be completed and checked with your Support Provider by December of your second year.
One FACT Inquiry Weekly Collaboration meetings & logs
Exit Interview Complete Portfolio
❐ Completed as an ECO ❐ Discontinue as an ECO
Approved by: ____________________________________ Date ___________________
30
Milpitas Unified School District BTSA Induction Program
Early Completion Option Document #5
Observation Form
Candidate’s Name: ___________________________________ Date: __________________
School Site: _________________________________ Grade/Subject _______________________
Lesson Focus:
Content Standard:
CSTP Focus:
Classroom Environment
Time
What is the teacher doing? What are the students doing?
Observed by: ___________________________________ Role: ______________________________
31
Milpitas Unified School District BTSA Induction Program
Early Completion Option
Self-Evaluation form
To complete requirements for induction, candidates must finish at least two Inquiry cycles and demonstrate
competency in all areas of Program Standards 5-6b.Standards can be met through FACT Inquiries,
submission of additional evidence (NOT from an internship or student teaching experience) and university or
district courses/professional development. Once the Program Specialist has reviewed your work, a
determination will be made as to which requirements you still need to complete.
Requirements to Complete Induction
All FACT Documents for Year 1
FACT Inquiry 1 __________
FACT Inquiry 2 __________
Evidence of the following in your teaching practice:
Induction Standard 5: Pedagogy
___ Technology ___ Safe and Healthy Classroom
___ Assessment ___ Differentiated Instruction
Induction Standard 6: Equity
___ Gender Equity ___ Culturally Respectful Teaching
___ Aware of Bias
Induction Standard 6a: English Language Learners
___ Identifies EL students and understands CELDT scores
___ Plans instructional modification for ELL students
___ Demonstrates awareness of needs of ELL students
Induction Standard 6b: Special Populations
___ Understands accommodations and modifications
___ Recognizes individual strengths and weaknesses in students
___ Positive behavioral support
___ Special Education focus
___ High Achiever focus
Colloquium Presentation
May – demonstrating growth overtime
Candidate _________________________________________________ Date: _____________
Support Provider ______________________________________________________________
BTSA Director ______________________________________________
Interim Review Date: Projected Completion Date:
32
BTSA Induction Extension Request
BTSA Induction is a two year program that is intended to replace university coursework
with a job embedded program that matches a beginning teacher with a support provider
who serves as a coach and collaborative partner.
The Milpitas Unified School District BTSA program will consider a request for an
extension for the following reasons. The Participating Teacher must provide verification
of the extenuating circumstances.
Personal health issues in which the candidate is under a doctor’s care and unable to
work
Personal health problems related to an immediate family member who is under
doctor’s care in which the candidate must stop working in order to provide care.
An approved leave of absence from the district
Relocation to another state or country and has now returned to California to teach
The process for requesting an extension is as follows:
1. Meet with your support provider to discuss extenuating circumstances
2. Meet with your principal to discuss extenuating circumstances
3. Submit request for Program Extension form to the BTSA Director
4. Meet with the BTSA Director
5. If approved, the Director will outline the conditions of the extension
6. If the circumstances do not cover the valid reasons listed below, the participating
teacher will need to enroll in an approved university program at his or her own
expense.
33
BTSA Induction Extension Request
Participating Teacher: ____________________________ Site: ______________
Support Provider: _______________________________ Date: ______________
Assignment: ______________________ Induction Start Date: _______________
Explain the reason for your extension request. If the extension request is for medical
reasons, a physician’s certification is required and must be attached.
Participating Teacher Extension Work Plan
1. FACT Growth Needs: What areas are
you still working on?
2. FACT Portfolio Needs: What items do
you still need to complete?
3. Implementation Plan: What is your
timeline for completing your induction
program?
4. Resources that support the plan:
What resources do you need to complete
your FACT induction?
