Introduction to BTSAIntroduction to BTSA

Stanislaus County Office of Education BTSA Induction Program

CongratulationsCongratulations

On the On the

preliminary credentialpreliminary credential

You’ll soon have!You’ll soon have!

So, what’s next?So, what’s next?

First step: Find a job First step: Find a job teaching.teaching.

Next Step:Next Step:

Beginning Teacher Support Beginning Teacher Support and Assessmentand Assessment

There are over 164 approved BTSA induction programs across the

state.

Some are consortiums and some are district specific.

Some are locally designed, others use the state provided programs

(FACT or FAS).

All approved programs must meet the same BTSA Induction

standards.

So…who is an eligible PT So…who is an eligible PT

(Participating Teacher)?(Participating Teacher)?

So…who is an eligible PT So…who is an eligible PT

(Participating Teacher)?(Participating Teacher)?

It will say:It will say:

““to renew…must to renew…must complete…a complete…a Commission-Commission-

approved Induction approved Induction Program”Program”

on the preliminary.on the preliminary.

Early Completion Early Completion OptionOption

PTs who are eligible for ECO PTs who are eligible for ECO complete the two years of BTSA in complete the two years of BTSA in

one year. one year.

District of employment decides if District of employment decides if eligible PTs have this option.eligible PTs have this option.

California’s Learning to Teach California’s Learning to Teach Continuum…Continuum…

Preliminary-Preliminary- InductionInduction- Clear Clear CredentialCredential

The Process• Information meeting within first 120

days of hire date• Application/enrollment • Two year program • Opportunity for extension (may be at

your own cost)• District Induction Program makes

formal recommendation to the CCTC for CA Clear Credential

Portability

• 155+ BTSA Induction Programs in California

• Organized into 6 Cluster Regions• Statewide Reciprocity for Completed

Work• Visit www.btsa.ca.gov to find a BTSA

Induction Program near you

Within first 30 days of employment:

Your district will contact your local BTSA program and assign

you a Support Provider (SP)

Once you’re in…what then?

Goals of BTSA:Goals of BTSA:

1.1.Reduce ‘flee rate’Reduce ‘flee rate’

2.2.Promote best practicePromote best practice

3.3.Provide academic and Provide academic and emotional supportemotional support

4.4.Provide path to clear Provide path to clear credentialcredential

Domain A: Making Subject

Matter Comprehensible to

Students

6.5 Working with colleaguesonal practice

TPE 1: Specific Pedagogical Skills for Subject Matter Instruction

TPE 2: Monitoring Student Learning During Instruction

TPE 8: Learning about Students

TPE 7: Teaching English Learners

TPE 6: Developmentally Appropriate Teaching Practices

TPE 3: Interpretation and Use of Assessment

TPE 5: Student Engagement

TPE 4: Making Content Accessible

TPE 13: Professional Growth

TPE 12: Professional, Legal, and Ethical Obligations

TPE 11: Social Environment

TPE 10: Instructional Time

TPE 9: Instructional Planning

Domain B: Assessing Student

Learning

Domain C: Engaging and

Supporting Students in Learning

Domain D: Planning Instruction

and Designing Learning Experience

for Students

Domain E: Creating and

Maintaining Effective Environments for Students Learning

Domain F: Developing as a

Professional Educator

Teach

ing P

erforman

ce Assessm

ent (F

our T

asks)

CSTP 1: Engaging &

Supporting All Students in Learning

CSTP 2: Creating and

Maintaining Effective Environments for Student Learning

CSTP 3: Understanding &

Organizing Subject Matter for Student

Learning

CSTP 4: Planning Instruction

and Designing Learning Experiences

for All Students

CSTP 5: Assessing Student

Learning

CSTP 6: Developing as a

Professional Educator

1.1 Connecting students’ prior knowledge … with learning goals 1.2 Using a variety of instructional strategies and resources … 1.3 Facilitating learning experiences that promote autonomy … 1.4 Engaging students in problem solving … subject matter 1.5 Promoting self-directed, reflective learning for all students

