Transcript Slide 1

Introduction to BTSA
Stanislaus County Office of Education BTSA Induction Program
Congratulations
On the
preliminary
credential
You’ll soon have!
So, what’s next?
First step: Find a job
teaching.
Next Step:
Beginning Teacher Support
and 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
(Participating Teacher)?
So…who is an eligible PT
(Participating Teacher)?
It will say:
“to renew…must
complete…a
Commission-approved
Induction Program”
on the preliminary.
Early Completion
Option
PTs who are eligible for ECO
complete the two years of BTSA
in one year.
District of employment decides
if eligible PTs have this option.
California’s Learning to Teach Continuum…
Preliminary- Induction- Clear Credential
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:
1.Reduce ‘flee rate’
2.Promote best practice
3.Provide academic and emotional
support
4.Provide path to clear credential
TPEs, TPAs, and CSTPs
TPE 1: Specific Pedagogical Skills
for Subject Matter Instruction
TPE 2: Monitoring Student Learning
During Instruction
TPE 3: Interpretation and Use of
Assessment
TPE 5: Student Engagement
TPE 6: Developmentally Appropriate
Teaching Practices
Domain B:
Assessing Student
Learning
Domain C:
Engaging and
Supporting Students
in Learning
TPE 7: Teaching English Learners
Domain D:
TPE 8: Learning about Students
Planning Instruction
and Designing
Learning Experience
for Students
TPE 9: Instructional Planning
TPE 10: Instructional Time
TPE 11: Social Environment
Domain E:
Creating and
Maintaining Effective
Environments for
Students Learning
Teaching Performance Assessment (Four Tasks)
TPE 4: Making Content Accessible
Domain A:
Making Subject
Matter
Comprehensible to
Students
CSTP 1:
Engaging &
Supporting All
Students in Learning
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
CSTP 2:
Creating and
Maintaining Effective
Environments for
Student Learning
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
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
6.5 Working with colleaguesonal practice
TPE 12: Professional, Legal, and
Ethical Obligations
TPE 13: Professional Growth
Domain F:
Developing as a
Professional
Educator
CSTP 6:
Developing as a
Professional Educator
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
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
Knowing where you have been
helps us support you
with where you are going…
Let’s examine your work so far…
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: Application, Implementation and
Reflection
=$+
+
Role of the
Support Provider
(SP)
CONFIDENTIALITY!
What happens in BTSA,
BTSA
Stays in BTSA!!!!
SP/PT Match-Ups
If your match-up is
not working,
please call the
BTSA director for
a confidential
conversation.
The California Standards for the Teaching Profession
The
California
‘Six-Pack’
Engaging and Supporting All Students
in Learning
Creating and Maintaining Effective
Environments for Student Learning

Connecting students’ prior knowledge, life
experience, and interests with learning goals.

Creating a physical environment that engages all
students.

Using a variety of instructional strategies and
resources to respond to students’ diverse needs.

Establishing a climate that promotes fairness and
respect.

Facilitating learning experiences that promote
autonomy, interaction, and choice.

Promoting social development and group
responsibility.

Engaging students in problem solving, critical
thinking and other activities that make subject
matter meaningful.

Establishing and maintaining standards for student
behavior.


Promoting self-directed, reflective learning for
all students.
Planning and implementing classroom procedures
and routines that support student learning.

Using instructional time effectively.
Understanding and Organizing Subject
Matter for Student Learning
Planning Instruction and Designing
Learning Experiences for All Students

Demonstrating knowledge of subject matter
content and student development.

Drawing on and valuing students’ backgrounds,
interests, and developmental learning needs.

Organizing curriculum to support student
understanding of subject matter.

Establishing and articulating goals for student
learning.

Interrelating ideas and information within and
across subject matter areas.

Developing and sequencing instructional activities
and materials for student learning.

Developing student understanding through
instructional strategies that are appropriate to the
subject matter.

Designing short-term and long-term plans to foster
student learning.


Using materials, resources, and technologies to
make subject matter accessible to students.
Modifying instructional plans to adjust for student
needs.
Assessing Student Learning
Developing as a Professional Educator

Establishing and communicating learning goals to
all students.

Reflecting on teaching practice and planning
professional development.

Collecting and using multiple sources of
information to assess student learning.

Establishing professional goals and pursuing
opportunities to grow professionally.

Involving and guiding all students in assessing
their own learning.

Working with communities to improve professional
practice.

Using the results of assessments to guide
instruction.

Working with families to improve professional
practice.

Communicating with students, families, and other
audiences about student progress.

Working with colleagues to improve professional
practice.

Balancing professional responsibilities and
maintaining motivation.
SB1209
Revised
BTSA Induction Standards
California
Induction
Standards
Senate Bill 1209 (SB1209):
‘Participating teachers must be
allowed to complete their Induction
Program within the funded two
years’.
Formative Assessment System
Entries over two years…
Formative Assessment System
Proof of
Best
practices…
Evidence of application and
implementation …
Formative
•Examines the
performance of a
participating
teacher over
time in
collaboration
with a trained
SP.
Summative
•Determination
at a certain
point in time
concerning a
participating
teacher’s
performance.
Beyond the Formative Assessment
System…
What does your support provider do
for you?
Dealing
with
Problem
Parents…
Dealing with Classroom Management…
Dealing
with
problem
students
…
Dealing with paperwork and
organization…
Dealing with site-based
issues…
Helping
with
strategies
That may
need
‘tweaking’…
Helping you survive your
‘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!