_______________________________ _________________
Participating Teacher Signature Date
34
BTSA Induction Program Extension Agreement
Participating Teacher: ____________________________ Date: ______________
Support Provider: _______________________________ Site: ______________
BTSA Coordinator’s recommendation: _____ Approved _____ Not Approved
Stipulations of extension:
The Participating Teacher has developed an Extension Work plan (attached) in order to
complete the MUSD BTSA Induction Program. In order to obtain a Professional Clear
Credential recommendation, all requirements specified in the Extension Work Plan need
to be completed by __________________________.
If the Participating Teacher does not meet this deadline, he/she will need to enroll in an
approved university induction program in order to clear his/her credential.
_______________________________ _________________
BTSA Induction Coordinator Date
_______________________________ _________________
Director of Educational Services Date
_______________________________ _________________
Assistant Superintendent of Human Resources Date
35
Request for Reassignment Policy
Participating Teacher or Support Provider
Even though thoughtful consideration is giving to place a participating with a specific support provider,
sometimes there are barriers that prevent the participating teacher’s ability to complete induction
requirements as outlined by the program. If at any time the match between the participating teacher and
the support provider is perceived as being unsuccessful for any reason, this match may be revised.
Procedures:
1. Resolution should be first attempted by the participating teacher and the support provider
2. If unsuccessful, it is the responsibility of the participants to inform the program of a mismatch
3. A participating teacher or a support provider may make a request for a new match at any time to
the BTSA Director
4. Upon receipt of a request for a new match, the program leader secures confidential information
from both the beginning teacher and the support provider. Efforts are made to maintain respect
and dignity for all those involved and to collaboratively determine a solution to the presented
issue(s)
5. The BTSA Director implements the solution and monitors the new match, if this was determined
to be the best solution. Appropriate information is shared as needed.
Note: There are times when the support provider has provided partial services, attended meetings,
and/or has a signed agreement for compensation with MUSD. The reassignment of Support Providers
will include consideration to prorate compensation. Newly assigned Support Providers’ compensation
will also be prorated depending on the time remaining in the school year and the duties to be completed.
The above policy and procedures were carefully considered and the following reassignment has been
recommended and approved.
Beginning teacher: _________________________ _____________________________ Print Name Signature
Current Support Provider: ____________________ New Support Provider:_________________
Approved by:
BTSA Director _________________________________ Date of Reassignment: ________________ Signature
Notes/Comments:
36
Milpitas Unified School District
BTSA Induction Program
University Units for BTSA Induction Participation
Beginning teachers in the Milpitas BTSA Induction Program may receive semester units for their
participation in the BTSA Induction Program from the University of the Pacific. In order to receive
these units, participating teachers must complete FACT and attend the monthly training/meetings.
Paperwork for these course units will be processed in November and verification of completion in June
through the BTSA office.
These are the steps to obtain your units:
1. Submit a P-24 Form, “Application for Approval of College Course Work or Training” to your
site administer for his/her signature.
2. Send the completed P-24 to the MUSD Human Resources Office for approval by March 1. A
copy of the approved form will be sent back to you.
3. UOP Registration Forms – this may be picked up from your Support Provider or from the BTSA
office. Fill in the registration form following the sample in this handbook. You will need to
complete one form for each semester. Each semester will be 4 semester units for $200. ($50.00/
unit). You can pay by check or Visa or MasterCard. Payment by check requires one check for
each registration form for $200. Provide all payment information on the registration form. Please
note: no refunds will be issued after this form has been submitted.
4. Return the completed registration form(s) with check(s) or credit card information to the BTSA
Director or BTSA secretary in Educational Services via the district mail by November 15.
5. After the school year is ended, you will receive an official notice from UOP with instructions on
ordering official transcripts. Submit the official transcript to the Human Resources Office so
your units can be posted for credit.
* Prepaying for the semester units works just like it would if students drop a course. If you do
not complete the required meetings or FACT activities, you will lose the money you paid for
registration. It is a pass/fail grade for the BTSA courses. In June, UOP will give our BTSA Office
a roster of course enrollees to indicate the participants who have completed the required hours
and work.