2.1 Creating a physical environment that engages all students 2.2 Establishing a climate that promotes fairness and respect 2.3 Promoting social development and group responsibility 2.4 Establishing and maintaining standards for student behavior 2.5 Planning/implementing classroom procedures and routines 2.6 Using instructional time effectively

3.1 Demonstrating subject matter knowledge & student development 3.2 Organizing curriculum to support student understanding of 3.3 Interrelating ideas & information within & across subject areas 3.4 Developing student understanding using subject specific 3.5 Using materials/resources/technologies … subject matter

4.1 Drawing on & valuing students’ backgrounds & developmental … 4.2 Establishing and articulating goals for student learning 4.3 Developing & sequencing instructional activities & materials … 4.4 Designing short-term and long-term plans to foster learning 4.5 Modifying instructional plans to adjust for student needs

5.1 Establishing and communicating learning goals for all students 5.2 Collecting & using multiple sources – to assess student learning 5.3 Involving and guiding all students in assessing their own learning 5.4 Using the results of assessments to guide instruction 5.5 Communicating with students, families – about student progress

6.1 Reflecting on teaching practice & planning prof. development 6.2 Establishing professional goals – pursuing opportunities to 6.3 Working with communities to improve professional practice 6.4 Working with families to improve professional practice 6.5 Working with colleagues to improve professional practice

TPEs, TPAs, and CSTPs

Teacher Performance Expectations (TPE) and California Standards for the Teaching Profession (CSTP)

TPE Domain Similar CSTP Standard

A: Making Subject Matter Comprehensible to Students

3: Understanding and Organizing Subject Matter for Student Learning

B: Assessing Student Learning 5: Assessing Student Learning

C: Engaging and Supporting Students in Learning

1: Engaging and Supporting All Students in Learning

D: Planning Instruction and Designing Learning Experiences for Students

4: Planning Instruction and Designing Learning Experiences for All Students

E: Creating and Maintaining Effective Environments for Student Learning

2: Creating and Maintaining Effective Environments for Student Learning

F: Developing as a Professional 6: Developing as a Professional Educator

Pre

limin

ary

Indu

ctio

n

Cle

ar

Cre

dent

ial

Knowing where you have been

helps us support you

with where you are going…

Let’s examine your work so far…

Do this now…

Save this

for BTSA…

So, beyond the areas you designate as growth areas…

Why will you appreciate BTSA?

Phases of New Teacher Growth First year teaching presents a difficult challenge for the novice. Equally challenging is the tasks of finding out what assistance new teachers need and when they need it. Moir (1990) and her colleagues, in their observations of new teacher growth and development, have defined the phases teachers move through during their first year. While not every teacher moves through this exact sequence in these predicted periods of time, understanding these phases can be helpful to those who wish to provide help and support to new teachers. It can be defined what kind of help is needed at a particular point in the new teacher’s development. The work of Moir and her colleagues on new teacher phases is summarized in the following discussion. It should be noted that these phases are defined in relation to the traditional school year. These stages may look different and will impose additional challenges to the offering of services to new teachers on a year round calendar.

PHASES OF FIRST YEAR TEACHING

ATTITUDES TOWARD TEACHING

+ ANTICIPATION

ANTICIPATION SURVIVAL REFLECTION

REJUVENATION DISILLUSIONMENT

-

AUG SEPT OCT NOV DEC JAN FEB MAR APR MAY JUN JULY

Focus:Focus: Application, Application, Implementation and ReflectionImplementation and Reflection

= $ += $ + ++

Role of the Role of the

Support Support Provider (SP)Provider (SP)

CONFIDENTIALITY!

What happens in BTSA,

Stays in BTSA!!!!

