welcome ! btsa induction program orientation please visit the refreshment table and complete packet...

WELCOME !

BTSA Induction Program Orientation

Please visit the refreshment table and complete Packet C

LAUSD Classroom or Qualifying Charter School Teacher

Holder of a California Preliminary Teaching Credential

BTSA Eligibility

Agenda

General SessionNorms, Outcomes, ConnectorProgram RationaleDispositions/ExpectationsProgram RequirementsTools for SuccessNext Steps

Professional Development SessionOptional Early Completion Session

Early Completion Option (ECO) Eligibility

Experience as a teacher of record Intern experience orTwo or more years teaching experience

Fulltime assignment with LAUSD or qualifying Charter School

Submission of ApplicationAttendance –

Orientation/Informational Session

Collaborative Norms

1. Equity of Voice

2. Active Listening

3. Respect for ALL Perspectives

4. Safety and Confidentiality

Outcomes

Participants will be able to:Identify initial steps as a program

participantIdentify themselves as part of a

learning communityRecognize resources to support

successful completion of Induction Program

Connector

K-W-L

What I Already Know About BTSA?

What I Want to Know About BTSA?

Program Rationale

What is Induction?Phase of Teacher DevelopmentPeriod of Socialization & EnculturationA Formal Program for Beginning Teachers

Role of Support Provider

Ongoing support Average of 8 hours/month

Provides assistance & guidance throughout the formative assessment process (FACT)

Model & encourage collaboration and reflection as key elements in both student and adult learning

Video Clip

Teacher Induction in Action

Program Rationale

Why Induction? Increase student learning, especially among

traditionally underserved student populations

Improved teaching performanceNew professional norms of collaboration

and life-long learningTo support teaching and learning

What Does Induction Look Like?

California Standards for the Teaching Profession (CSTP)

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 Students for Learning

6. Developing as a Professional Educator

Induction Standards 5 and 6 Effective Teaching

Standard 5: Pedagogy

Standard 6: Universal Access:

Equity for All Students

Teaching English Learners

Teaching Special Populations

Dispositions

It is the expectation of the LAUSD BTSA Induction Program that all participants reflect and support effective teaching and learning by:

Fully attending all required componentsArriving to expected events on timeBeing actively engaged with full focus

Program RequirementsBTSA Participants

Year 1 and Year 2:

Refer to your brochure

Timeline

Requirement Due Date

Orientation August or September or October

Fall Seminar October or November

Context for Teaching/Assessment of Teaching Practice (CFT/ATP) Partial Submission

On or Before December 2, 2011: 2.1 – 2.5 By January 31, 2011: 2.6 – 2.11

Mid-Year Support & Advisement January or February(Cross-Cultural Community Information 2.8a)

Submission of Individualized Induction Plan (IIP) Cells 1-4

On or Before February 24, 2012

LAUSD Survey Spring

Spring Seminar March or April

State Survey Spring

Inquiry Completion Early May

Portfolio Review/Summary of Teaching Practice May

Completion Date June 15, 2012

BTSA Alignment to District’s Core Beliefs

Core Belief #1:“Start With Students”

English Language Learner/Standard English Learner (ELL/SEL) Induction Standard 6a: Universal Access:

Teaching English Learners “Participating teachers instruct English Learners

using adopted standards-aligned instructional materials.”

State requires evidence of growth in strategies provided to ELL/SEL students

Core Belief #2:“Families Are Our Partners”

Home School CommunicationSample Practices (Joyce Epstein)Parent ConferencesSample “TIPS” ActivitiesParent ChecklistHomeless Education Program

Core Belief #5:“Effective Teaching, Leadership, and Accountability”

Application of data: Program analysisContext for TeachingMy Data

Application of Data

Application of Data

Registration Procedures

Learning Zone Page 4

State Consent www.btsa.ca.gov

Attendance VerificationLearning Zone – “My History”

Learning Zone

Log in to the Learning Zone

Navigating to Course Offerings

Finding “Courses”

Fall Seminars

Course Requirements/RegistrationBTSA 1st Semester Class—FACT Context for Teaching/Assessment of Teaching Practice with Support Provider (2 Salary Points Available Upon Successful Completion of Requirements)

Event Participant Time Content

Orientation All Participating Teachers 3.5 hoursAug. or Sept. or Oct.

Policies and ProceduresDistrict Priorities & InitiativesFormative Assessment—Overview- Context for Teaching/Assessment of Teaching Practice (CFT/ATP)

August FACT Work Time(Optional)

Year Round Participating Teachers

2 hours Support for beginning CFT/ATPIndividualized Support

Sept. FACT Work Time (Optional)

All Participating Teachers 2 hours Support for beginning CFT/ATPIndividualized Support

Oct. FACT Work Time (Optional)

All Participating Teachers 2 hours Formative Assessment (FACT) & Individualized Support

Fall Seminar All Participating Teachers 2 hoursOct. or Nov.

Focus on CFT/ATP; Teaching English Language Learners/SELs

Nov. FACT Work Time (Optional)

All Participating Teachers 2 hours FACT & Individualized Support

Dec. FACT Work Time (Optional)

Extended PTs and by request 2 hours FACT & Individualized Support

Tools for Success

Site Administrator LetterResourcesPacket “C” to be turned in TODAY:

MOU (2 pages)HR Contact FormPublicity Authorization and Release

Congratulations!

…..on taking your first steps towards earning your California Clear Teaching Credential!

Your BTSA Support Team

Peggy Taylor Presley – Director Aleeta Powers – Coordinator LD 1 & 6 Denise Busby – Specialist LD 2 & 3 Jeanne Gamba – Specialist LD 4 Barbara Locker Halmy – Specialist LD 5 & 8

Professional Development

Transition to Break-Out Session