BTSA

SP/PT Match-Ups

If your match-up is If your match-up is not working, not working, please call the please call the BTSA director for BTSA director for a a confidential confidential conversation.conversation.

The The California California ‘Six-Pack’‘Six-Pack’

The California Standards for the Teaching Profession

Engaging and Supporting All Students in Learning

Connecting students’ prior knowledge, life

experience, and interests with learning goals.

Using a variety of instructional strategies and resources to respond to students’ diverse needs.

Facilitating learning experiences that promote autonomy, interaction, and choice.

Engaging students in problem solving, critical thinking and other activities that make subject matter meaningful.

Promoting self-directed, reflective learning for all students.

Creating and Maintaining Effective Environments for Student Learning

Creating a physical environment that engages all

students.

Establishing a climate that promotes fairness and respect.

Promoting social development and group responsibility.

Establishing and maintaining standards for student behavior.

Planning and implementing classroom procedures and routines that support student learning.

Using instructional time effectively.

Understanding and Organizing Subject Matter for Student Learning

Demonstrating knowledge of subject matter

content and student development.

Organizing curriculum to support student understanding of subject matter.

Interrelating ideas and information within and across subject matter areas.

Developing student understanding through instructional strategies that are appropriate to the subject matter.

Using materials, resources, and technologies to make subject matter accessible to students.

Planning Instruction and Designing Learning Experiences for All Students

Drawing on and valuing students’ backgrounds,

interests, and developmental learning needs.

Establishing and articulating goals for student learning.

Developing and sequencing instructional activities and materials for student learning.

Designing short-term and long-term plans to foster student learning.

Modifying instructional plans to adjust for student needs.

Assessing Student Learning

Establishing and communicating learning goals to

all students.

Collecting and using multiple sources of information to assess student learning.

Involving and guiding all students in assessing their own learning.

Using the results of assessments to guide instruction.

Communicating with students, families, and other audiences about student progress.

Developing as a Professional Educator

Reflecting on teaching practice and planning

professional development.

Establishing professional goals and pursuing opportunities to grow professionally.

Working with communities to improve professional practice.

Working with families to improve professional practice.

Working with colleagues to improve professional practice.

Balancing professional responsibilities and maintaining motivation.

CaliforniCalifornia a

Induction Induction StandardStandard

ss

SB1209 Revised

BTSA Induction Standards

Senate Bill 1209 (SB1209):Senate Bill 1209 (SB1209):

‘‘Participating teachers must be Participating teachers must be allowed to complete their allowed to complete their

Induction Program within the Induction Program within the funded two years’.funded two years’.

Formative Assessment Formative Assessment SystemSystem

Entries over two years…Entries over two years…

Formative Assessment Formative Assessment SystemSystem

Evidence of application and Evidence of application and implementation …implementation …

Proof of Best

practices…

FormativFormativee

•Examines the Examines the performance performance of a of a participating participating teacher over teacher over time in time in collaboration collaboration with a trained with a trained SP.SP.

SummativSummativee

•DeterminatioDetermination at a certain n at a certain point in time point in time concerning a concerning a participating participating teacher’s teacher’s performance.performance.

Beyond the Formative Assessment System…

What does your support provider do for you?

Dealing Dealing with with

ProbleProblem m

ParentParents…s…

Dealing the

COMMUNICATION

COMMUNICATION

Dealing with Classroom Management…Dealing with Classroom Management…

Dealing Dealing with with

probleproblem m

studenstudents…ts…

Dealing with paperwork and Dealing with paperwork and organization…organization…

Dealing with site-based Dealing with site-based issues…issues…

Helping Helping with with

strategiestrategiess

That may That may need need

‘tweakin‘tweaking’…g’…

Helping you survive yourHelping you survive your ‘ ‘two year interview’…two year interview’…

Got Questions?

For more info on BTSA

and SCOE’s local program, visit out website:

www.stancoe.org/btsa

From all the students whose lives you will touch throughout

your career!